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Online Safety

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Teacher-Facing Resources

Type:Lesson

Estimated Time:15 minutes

Grades:5-8

Score Type:Automatically Graded

Work completed by a student will be automatically graded and the grade will be sent to the Learning Management System (LMS) gradebook

Available Languages: English, Spanish


Vocabulary: Internet safety, access, audience, bulletin , collaborate, communicate, community site, ethical use of technology, evaluate, forum, integrate, multimedia, network, online community, online safety, private site, public site, publish, share, speaking, synthesize, technology-enhanced models, web design, web page, website, writing


Primary Objectives:

  • Student understands the ethical, cultural, and societal issues related to technology.
  • Student practices responsible use of technology systems, information, and software.
  • Student develops positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
  • Student uses technology tools to enhance learning, increase productivity, and promote creativity.
  • Student uses productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
  • Student understands, manages, and creates effective oral, written, and multimedia communication in a variety of forms and contexts.
  • Student analyzes, accesses, manages, integrates, evaluates, and creates information in a variety of forms and media.
  • Student demonstrates ethical behavior.
  • Student produces visual images, messages, and meanings that communicate with others.
  • Student understands what personal information they should never enter on a community Website.
  • Student understands that information posted on community Websites is visible to the public.

Secondary Objectives:

  • Student uses a variety of media and formats to communicate information and ideas effectively to multiple audiences.
  • Student uses technology to locate, evaluate, and collect information from a variety of sources.
  • Student understands the interconnections among systems.
  • Student transfers learning from one domain to another.

Subjects:

Audience Definition 

Technology Education > Information Technology > Digital Communications > Audience Definition 

Audience and Purpose 

Technology Education > Media Production > Multimedia / Video Production > Audience and Purpose 

Awareness of / Adjust For

Language Arts > Writing > Purposeful Writing > Audience > Awareness of / Adjust For

Captions

Language Arts > Writing > Products / Formats > Captions

Chat / BLOGS / BBS 

Technology Education > Information Technology > Basic Operations and Concepts > Chat / BLOGS / BBS 

Communication to Others

Library Media > Information Technology > Student Use > Communication to Others

Communication to Others 

Technology Education > Information Technology > Student Use > Communication to Others 

Copyright

Library Media > Information Literacy > Reference and Research > Intellectual Property > Copyright

Copyright

Technology Education > Digital Literacy > Reference and Research > Intellectual Property > Copyright

Copyright Infringement and Plagiarism (Technology Specific)

Library Media > Information Technology > Technology and Society > Copyright Infringement and Plagiarism (Technology Specific)

Copyright Infringement and Plagiarism (Technology Specific) 

Technology Education > Information Technology > Technology and Society > Copyright Infringement and Plagiarism (Technology Specific) 

Create Communication Products 

Technology Education > Information Technology > Digital Communications > Create Communication Products 

Ethical Usage

Language Arts > Computer Literacy Skills > Personal Use > Ethical Usage

Graphics/images (insert/modify) 

Technology Education > Media Production > Multimedia / Video Production > Graphics/images (insert/modify) 

Hyperlinks 

Technology Education > Information Technology > Internet > Hyperlinks 

Intellectual Property Rights (specific to technology)

Library Media > Information Technology > Technology and Society > Intellectual Property Rights (specific to technology)

Intellectual Property Rights (specific to technology) 

Technology Education > Information Technology > Technology and Society > Intellectual Property Rights (specific to technology) 

Interactive Use 

Technology Education > Information Technology > Internet > Interactive Use 

Internet Safety

Language Arts > Computer Literacy Skills > Personal Use > Internet Safety

Lists / Logs

Language Arts > Writing > Lists / Logs

Not Genre Specific

Language Arts > Writing > General Skills > Not Genre Specific

On-line Etiquette 

Technology Education > Information Technology > Basic Operations and Concepts > On-line Etiquette 

Online Citations

Language Arts > Research > Copyright > Online Citations

Security Options 

Technology Education > Information Technology > Internet > Security Options 

Web Programming 

Technology Education > Information Technology > Internet > Web Programming 

Websites / Blogs / Email / Internet

Language Arts > Computer Literacy Skills > Personal Use > Websites / Blogs / Email / Internet
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  • The setting for the online lesson is the Bue Festival, held annually in Buenos Aires, Argentina. The festival is the most important international music festival in the region. You might want to provide some background information about the festival, have students locate Buenos Aires (which means fair winds) on a map, and hold a whole-class discussion about South American culture and history as well as student's experiences and perceptions of South America in general.

  • Make sure students know the difference between a community web site and community web page. An online community web site provides the overall structure for an online community, such as MySpace or Windows Live. Community web pages are built by people who join the community.

  • The underlying theme throughout this unit is the role of effective writing in all walks of life throughout the world and throughout history. The lessons are presented against a backdrop of music festivals held around the world, and the accompanying activities are based on Shakespearean works and themes. Note that music compositions and plays draw heavily on many basic writing and communication principles and skills. By exploring words in the context of music, poetic discourse, and literary analysis, students can expand their perceptions of the multipurpose and cross-cultural aspects of written communication.

  • Have the class brainstorm a civic project, such as researching, documenting, and creating a plan to improve safety on a street near the school. As part of the class civic project, create a community web page that students can use to communicate to each other as well as to a wider audience. Brainstorm the types of information that will be shown on class web page, such as images, weekly updates, resources, survey results, podcasts, real-life experiences (narratives), fictional scenarios, interviews, data, opinions, and so forth. Storyboard the community site, and divide the class into committees. Place each committee in charge of updating their segment of the web page each week. Integrate the project into existing research project processes being taught in class. Culminate the project by presenting the research and recommendations to the appropriate stakeholders, such as the school board, local community leaders, state government, organization representatives, and so forth.
  • Presenting information on a web site is similar to presenting information in a formal paper. Students must reference where they find their information and media. To help students understand their rights, discuss international copyright laws as a class so all students understand how they can create and use online information legally. Describe how to cite sources accurately and when students should link to information instead of copying and pasting it. Discuss fair use and copyright laws, particularly in relation to online content. Point out that each student owns the copyright to any material created from scratch. Finally, discuss what constitutes a "good community" and how following fair use and copyright laws benefits the community, and world, as a whole.
  • Discuss fair use and copyright laws, particularly in relation to online content. Point out that each student owns the copyright to any material created from scratch. Finally, discuss what constitutes a "good community" and how following fair use and copyright laws benefits the community, and world, as a whole.
S.2.a Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
S.2.b Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
S.2.c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
S.2.d Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.
S.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
S.7.a Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
1B-AP-14 Observe intellectual property rights and give appropriate attribution when creating or remixing programs. (P7.3)
1B-NI-05 Discuss real-world cybersecurity problems and how personal information can be protected. (P3.1)
2-IC-23 Describe tradeoffs between allowing information to be public and keeping information private and secure. (P7.2)
2-NI-05 Explain how physical and digital security measures protect electronic information. (P7.2)
ELA-Literacy.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on page 29.)
ELA-Literacy.W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 53.)
ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 53.)
ELA-Literacy.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 53.)
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