Additional Resources, Bibliography, Notes and/or Reflections

References

CBS News. (2011). Did the internet kill privacy. CBS. Retrieved from      http://www.cbsnews.com/news/did-the-internet-kill-privacy/

Library of Congress. (n.d.). Taking the mystery out of copyright.        Library of Congress. Retrieved from        http://www.loc.gov/teachers/copyrightmystery/

Resources

Safesurfingkids.com. (n.d.). Internet safety-Grade level 3-5. Safe Internet Surfing. Retrieved from http://www.safesurfingkids.com/lesson_plans_grades_3_12.htm

Tolisano, S. (2015). What is the biggest mistakes teachers make when      integrating technology into the classroom. Tech and learning.        Retrieved from http://www.techlearning.com/blogentry/9090

Complete 1.1

Within this course, I want to learn to create a website that can later be turned into a site that can host class information. I love incorporating technology where parents can see what their child is doing in class in between conferences and other times they're not there to see their child in the classroom. Some parents may live out of state or be otherwise unavailable to be in their child's classroom and a website could be beneficial to see what is going on with their child while they are away. 

The way I can accomplish this goal is by completing my assignments on time. I am unsure of how assignments will go for creating a webpage, but to create my own webpage I could be working on dual assignments at the same time. This would allow me to have my own webpage ready for when I welcome students to my classroom in late August. 

Although I may complete the goal of creating my own webpage, it is an ongoing project and I must revisit the site often to update the information. I will know the initial creation is complete when I feel confident to share the site with parents. 

Another goal I have is to turn all of my work in before it is due. I start kindergarten assessments on the 20th of August and I want to have my mind clear and focused on my students during that time. I am usually the type of person to submit assignments during the day it is due. I spend a lot of time viewing and reviewing assignments, but this course I don't have extra time as I am getting ready to set up my classroom. I need to stay on top of my assignments and get them done early. I also need to spend less time reviewing them. 

There are several ways I can achieve this goal, but the most practical and most effective way to accomplish this for me is to set a schedule. Since Completes are now due on Monday nights, I should have them ready to submit on Thursday by midnight. This gives me a chance to use Brainfuse if needed.  To submit assignments by Thursday I should watch the Attend video on Monday, read the assigned chapter(s) on Tuesday, write on Wednesday, and review the assignment on Thursday. I estimate that I should spend 1 to 2 hours each day on coursework to have my assignments submitted on time. 

I will know this goal is complete when I receive my grade in this course with high marks because I have been prepared each week and with each assignment I turned in. 

Complete 1.2

I would like to learn how to use a graphics software to create fun and exciting graphics to use in my classroom. I am a creative person, but not usually on the computer. I have some experience with the iPad app Notes. I like the app and products are easy enough to create, but I would like more information on other products that may be available to me. 

One thing I can do to help myself meet my goal is to confer with other students, perhaps my group, about apps or software they use to create graphics. If other students are unavailable or don't know information I need, I can ask the instructor for resources to accomplish my goal.

I will monitor my goals using a journal. Each week I will check in with my journal and write down what I have done to work towards my goal. 

I will know I've completed this goal when I have successfully learned about an app or software program and how to create graphics and utilized the graphic(s) on my website.

Complete 1.3

*Uses digital media to illustrate and communicate original ideas and stories. 

*Identifies, researches, and collects data on an using digital resources. 

*Engages in learning activities with learners from multiple cultures through email and other electronic means.

*Uses various technologies to produce a digital presentation.

*Finds and evaluates information using digital resources

Complete 2.1

This lesson and objectives are for a kindergarten classroom of 25 students. 

Objective: Directly compare two objects with measurable attribute in common to see which object has “more of”/”less of” the attribute and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Skills Used: The students will compare and measure during this lesson.

Ways to Teach: This lesson will initially be a whole group lesson that will branch off into one of five stations. 

Students will complete an interactive weather map using the Smart Board and pictures specifically for the Smart Board manipulation. I will model the activity by using the iPad that is connected to the Smart Board. I will have weather pictures pre-selected for students to use. I will model for the students by writing the word cloudy and moving the picture of clouds to the word. Next we will brainstorm weather words and then I will have students come up to match the picture to the words we've written. This will give them verbal/auditory clues as well as visuals for the words. 

Technology Integration: In this lesson, technology helps students be successful by offering them multiple learning styles and differentiation opportunities as well as appropriate technology integration for a kindergarten classroom. Some students may still struggle with the use of the Smart Board or iPad at the end of this lesson, but the learning opportunity will strengthen their skills and help them gain confidence in their learning abilities. 

Scaffolding is imperrative for this lesson. These are young kindergarten students embarking on their first months in a full day classroom. Some of these students work fluidly with technology while others will be having their first experiences. Modeling the lesson several times will be important for those students to succeed in their learning. 

Complete 2.2

Technology can be useful in teaching most lessons. In some lessons where I've used technology it is teacher used and students follow along. In other areas the technology component is student used and I assist. The lesson I will be using for this example is a lesson where I (the teacher) use the technology for a first grade class of 22 students. 

This lesson was focusing on the Emperor penguin and their habitat. I used the document camera to draw parts of a penguin habitat and the students then drew the same part on their habitat. We labeled each part of the habitat. After the habitat was complete, students got to color their habitats using true to life coloring. I modeled this coloring using the document camera. (In a previous lesson, students were shown a penguin video and images on the iPad).

This lesson was so much fun. The students learned more than I expected and their attention to the lesson was far better than expected. The student’s attention to detail on their drawings was impeccable. They were creative and they used colors that would be seen in the penguin’s habitat. 

In this lesson, technology didn't play a crucial role because I could have just drawn the picture on a very large piece of paper for the students, but it did assist with the lesson. When I use the document camera to draw, students are able to see my fine detailed strokes of the pencil better and this helps them to focus more on their own drawing. 

Complete 2.3

The lesson plan I will be using for this assignment is one I created for my student teaching experience in a third grade classroom with 22 students. 

CCSS:

3.18- Use a variety of historical sources including artifacts, pictures, and ?documents to identify factual evidence.

3.8- Identify links of land, regions, river systems, interstate highways between   Oregon and other states.

Description:

In this lesson, students explore the aspects of their town of Harrisburg, OR by viewing an online presentation. The students will look at historical and present pictures of their town while exploring and comparing the present aspects. 

Learner Autonomy: This lesson creates learner autonomy by allowing students to learn about something that is of interest to them. Students are learning about the town where they live and they get to delve deeper into the aspects of their town they are curious about.

For example, some students wondered how people crossed the Willamette River before there were bridges. Some students wondered where the oldest buildings were. Some students wondered what made this town a town. 

There were many curiosities, and through this lesson, students were able to explore their towns history and satisfy their curiosity.

Active Learners:

The first parts of this lesson focus on students viewing and completing an online presentation/interactive slideshow of their town. The interactive slideshow allows the students to view how their town used to be and how it became what it is today. The slideshow offers students the ability to ask and answer questions they have and incorporate that into their learning experiences.

The later parts of this lesson include a trip to the towns museum and a guided tour. This allows students to take an active part in their learning by seeing these items in real life (as opposed to through a computer screen), touching the items (in most cases), and experiencing the types of buildings that were once available to people of this town. The museum field trip allowed for students to reflect on their learning and transfer the information they learned from the computer to real world scenarios. 

The students final part of this lesson included a visit to the oldest house in Harrisburg. The students were given a tour by the owner (a mom of one of the students) who provided students (and parents) details about how and why the house was built the way it was. She offered details about Harrisburg that she had learned through her years as the homeowner and towns-person. Students were able to understand her and ask appropriate questions based on the previous interactive slideshow and museum field trip. They were able to form ideas and opinions about the town with this final piece of the lesson. 

Holistic

This lesson was holistic (as viewed above). It offered students a multi-sensory experience of their town as well as encompassing different learning styles that all fell back on one topic: Harrisburg, OR. Students viewed the online presentation, asked and answered questions, went to the towns museum, asked and answered more questions, viewed the oldest home in Harrisburg, and then asked and answered more questions. 

Complex:

This lesson offered students complex thinking skills by allowing them to see how their town has transformed over the last 150 years. Students were able to see various plights that caused disruption in the town and innovative thinking that came to solve the problems.

For example, students noticed there didn't used to be a bridge that would allow the townspeople access to other nearby areas. They learned that the townspeople created ferries that allowed transportation to further civilization. They later learned that there were five different types of ferries at different locations throughout the towns history. Each ferry was more developed than before. The learned how, when, where, and why the town's bridge was developed and how it positively affected the town. 

There were many other examples of things they learned that could help the students solve real world examples. When students are able to learn about the past they are able to successfully incorporate past and present ideas to apply new innovative ideas into their thinking. Students in the class were talking about how they could create a ferry that would allow them to cross the river near their home so they could get home from school faster and help the buses. They were learning to transfer this information into new areas and help more people. 

Challenging Activities:

This lesson incorporated an interactive presentation that allowed students to fill in answers and learn why the answer was correct or incorrect. Although not the ideal challenge described in the book, this challenge was appropriate for this class because it offered some feedback in the beginning of the lesson. There could have been a better way to offer a challenging activity to this lesson, but there wasn't enough time to put it into play.

Complete 3.1

Audience: Kindergarten parents, guardians, grandparents or family members. 

Goal: I want to learn more about iPad uses in the classroom. This falls under the tutor category. I think this tool would be beneficial because it offers a multitude of apps that offer greater educational opportunities for a variety of learners. This could give students more opportunities for critical thinking skills depending on the app used. Depending on the apps used in the classroom, there could be unlimited opportunities for student's involvement in their own learning. The iPad could fall under either of the three categories that create higher order thinking: mindtools, tutor, or communication supports. 

Action: I just obtained an iPad for my classroom this coming fall. I have researched several apps and some websites that will be helpful and of great use in my classroom. The iPad itself could offer opportunities for being a tutorial, mindtool, or support for communication. For the purpose of this assignment I would like to use it as a tutor. I want to look into the program C.C. Pensive. This is a database program that offers me the opportunity to record information related to my student's reading readiness and their level. It allows me to share the progress with parents and other teachers and staff members too. I want to learn more details about how to successfully incorporate its use in my classroom and how I can successfully share the information with parents without sharing other student's confidential information.

Monitor:  Through my research I discovered the program costs $39.95. Thankfully, the school where I will be teaching has covered the cost for me and it is on the iPad I will be using this fall. There are multiple tutorials available with this program. The website has written tutorials as well as video tutorials. However, I did find more videos available on TeacherTube.com and YouTube.com. These are less professional, but they do offer helpful hints and suggestions that aren't offered on the website's tutorials.

Evaluate/Extend: I believe I have met my initial goal by setting out to find an appropriate program on the iPad that offers tutorials. Spurring from the initial goal has come more smaller goals that relate to the program being used.

Complete 3.2

The program I used in Unit 2 Complete, question #3, is Prezi. It is run over the internet using a computer and document camera. It is easily sharable this way because all a person needs is the access link. However, things can go wrong and the program may not respond. This has happened before in an undergrad classroom. We weren't prepared for the program not working and the images on the Prezi were crucial to our presentation. We gave our presentation, regardless, but it wasn't as powerful as it could have been.

The Lesson: In this lesson, students explore the aspects of their town of Harrisburg, OR by viewing an online presentation from Prezi. The students will look at historical and present pictures of their town while exploring and comparing the present aspects. 

The same lesson could be presented in either of the settings. I was the one who ran the presentation from my computer. This was age appropriate for the lesson I was preparing. However, it could have been preformed in a one computer, five computer, or computer lab. My intention, however was to review the information as a class, as reading levels, comprehension levels, and attention levels varied throughout the student population. 

One Computer Classroom: In the lesson, I utilized the one computer classroom scenario. I ran the presentation and I facilitated the discussion. While the students asked questions and offered information they may have learned at home or in a previous setting. This was a third grade classroom that had 22 students. However, during this time 14 students left the room for band, two left for ELL, and two left for ELL. This left only four students from the classroom in the room, however, the two other third grade classrooms had similar situations so we brought all three classrooms together to make a total of 20 students. The in and out nature as well as the age of these students left it appropriate for a one computer classroom lesson. 

Five Computer Classroom: A five computer classroom may have been beneficial for this lesson, however, students at the third grade level may have a difficult time managing computers in groups or alone. They may have trouble finding the program or obtaining the link to gain access to the site. 

However, if the student's had already been trained properly on computer use or they were being walked through the process, they may have benefited from working in groups in this lesson. If I had five computers for this lesson, I would have spent a day training students how to manipulate the slideshow and move around the site.

Following the training, students would be split into five groups of four and decide jobs that each student will do. There would be four jobs for each student in the group: Reader, recorder, computer tech, and artist. These jobs would provide each student with a sense of direction while they were manipulating the slideshow and give each a purpose while they were completing the lesson. 

Portable Lab/Lab: This scenario would be similar to the five computer classroom, but would require a bit more training and solid readers. This wouldn't be the best scenario for a third grade classroom because there may be words the student will need help with. However, this could be beneficial to those who like to take their time or work ahead in projects. 

In the portable lab/lab setting, a student would need to be trained on the computer in how to use the program and then how to perform the tasks asked of them. The would need to read the information, record facts in their journal, manipulate the slideshow, and then draw a few pictures. Make a KWL chart on the whiteboard listing the things we know and want to know about Harrisburg. 

Complete 3.3

Before: Before the lesson I will create a KWL chart with the students on chart paper listing the things the students know and want to know about Harrisburg (7 minutes). This portion of the lesson doesn't require any form of technology. This portion of the lesson allows vocabulary to be introduced and students to hear places within the community; some for the first time (30 minutes).

During: During the lesson, I will be manipulating the Prezi slideshow using the iPad. Using the iPad allows me to circulate the classroom while speaking and assisting students. Technology needed during this portion of the lesson: The iPad, the internet, wireless internet access, document camera, and desktop computer. 

Students in this setting won’t be using the computers or technology themselves. In following lessons, they will have access to the iPad and Prezi to create their own. 

After: After the lesson, students will be given time to ask more questions by filling in the KWL chart, and answer any questions they'd learned by filling in the "L" section of the chart. If there is more time, students will work on their graphic organizers, drawing pictures or filling in parts they may have missed during the slideshow (10 minutes).

Complete 4.1

As a kindergarten teacher it is especially important to create a learning environment that supports all students. In my kindergarten classroom I have set up my classroom in such a way that will aid learners of various levels. I believe that this step is very important in kindergarten. Many students come in to kindergarten and have never been tested, or identified as special needs or TAG. Kindergarten is often their first experience in an educational environment and therefore it is important to have a classroom set up to aid multiple learning environments. Another important reason to set up a kindergarten classroom for multiple learning styles is that kindergartners need to be moving constantly. They don't do well sitting for long periods of time so setting up a classroom for multiple learners needs to be done with this in mind. 

Complete 4.2

Area of Interest: Writing

Programs: 1. StoryBuilder for iPad; 2. Draft Builder

Descriptions:

StoryBuilder for iPad-  This program uses pictures to help children verbalize a story. The students describe a picture and tell about what is going on in the picture. The audio is recorded and helps students to formulate their words into sentences and paragraphs.  

     Pros:

     a. Great for students who cannot write or understand      the writing process.

     b. The program has a great price of $7.99.

     c. The App is easily maneuverable for students and      teachers alike.

     Cons:

     a. Only a one or two students can use the product at a      time.

     b. There are only silly pictures to describe. 

     c. There is only the option to hear the spoken word;      not see the written words. 

Draft Builder- This program guides students through the writing process of a first draft. This program offers students a variety of formats for each step of the writing process. This program is set to be for all ages. 

     Pros: 

     a. The program breaks down the daunting task of writing a paper into three easy steps.

     b. Great with students who struggle with writing and organization. 

     c. Generous amount of formats available for students and teacher use. 

     Cons:

     a. The cost is rather steep if it will only be used for one       or two students. The average cost is $100-$499. 

     b. After reviewing the format it is clear this product wouldn't be beneficial in an early elementary school setting. The format for this product makes it difficult for younger students to use and maneuver through the program. It would be best used in a middle school program. 

Complete 5

Complete 6.1

The teacher created site I chose to view for this assignment comes from Brittany Bowers. She teaches at Harrisburg Elementary School in Harrisburg, OR. The URL for this site is http://bowersstars.blogspot.com/. 

I love many aspects about this site. First Brittany posts information on the site for the student's parents like most blogs do. However, Brittany lets her first grade students create the blog. They get to choose what they write about, the order it should go in, what pictures should accompany the posts, and any other information they feel should go on there.

Mrs. Bowers uses scaffolding to aid in her technology instruction. She starts out in the beginning of the year by taking on most of the work for the blog, and slowly, she starts handing over jobs to the students. Near the end of the year, the students are writing most of the blog themselves (she still types it for them). In working this way she helps the students meet the National Education Technology Standards (NETS).

I like most parts of this blog, but I would like to incorporate some activities that students can do in the classroom and home from the blog. Perhaps they could go online and add comments or questions or answer questions the parents may write. There could be a class game or literacy component as well. 

Complete 6.2

This fall I will be teaching full day kindergarten and we will be using various forms of technology throughout the day. 

According to Kim Sanchez the Director of Online Safety at Microsoft, the average age
children are going online unattended is eight (Sanchez, 2013). Eight is the age of a second or
third grade student. This study shows that students are gaining access to computers sooner than
ever before. We live in a society where technology is present in nearly all homes and schools
around us, but teachers aren’t prepared properly to use this technology in the classroom with
students who haven’t been properly taught how to use forum etiquette or online bully prevention.
Teachers need a curriculum or approach to teach their students how to use technology in an
appropriate and effective manner. Implementing the following ten rules will help keep students safe in the classroom and at home.  

1) Students must provide teachers and parents with their online password(s).

2) Students must be taught online etiquette (netiquette) and how to respond to classmates and
teachers in a positive nature.

3) Students must not post pictures of classmates and individuals in a classroom setting
on their personal page.

4) Students need to know teachers may not accept “friend” requests from students on their personal webpage until they are no longer a student in their class for a period of six months and if
teachers wish to be “friends” with a student’s parents on their personal page they must accept all
student’s parents not just select parents. 

5) Students may not enter into chat rooms or conversations with persons outside the classroom unless instructed by the teacher. 

6) Never touch another student's computer or technology device.

7) Leave the technology device the way you found it. 

8) Don't eat or drink anything near the technology piece.

9) Use only programs and/or devices that are directed by the teacher.

10) Ask for help if you don't understand what you are doing or you are having trouble working the device or program. 

Complete 6.3

To communicate effectively with parents in my classroom, I will use a school website. I don't yet have access to my districts website, but as soon as I do that will be the first thing I do. I want to incorporate parent communication, student learning and links to outside sources that could help parents with various aspects of schooling.

The parents I will be working with may be new to schooling. This could be their oldest child who will be attending school for the first time. If it isn't their first child, this may be the first time their child is away for 7.5 hours a day. It may be an overwhelming time in the parent's life. I want to be able to make the transition as easy as possible for the parents and students. 

Another technology piece I would like to incorporate this year is the Remind App. This is an app parents can get on their phones that allows them to communicate with me and I to them via text message. This can be very beneficial in so many ways. It would allow me to send a short simple message to my families and offer impromptu communication with parents who may not be able to receive the newsletters. 

Complete 7.1

1. Source 1:

Title: Taking the Mystery Out of Copyright

Organization: Library of Congress

URL Link: http://www.livebinders.com/play/play/269568# or http://www.loc.gov/teachers/copyrightmystery/

Description: This site is a kid friendly version that has a detective. She explains what copyright is in kid friendly terms. There are different episodes so this could become an great way to provide a small unit on copyright just before a science fair or even just on its own. I would say it would be appropriate for third grade and up. 

The second slide show goes into detail about the history of copyright law and even provides some court cases. Again, the language is kid friendly and the pictures are bright and interesting. There are pictures of some of the historical documents first copy-written.

The fourth tab is about investigating what courts have found regarding copyrighted materials. The items under this tab explain different parts of the copyright law. For example, one tab explains what a copyright protects while another states a product doesn't need to be registered to be protected under copyright laws.

The final tab explains the copyrighting process. The tab explains the step by step process one needs to take to gain a registered copyrighted product. It also explains how long it takes to receive your copyright certificate. 

Strengths:

This site is great! Although it was the kid friendly wording and pictures that drew me to the site, I gained a great deal of information. It is easy to understand and maneuver through. A student could read the words and understand the general information.

Weaknesses:

I don't feel like this site has any weaknesses. 

Source 2:

Title: Join the C Team

Organization: Join the C Team made possible by Entertainment Software Association

URL Link: http://www.livebinders.com/play/play/269568# or https://jointhecteam.com/

Description: This is a kid friendly copyright site that is made for young students so they are able to understand the copyrighting purpose. There is a video for students and there are links for parents, teachers, and librarians. The website also contains links that further support the copyright laws. 

The teacher and librarian links provide lesson plans to teach kids about copyright and get them informed and interested. The lessons are hands on and incorporate the use of technology devices. 

Strengths:

The wording is easy to understand and the links provided are useful tools. The video is enlightening and provides necessary information for students.

Weaknesses:

The website isn't as kid friendly as the Library of Congresses website on copyright law (source 1). It doesn't have as much explanation and the language from the video isn't as kid friendly. 

Complete 7.2

Technology is all around us and it is already in classrooms around the world. Classrooms use technology daily in lessons. Due to the prevalent use of technology, it is important for teachers to know how to teach their students to properly use technology as well as online etiquette. There are several blogs, websites, articles, and even books dedicated to teaching teachers how to help their students develop netiquette, but what teachers need is a set of policies that will help them teach their students how to appropriately respond to peers in an online setting.

In the News:

Source 1:

The first site I viewed about teachers making mistakes with technology is from techlearning.com. The entry in this article describes five things teachers are doing in the classroom with technology that aren't the best uses. Author Silvia Tolisano believes these things affect how and what students learn greatly and changing them slightly could be beneficial in all learning aspects. Tolisano's five mistakes include: 1) Using only typed works instead of handwritten reports; 2) Allowing students to use technology as a time-filler. 3) "Using "Technology as a separate subject area" (Tolisano, 2015); 4) Using technology in a manor that doesn't aide in learning; 5) Using technology to motivate students.

Source 2:
The second article I viewed came from cbsnews.com. The article reviewd a teacher who lost her job because of a facebook post. Ashley Payne, the teacher, was on vacation in Europe and had pictures taken of herself in a pub and brewery with alcholoic beverages. She also used profanity in one of her posts. Payne thought she had set her profile view to "private" so only friends could see her images, but somehow the image got out and a concerned person called or emailed the principal. The teacher was forced to resign or be suspended. She resigned her position and fought the case in court. 

Action Plan:
When teachers and students follow the following seven policies an effective online learning experience will occur and students will be safe while doing so. First, students must not share ANY personal information online including their name, date of birth, or address. Second students need to think about the words they are going to write before they post them. Third, students need to have two peers and an adult review a picture before it is posted. Fourth, students need to check their privacy settings and a teacher needs to check the privacy settings too. The fifth procedure is that students must follow the school rules when in an online forum. Seventh, students need to be taught about plagiarism and how to avoid it. Seventh, students must use proper grammar while utilizing technology. When following these seven procedures, children can stay safe and be productive members of the online community

Complete 7.3

Submitted by: Christina Burian Date: 8-10-15 Grade Level: K Number of Students: 20

Title: Online Safety

National Educational Technology Standards:

            Based on ISTE – NET – Performance Indicators for Technology – Literate Students

            http://cnets.iste.org

Focus Statement (Big Idea/Goal):  

            To increase student knowledge of online safety while building critical thinking and decision             making skills relating to online computer use.

Lesson Objectives:

            By the end of this training, students will be able to identify five types of personal information not to give out online.

Materials/Safety:

1. Computer
2. Parent/Child computer agreement

Anticipatory Set/ Pre-Activity:

            Talk about the basic concepts of the internet.

            What is the internet?

                        The internet connects computers all over the world to each other                                                      and helps us communicate.  

            What are some things we use the internet for?

                        Email, chatting with grandparents, games, reading, etc        

Procedures:

Appropriate Information to Give Out

Do Not Give Out Personal Information

Name

Where you live – city or address

Telephone Number

Birthdate

Height

Weight

Photo

Parent’s name

School

Information you can give out

            Likes and dislikes

Question students about appropriate information—

Yes

Can you tell someone you like blue?  You like pizza?  Type of pets that you have?  Your favorite movie?

No

Your favorite movie theater?

Your favorite beach?

SUGGESTED LEARNING ACTIVITIES:

Scenarios for Discussion

Cindy has been talking online to a girl named Julie for a few days now. Julie has told Cindy where she lives, how old she is, where she goes to school, and what she looks like. Julie asks Cindy what school she goes to.

Is it okay for Cindy to tell her?

(What else shouldn’t Cindy tell Julie?)

Michael is online talking to his friend from school, Chris.  They are working on their homework together and studying for a test. Chris says they should meet before class to review for the test. Is this okay?

(Should Michael also ask a parent just to make sure?)

Jennifer is talking to a friend online when she gets a message saying there is trouble with her computer and she needs to type in her online password again. Should she do it?

(What should she do?)

Jake is talking to a friend online who he met on the Internet. The friend offers to help him finish his homework and asks for Jake’s phone number. Is it okay for Jake to give it to him, since it has to do with homework?

(What should Jake do?)

Allison met Linda on the Internet and has been talking to Linda online for several months. Linda says she is the same age as Allison and lives nearby. Linda wants to meet Allison in the mall to go shopping. Should Allison go meet her?

(What should she do?)

Jeff got an e-mail from someone he doesn’t know, with a file attached. Should he open it?

(What should he do?)

Tina gets an online message from a woman who says her name is Mrs. Anderson and tells Tina that she is a math teacher. Mrs. Anderson wants to know what school Tina goes to and what her teacher’s name is. Should Tina tell her?

(What should Tina do?)

Paul is online when he gets a message saying he won a free Xbox! He just needs to send in his address and phone number so it can be mailed to him. Should he give the information?

(What should he do?) 

Quiz (Discussion in small groups)

1. Which is okay to give out over the Internet?
1. My last name
2. My school name
3. My teacher’s name
4. My favorite TV show
5. My address  

2. While surfing the Internet, you see a website that makes you feel uncomfortable. What should you do?  
1. Write down the name and don’t go there again.
2. Tell your friends, so they can avoid it too.
3. Go tell a parent, guardian or teacher.
4. Unplug the computer.

3. If someone online tells you they are in 6^th grade and their name is Katie, they are probably how old?  
1. 12
2. 13
3. 35
4. There’s no way to tell!   

4. If you have been talking on the Internet to a person for a long time, and they want to meet, which is okay to do?  
1. Meet them, as long as you bring a friend.
2. Meet in a public place.
3. Tell someone where you will be before you go.
4. Ask your parent or guardian first and have them go with you.

5. If someone online sends you a message that is mean or makes you feel uncomfortable, you should:  
1. Erase them from your friends list.
2. Delete the message.
3. Insult them back
4. Tell a responsible adult

6. You are talking to someone online, and they know some of the same people you know. Since they have many of the same friends as you, is it ok to give them your phone number if they ask?  
1. Yes
2. No

7. It is okay to send someone online your picture when:  
1. They send you theirs first
2. You send them an old picture
3. As long as you don’t send them your address too
4. Only if a parent or guardian is with you and says it is okay

1.  d     2.  c     3. d     4.  d    5.  d     6.  b    7.   d

Closure: (5-10 minutes)

Remind students to talk with adults about what they are doing on the internet, websites that they visit, and have an agreement with your parents or guardian about how you use the internet.

Assessment:

Before: Will be an observation of what the students know about the internet and some of its uses.

During: Assessing the students during this lesson will consist of listening to their responses and conversations about information you shouldn’t share.

After: Assessment after the lesson includes the follow up discussion and small group quiz discussion results.

Reflection:

Differentiation:

• Learning Styles used
• Visual
• Auditory
• Kinesthetic
• NETS Strategies used:
• Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
• Promote, support, and model creative  and innovative thinking and inventiveness.