Students learn that, because anyone can publish on the Web,
they must carefully evaluate the sites they use for research. They review
evaluation criteria and use a checklist to "grade" informational sites.
Students learn how to write bibliographic citations for online
sources following the style recommended by the Modern Language Association.
Students learn how to write bibliographic citations for online
sources following the style recommended by the Modern Language Association.
Students learn that, because anyone can publish on the Web,
they must carefully evaluate the sites they use for research. They review
evaluation criteria and use a checklist to "grade" informational sites.
Students learn that when cyberbullying includes threats to safety, they must
involve trusted adults. They develop a plan to enable students to report
cyberbullying to school authorities anonymously.
Students explore the benefits of online talk and messaging and consider
scenarios in which they might feel uncomfortable or be asked to give away
private identity information. They identify situations in which flirting and
sexual talk is risky and discuss safety rules to apply online.
7th grade??? Not quite sure where to put this one but this is one we need to be covering with our kids and our parents
Students explore a scenario in which a friendly relationship
turns to a bullying one involving cell phones and computers. Then they
create a glossary of abbreviations that will give contextual clues to text
messages.
Students learn they can converse and share ideas and opinions with others in
cyberspace. They adopt a critical thinking process that empowers them to protect
themselves and their families as they visit sites requesting private identity
information.
When you know the specific information you need, keyword searching is the most
effective method of searching on the World Wide Web. Students learn strategies
to increase the accuracy of their search. They compare the number and kinds of
sites obtained and make inferences about the effectiveness of the strategies.
SecretBuilders is a virtual world for children 5 to 14 years old powered by a web 2.0 community of children, parents, educators, writers, artists and game developers.
Students explore the consequences of unintended audiences viewing their social
network profiles. They consider four key characteristics of social network sites
and how they might affect teens as they try out new identities. Then, students
collaborate to write a letter to parents demonstrating their understanding of
issues related to unintended online audiences.
Students explore how bullying behaviors on social networking sites and cell
phones can affect teens around the clock. They identify positive actions that
bystanders can take to alleviate a particular scenario. Then they write a letter
to the editor discussing the positives and negatives of social networking sites,
messaging, and cell phone technologies used by teens.
Students learn to think critically about their choices of Web sites for research
by using an evaluation checklist that discusses the key characteristics of
trustworthy sites. A sampling of sites on a topic of high interest to students
provides the lesson context. Optional strategies for the use of Web 2.0 tools
are included. Extend the lesson to examine the use of Wikipedia.
Students explore real stories of cyber security
threats and damage and learn
to think
responsibly about securing their families' data at home and when using
public computers. They think creatively about how
to talk with their families
about cyber security
.
Students learn strategies for getting immediate help with
their homework, including going online with an adult to homework help search
services and reference databases.
Students are guided through a multi-lesson project to collaborate in making real-world purchasing decisions using mathematical and critical thinking skills and accessing Internet resources to collect information.
Students learn that, although the Internet makes it very
easy, copying others' work and presenting it as one's own is unethical.
They also learn about circumstances in which it is permissible to copy
others' work.
Students consider that while they are enjoying their favorite
children's Web sites, they may encounter messages from other children that
can make them feel angry, hurt, sad, or fearful. They explore ways to handle
a particular cyberbullying situation, learn some basic prevention rules,
and propose actions to take to calm down when online language makes them
angry.
Students learn that sometimes youths in groups think and
behave differently than they would if each person was alone. They examine
the role of the bystander in cyberbullying situations and develop an ethical
pledge for bystanders.
By examining and identifying actual online requests for private
information, students learn to apply the same safety rules in cyberspace
as they use when encountering strangers in the face-to-face world.