Internet+Safety


 * Teacher ** : K. O'Kief
 * Textbook ** (commonsensemedia.org, additional lessons, videos, activities available at netsmartz.org ):

Obj. # || Unit || Objective "The learner will..." || Standards || No. of Days || Vocabulary Terms || Resources || Student Learning Activities || Assessment || *compare how staying safe online is similar to staying safe in the real world. *explain rules for traveling safely on the Internet. || Internet Safety NETS-S 3a, 3b, 5a, 5b, 6a || 45 minutes || Internet, online, website || https://www.commonsensemedia.org/educators/lesson/going-places-safely-k-2 || discussion, video, website handout question/answer || -questions/answers || *understand how to search for a specified letter of the alphabet on a children’s directory site. *apply the results of their alphabet search to create a picture dictionary. || Information Literacy NETS-S 3a, 3b, 5a, 5b, 6a || 45 minutes || dictionary, search || https://www.commonsensemedia.org/educators/lesson/a-b-c-searching-k-2 || discussion, website, creating dictionary w/ online site, question/answer || -questions/answers || *understand that they should never give out private information on the Internet. *learn to create effective usernames that protect their private information. || Privacy & Security NETS-S 1a, 1b, 5a, 5d, 6a || 50 minutes || private, user name || https://www.commonsensemedia.org/educators/lesson/keep-it-private-k-2 || discussion, forms, website forms, create user names || -questions/answers || *list some reasons why credit is important for an artist. *give themselves proper credit on their own work || Copyright & Information Literacy NETS-S 1a, 1b, 2b, 3b, 3d, 4c, 5a-d. 6a-b || 45 minutes || credit, time capsule, original, publish || https://www.commonsensemedia.org/educators/lesson/my-creative-work-k-2 || discussion, drawing, create time capsule || -questions/answers || *describe how email messages are sent and received. *demonstrate an appreciation of how real people send messages to one another on the Internet through a role-playing activity. || Self-Image & Identity NETS-S 6a || 50 minutes || message, e-mail, Internet || https://www.commonsensemedia.org/educators/lesson/sending-email-k-2 || discussion, handout, activity || -questions/answers whole unit assessment - https://assessments.commonsensemedia.org/k-2/Unit1/loginpage.html || *learn to recognize websites that are good for them to visit. *recognize if they should ask an adult they trust before they visit a particular website. || Internet safety NETS-S 1a, 4a, 4d, 5a-c, 6a, 6b || 45 minutes || safe, caution, right || https://www.commonsensemedia.org/educators/lesson/staying-safe-online-k-2 || discussion, activity, handout, game, || -questions/answers || *explore what information is appropriate to be put online. *judge the nature of different types of digital footprints by following the information trails of two fictional animals. || Privacy & security Digital footprint & reputation NETS-S 1a, 1d, 2d, 3d, 4a-c || 45 minutes || trail, digital footprint, permanent || https://www.commonsensemedia.org/educators/lesson/follow-digital-trail-2-3 || activity, handout, || -question/answer || *explain how to deal with a cyberbullying situation. *recognize the importance of engaging a trusted adult when they experience cyberbullying. || cyberbullying NETS-S 2a, 5a, 5d || 45 minutes || online, cyberbullying || https://www.commonsensemedia.org/educators/lesson/screen-out-mean-2-3 || discussion, handout || -question/answer || *learn a step-by-step procedure for selecting suitable keywords. *apply their chosen keywords to find the information they are looking for on the Internet || Information literacy NETS-S 3a-d, 4a-c, 6a || 45 minutes || search, keyword || https://www.commonsensemedia.org/educators/lesson/using-keywords-k-2 || discussion, handout, computer search || -question/answer || NETS-S 3a-d, 4c, 5a, 5b || 45 minutes || subject, link, rate || https://www.commonsensemedia.org/educators/lesson/sites-i-k-1 || discussion, website activity, handout || -question/answer - whole unit assessment - https://assessments.commonsensemedia.org/k-2/Unit2/loginpage.html || *identify strategies for creating and protecting secure passwords. *create their own secure passwords using the lesson guidelines. || privacy & security NETS-S 2b, 5a, 5b || 70 minutes || password, protect, symbol, secure || https://www.commonsensemedia.org/educators/lesson/powerfulpasswords-k-2 || discussion, activity, handouts, game || -discussion || *compare and contrast how they are connected to different people and places, in person and on the Internet. *demonstrate an understanding of how people can connect on the Internet by drawing a map of their online community. || Relationships & Communication NETS-S 5b, 6a || 50 minutes || online, Internet, community || https://www.commonsensemedia.org/educators/lesson/my-online-community-k-2 || activity, handouts, discussion || -discussion || *recognize how a site’s fun and interesting features help sell the product. *create their own product site home pages with features designed to sell their products. || Information literacy NETS- 1b, 1c, 3a-d, 4c, 5a || 45 minutes || purpose, product, advertise || https://www.commonsensemedia.org/educators/lesson/things-sale-2-3 || discussion, website activities, handouts || -discussion || *recognize the importance of tone in both face-to-face and online communications. *learn rules for writing clear and respectful emails by editing an email message. || relationships & communication NETS-5a, 5d || 50 minutes || respectful, tone, edit || https://www.commonsensemedia.org/educators/lesson/show-respect-online-k-2 || discussion, video, handouts || -discussion || *compare and contrast the format of letter writing to that of writing emails. *proofread a draft of an email. || relationships & communication NETS-2b, 5a, 5b, 5d || 45 minutes || email, header, greeting, body, closing, signature || https://www.commonsensemedia.org/educators/lesson/writing-good-emails-k-2 || discussion, handout, activity || -discussion -online assessment for whole unit || *examine their online responsibilities. *learn that good digital citizens are responsible and respectful in the digital world (and beyond). || Relationships & Communication, Self-image & identity NETS-3a, 3b, 5a, 5b, 6a || 45 minutes || responsibility, community digital citizen || https://www.commonsensemedia.org/educators/lesson/rings-responsibility-4-5 || discussion, activity || -discussion -online assessment for whole unit https://assessments.commonsensemedia.org || *understand what type of information can put them at risk for identity theft and other scams. *distinguish between personal information, which is safe to share online, and private information, which is unsafe to share. || Information Literacy, Privacy & Security NETS-S-1b, 5a, 5b || 45 minutes || register, personal information, private information, identity theft || https://www.commonsensemedia.org/educators/lesson/private-and-personal-information-3-5 || website activity, discussion, handout || -discussion -online assessment for whole unit https://assessments.commonsensemedia.org || *judge what it means to cross the line from harmless to harmful communication online. *generate solutions for dealing with cyberbullying. || Internet safety, cyberbullying NETS-S- 2b, 5a, 5d || 45 minutes || frustrated, cyberbully, ethics || https://www.commonsensemedia.org/educators/lesson/power-words-4-5 || handouts, discussion, activity || -discussion -online assessment for whole unit https://assessments.commonsensemedia.org || *refine their searches by using multiple words, synonyms, and alternative words and phrases. *draw inferences to explain their search results. || Information literacy 3b, 3c, 3d NETS-S- 3b, 3c, 3d || 45 minutes || keywords, precise, results page, synonyms, alternatives || https://www.commonsensemedia.org/educators/lesson/the-key-to-keywords-3-5 || activity, website activities, handouts || -discussion -online assessment for whole unit https://assessments.commonsensemedia.org || *explain how giving credit is a sign of respect for people’s work. *articulate when it is acceptable to use people’s work, and how to write a citation. || Creative credit & copyright, Information literacy NETS-S-5a, 5b || 35 minutes || plagiarism, citation, respect || https://www.commonsensemedia.org/educators/lesson/whose-it-anyway-4-5 || discussion, handout || -discussion -online assessment for whole unit https://assessments.commonsensemedia.org || *apply characteristics of strong passwords to create new passwords. *create secure passwords with their family members. || Privacy & Security NETS-S 2a-b, 3b, 5a, 5b || 45 minutes || password protection, random, security, screen name || https://www.commonsensemedia.org/educators/lesson/strong-passwords-3-5 || discussion, handout, poster making || -discussion -online assessment for whole unit https://assessments.commonsensemedia.org || *participate responsibly and respectfully in an online community. *collaborate on a classroom motto about digital citizenship. || Relationships & communication, self-image & identity NETS-S 1a, 1b, 2a, 2b, 2d, 3a-d, 4a-c, 5a-d, 6a, 6b, 6d || 45 minutes || community, expectation, digital citizen, pledge, motto || https://www.commonsensemedia.org/educators/lesson/digital-citizenship-pledge-3-5 || discussion, collaboration, create a pledge, create a poster || -discussion -online assessment for whole unit https://assessments.commonsensemedia.org || *explore strategies for safely managing unwanted messages. *identify different forms of spam. || privacy & security NETS-S 2b, 5a, 5b || 45 minutes || junk mail, spam, computer virus || https://www.commonsensemedia.org/educators/lesson/youve-won-prize-4-5 || discussion, handout, song || -discussion -online assessment for whole unit https://assessments.commonsensemedia.org || *name the components of an MLA style citation for different types of websites. *create MLA style citations for online articles and professional sites. || Information literacy NETS-S 3b, 3c, 3d || 40 minutes || source, citation, bibliography, update || https://www.commonsensemedia.org/educators/lesson/how-cite-site-6-8 || discussion, handout, website || -discussion -online assessment for whole unit https://assessments.commonsensemedia.org || *discuss how photo alteration can distort our perceptions and affect our self-image. *analyze how advertising uses photo alteration to help sell products. || Creative credit & copyright, information literacy, self-image & identity || 45 minutes || alter, product || https://www.commonsensemedia.org/educators/lesson/picture-perfect-3-5 || altered photos, discussion, video || -discussion -online assessment for whole unit https://assessments.commonsensemedia.org || *analyze why private information should not be given to anyone online without the permission of a trusted adult. *debate how to respond if an online-only friend asks them personal questions. || Internet safety, relationships & communication NETS-2b, 5a || 35 minutes || uncomfortable, monitor-noun monitor-verb || https://www.commonsensemedia.org/educators/lesson/talking-safely-online-3-5 || discussion, handouts, checklist || -discussion -online assessment for whole unit https://assessments.commonsensemedia.org || *reflect on the characteristics that make someone an upstanding citizen. *devise resolutions to digital dilemmas. || Relationships & communication, self-image & identity NETS-1a, 1b, 2a, 2b, 2d, 3b-d, 4b, 4c, 5a-d, 6a-b, 6d || 40 minutes || citizen, digital citizen, responsibilty || https://www.commonsensemedia.org/educators/lesson/super-digital-citizen-3-5 || discussion, chart, handout, comic strip || -discussion -online assessment for whole unit https://assessments.commonsensemedia.org || *understand which kinds of websites have privacy policies, and why. *practice checking websites they visit for privacy policies and privacy seals of approvals. || Privacy & Security NETS- 3c, 3d, 5a-c || 45 minutes || private information, privacy policy, seal of approval || https://www.commonsensemedia.org/educators/lesson/privacy-rules-3-5 || discussion, web site evaluation, handouts, || -discussion -online assessment for whole unit https://assessments.commonsensemedia.org || *recognize some of the key similarities and differences between in-person bullying and cyberbullying. *identify strategies for dealing responsibly with cyberbullying. || cyberbullying, relationships & communication NETS- 2a, 2b, 5a, 5d || 40 minutes || cyberbullying, target, empathize || https://www.commonsensemedia.org/educators/lesson/whats-cyberbullying-3-5 || discussion, handouts || -discussion -online assessment for whole unit https://assessments.commonsensemedia.org || *evaluate online media messages that convey gender stereotypes. *reflect on why gender stereotypes sometimes can be limiting. || Information literacy, self-image & identity NETS- 1a-d, 2a-b, 2d, 3a-d, 4a-d, 5a-d, 6a-b, 6d || 45 minutes || message, stereotype || https://www.commonsensemedia.org/educators/lesson/selling-stereotypes-3-5 || video, discussion, handout || -discussion -online assessment for whole unit https://assessments.commonsensemedia.org || *explore their digital lives. *learn that it is important to act responsibly when carrying out relationships over digital media || self-image & identity NETS-S 1a, 1b, 2a, 5a, 5b || 45 minutes || media, digital media, simile || https://www.commonsensemedia.org/educators/lesson/digital-life-101-6-8 || discussion, video, activity, handout || question & answer || *learn to create and execute a five-step plan for conducting an online search. || Information Literacy NETS-S 3a-d, 4b, 4c, 6b || 45 minutes || effective, efficient, strategy || https://www.commonsensemedia.org/educators/lesson/strategic-searching-6-8 || discussion, handouts, group work, websites || question/answer || *learn to recognize strategies that scam artists use to access private information. *learn how to guard against phishing and identity theft || Privacy & Security NETS-S 1a-c, 2a, 2d, 4a, 4d, 5a, 6a || 45 minutes || scam, identity theft, vulnerable, phishing || https://www.commonsensemedia.org/educators/lesson/scams-and-schemes-6-8 || discussion, handout, || question/answer || *learn to show empathy for those who have been cyberbullied. *generate multiple solutions for helping others when cyberbullying occurs. || cyberbullying, relationships & communication NETS-S 2a, 2b, 5a, 5d || 35 minutes || bystander, upstander, empathize || https://www.commonsensemedia.org/educators/lesson/cyberbullying-be-upstanding-6-8 || discussion, handout, activity || question/answer || *compare different ways people license their copyrighted work. *create an original song, perform it in front of the class, and reflect on their copyright for the song. || Creative credit & copyright, Information literacy NETS-S 1a, 1b, 3a, 3c, 5a-c || 45 minutes || creative work, copyright, Creative Commons, license || https://www.commonsensemedia.org/educators/lesson/creators-rights-6-8 || discussion, video, handout, create a song || question/answer online, whole unit assessment https://assessments.commonsensemedia.org/6-8/Unit1/loginpage.html || NETS-S 1a, 1b, 2b, 4a-c, 5b, 5c || 40 minutes || habit, log || https://www.commonsensemedia.org/educators/lesson/my-media-6-8 || discussion, handouts, self-evaluation log || question/answer || NETS-S 1a-c, 2a, 2d, 5a-c || 45 minutes || piracy, plagiarism, acknowledge || https://www.commonsensemedia.org/educators/lesson/creator’s-responsibilities-6-8 || discussion, video, handout || question/answer || *identify situations in which flirting and chatting become inappropriate and risky. *understand rules for safe online messaging, and feel empowered to deal with uncomfortable situations when communicating online. || Internet safety, relationships & communication NETS-S 2a, 2b, 5a, 5b || 55 minutes || opportunity, pitfall, inappropriate, risky, harass || https://www.commonsensemedia.org/educators/lesson/safe-online-talk-6-8 || discussion, video, handout || question & answer || *evaluate – from an ethical point of view – the feelings, motivations, contexts, and possible outcomes associated with adopting different roles online. *judge whether certain ways people present themselves online are harmless or harmful. || Self-image & identity NETS-S 1a, 1b, 4a, 4c, 4d, 5a || 45 minutes || identity, exaggerate, deceive, motivate, consequences, anonymous || https://www.commonsensemedia.org/educators/lesson/which-me-should-i-be-6-8 || discussion, video, handout || question & answer || *identify gender stereotypes in a virtual world for kids. *analyze opportunities and limitations for gender expression in virtual worlds. || Information Literacy, Self-image & identity NETS-S 1a-d, 2a-b, 2d, 3a-c, 4a-b, 4d, 5a-d, 6a-c || 45 minutes || gender, stereotype, avatar || https://www.commonsensemedia.org/educators/lesson/gender-stereotypes-online-6-8 || activity, discussion, handout || question & answer online whole unit assessment https://assessments.commonsensemedia.org/6-8/Unit2/loginpage.html || *recognize that people’s online information can be helpful or harmful to their reputation and image. *consider their own digital footprints and what they want those footprints to be like in the future || Digital footprint & reputation, Privacy & security NETS-S 1 a-c, 2a-d || 50 minutes || digital footprint, persistent, imagery, invisible audience || https://www.commonsensemedia.org/educators/lesson/trillion-dollar-footprint-6-8 || discussion, video, handout, activity || question & answer || *learn criteria that will help them evaluate websites. *apply the criteria to a site to determine how trustworthy and useful it is || Information literacy NETS-S 3b, 3c, 3d, 4c || 40 minutes || trustworthy, publish, evaluate, criteria, || https://www.commonsensemedia.org/educators/lesson/identifying-high-quality-sites-6-8 || discussion, website, handout || question & answer || *compare underlying messages about drama on reality TV with “real world” digital drama among young teens. *think critically about the gender stereotypes associated with drama. || Cyberbullying, Relationships & Communication, Self-image & identity NETS-S 1a-d, 2a-b, 2d, 3a-d, 4a-d, 5a-d, 6a-b, 6d || 45 minutes || generalization, stereotype || https://www.commonsensemedia.org/educators/lesson/the-reality-of-digital-drama-6-8 || discussion, handout, video || question & answer || *learn about the various ways that students can be cyberbullied, including flaming, deceiving, and harassing. *adopt the point of view of teens who have been cyberbullied, and offer solutions. || Cyberbullying, Relationships & Communication NETS-S 2a, 2b, 5a, 5d || 45 minutes || harassing, flaming, deceiving, hate speech || https://www.commonsensemedia.org/educators/lesson/cyberbullying-crossing-line-6-8 || discussion, video, handout || question & answer || *judge whether or not the two case studies can be called fair use. *understand the value of fair use by reworking and remixing copyrighted material in a collage or video. || Creative credit & copyright, Information literacy NETS-S 1a, 1b, 2a, 4a, 5a-c || 60 minutes || rework, fair use, public domain, parody, remix or mash-up || https://www.commonsensemedia.org/educators/lesson/rework-reuse-remix-6-8 || discussion, video, handout, activity || question & answer online whole unit assessment || *explore the role that media plays in their lives. *reflect on the positive and negative impact digital media have on themselves and on society. || Self-image & identity NETS-S 1a, 1d, 2a, 2d, 3b, 3d, 4a-c, 5a, 5b || 50 minutes || digital media, simile, digital citizenship || https://www.commonsensemedia.org/educators/lesson/digital-life-102 || discussion, activity, video || question & answer || *reflect on the risks of sharing inappropriate information (oversharing) online. *think critically about what they choose to post and share about themselves online. || Digital footprint & reputation NETS-S 1a, 1b, 2a, 2b, 3a-c || 45 minutes || consequence || https://www.commonsensemedia.org/educators/lesson/oops-i-broadcast-it-internet-6-8 || discussion, video, handout || question & answer || *understand an individual’s rights and responsibilities as a creator and consumer of content. *practice critical thinking and ethical decision making about the use of creative works. || Creative credit & copyright, Information literacy NETS-S 1c, 1d, 2a, 2d, 3a, 3d, 4a, 4c, 5a, 5c, 5d || 45 minutes || fair use, commercial purposes, copyright, Creative Commons, public domain || https://www.commonsensemedia.org/educators/lesson/copyrights-and-wrongs || discussion, video, handout || question & answer || *compare and contrast attitudes toward boys and girls regarding editing, posting, and commenting on personal photos that are posted on social network sites. *analyze broader gender norms and media messages that may frame the way people use and interpret photos on social network sites. || Relationships & Communication, Self-image & identity NETS-S 1a, 1d, 2a, 3a-c, 4a, 4c-d, 5a-d, 6a-b, 6d || 45 minutes || image, double standard || https://www.commonsensemedia.org/educators/lesson/feeling-on-display || discussion, handout || question & answer || *identify what targets and upstanders can do when online cruelty occurs. *recognize their own role in escalating or de-escalating online cruelty. || Cyberbullying, Relationships & Communication NETS-S 1a, 1d, 2a, 2d, 3b, 3d, 4a, 4b, 4d, 5a, 5b || 45 minutes || target, offender, bystander, upstander, escalate, de-escalate || https://www.commonsensemedia.org/educators/lesson/turn-down-dial-cyberbullying-and-online-cruelty-9-10 || discussion, videos, activity || question & answer online whole unit assessment https://assessments.commonsensemedia.org/9-12/Unit1/loginpage.html || *define digital citizenship and identify their online responsibilities. *explore online ethics by analyzing a mock social networking page. || Relationships & Communication Self-image & identity NETS-S 1a, 1d, 2a, 2d, 3b, 3d, 4a-c, 5a, 5b ||  || ethics, online ethics, digital citizenship || https://www.commonsensemedia.org/educators/lesson/my-online-code || discussion, handout || question & answer || *understand that they might choose to show different parts of themselves online, depending on context and audience. *consider the risks and benefits of assuming different personas online, and think critically about what it means to be genuine in an online context. || Self-image & identity NETS-S 1a-d, 2a, 2d, 3a, 3b, 4a, 4b, 4d, 5a-c || 45 minutes || represent, persona, avatar, anonymous, inhibited || https://www.commonsensemedia.org/educators/lesson/who-are-you-online || discussion, slideshow, video || question & answer || *identify characteristics of websites that excel at creating positive online community. *demonstrate their understanding of how to build positive community online. || Information Literacy NETS-S 1a-d, 2a, 2d, 3a-d, 4a-c, 5a-d || 60 minutes || foster, social media || https://www.commonsensemedia.org/educators/lesson/building-community-online || discussion, activity, websites || question & answer || *understand risky forms of self-disclosure and their possible consequences. *identify strategies for avoiding sexting while enhancing positive relationships. || Relationships & Communication, Digital footprint & reputation, NETS-S 1a, 1b, 2a, 2d, 4a, 4b, 4d, 5a-c || 45 minutes || self-disclosure, reciprocate, sexting || https://www.commonsensemedia.org/educators/lesson/overexposed-sexting-and-relationships || discussion, activity, video, handout || question & answer || *learn guidelines for determining safe online relationships, especially with strangers or casual acquaintances. *brainstorm ways to help teens avoid risky online behavior. || Internet Safety, Relationships & Communication NETS-S 4a, 4b, 4c, 5a, 5b || 45 minutes || online predator, stereotype, risky, manipulate || https://www.commonsensemedia.org/educators/lesson/risky-online-relationships || discussion, handout || question & answer online whole unit assessment https://assessments.commonsensemedia.org/9-12/Unit2/loginpage.html || *understand the legal and ethical debates that surround using other people’s creative work. *consider the perspectives of the original creator, potential audiences, and the broader community when using others’ material. || Creative credit & copyright, Information literacy NETS-S 1c, 1d, 2a, 2d, 3a, 3b, 3d, 4a, 4c, 5a-d || 45 minutes || inspiration, appropriation, copyright, fair use, sample, remix || https://www.commonsensemedia.org/educators/lesson/rights-remixes-and-respect || discussion, video, handout, activity || question & answer || *consider the motivations and feelings of all the parties involved in an incident of online cruelty. *draw conclusions about how they should respond when someone is the target of online cruelty. || Cyberbullying, Relationships & Communication NETS-S 1b, 2a, 2d, 3b, 4a, 4b, 4d, 5a-c ||  || perspective, offender, upstander, bystander, target || https://www.commonsensemedia.org/educators/lesson/taking-perspectives-cyberbullying-11-12 || discussion, handout, video, activity || question & answer || *understand how and why companies collect information about visitors to their websites. *learn and use online privacy terms. learn that websites are required to post privacy policies. || Privacy & Security NETS-S 5a, 6a || 45 minutes || anonymous, cookies, third party, privacy options || https://www.commonsensemedia.org/educators/lesson/whats-big-deal-about-internet-privacy-6-8 || discussion, handout, activity || question & answer || *identify the different kinds of criticism that men and women receive as they gain public attention, and how this reflects broader gender roles. *discuss the impact that negative comments can have on both their targets and their viewers || Cyberbullying, Information literacy, relationships & communication NETS-S 1a-c, 2a-b, 2d, 3a-d, 4a-d, 5a-d, 6a-b, 6d || 45 minutes || Internet meme, viral, gender roles || https://www.commonsensemedia.org/educators/lesson/becoming-a-web-celeb-9-12 || discussion, video, handout || question & answer || *recognize that any information they post online can help or hurt their image and future opportunities, including their chances for college admission or employment. *consider how to present an authentic and positive image of themselves online. || Digital footprint & reputation NETS-S 1d, 2a, 2d, 3b, 3d, 4a-c, 5a-c || 45 minutes || digital footprint, admission, candidate || https://www.commonsensemedia.org/educators/lesson/college-bound-9-12 || discussion, handout, activity || question & answer online whole unit assessment https://assessments.commonsensemedia.org/9-12/Unit3/loginpage.html || *recognize the importance of context in posting or viewing online images. *understand what choices they need to make to protect the privacy of others online. || Digital footprint & reputation NETS-S 1a-c, 2a, 2d, 3a, 4a, 4b, 4d, 5a, 5b || 50 minutes || reputation, persist, context, tag || https://www.commonsensemedia.org/educators/lesson/private-today-public-tomorrow-9-12 || discussion, handout, activity || question & answer || *think critically about the benefits and risks of online tracking and targeting, and of the content that is offered based on collected data. *learn strategies for managing what happens with their information online. || Privacy & Security NETS-S 1a, 1c, 1d, 2a, 2d, 3b, 3d, 4a, 4c, 4d, 5a, 5b, 6a || 60 minutes || track, target, demographic, cookies || https://www.commonsensemedia.org/educators/lesson/does-it-matter-who-has-your-data-9-12 || discussion, handout || question & answer || *analyze situations to determine if they constitute hate speech. *create a set of community guidelines for dealing with online and offline hate speech at school. || Cyberbullying, Relationships & Communication NETS-S 1a-c, 2a, 2b, 2d, 3b, 3d, 4a-d, 5a-d || 50 minutes || hate speech, stereotype, derogatory, mediation || https://www.commonsensemedia.org/educators/lesson/breaking-down-hate-speech-9-12 || discussions, handouts, video || question & answer || *understand the importance of purpose and context in evaluating digitally edited images. *think critically about how the Internet allows users to both celebrate and regulate our “copy-change-paste” culture. || Creative credit & copyright, Information literacy NETS-S 1a, 1c, 1d, 2a, 3d, 4d, 5b, 6a || 50 minutes || digital photo manipulation, deceive, retouch, controversy, context || http://www.commonsensemedia.org/educators/lesson/retouching-reality-9-12 || discussion, websites, handouts || question & answer || *consider when collective intelligence may be valuable or not. *explore the benefits and drawbacks of working as a team to create new information or products. || Creative credit & copyright, Information literacy NETS-S 1a, 1c, 1d, 2a, 2d, 3b, 3d, 4a, 4c, 5b, 6a || 65 minutes || synergy, collective intelligence, wiki || http://www.commonsensemedia.org/educators/lesson/collective-intelligence-9-12 || discussion, wiki activity, handout, website activity || question & answer online whole unit assessment https://assessments.commonsensemedia.org/9-12/Unit4/loginpage.html ||
 * = (1) ||= (2) ||= (3) ||= (4) ||= (5) ||= (6) ||= (7) ||= (8) ||= (9) ||
 * Grade-
 * Knd-1 || 1 || *discover that the Internet can be used to visit far-away places and learn new things.
 * Knd-2 || 1 || *learn how to search online by using the alphabet.
 * Knd-3 || 1 || *recognize the kind of information that is private.
 * Knd-4 || 1 || *define the Key Vocabulary term **credit**.
 * Knd-5 || 1 || *understand that the Internet provides a means of communicating with real people.
 * 1st-1 || 2 || *understand that being safe when they visit websites is similar to staying safe in real life.
 * 1st-1 || 2 || *understand that being safe when they visit websites is similar to staying safe in real life.
 * 1st-2 || 2 || *learn that the information they put online leaves a digital footprint or “trail.”
 * 1st-3 || 2 || *analyze online behaviors that could be considered cyberbullying.
 * 1st-4 || 2 || *understand the function of keywords and keyword searches.
 * 1st-5 || 2 || *identify and explore different features of an informational website.
 * understand that not everyone will rate a website the same way.
 * evaluate whether they like or dislike features of a site. || Information literacy
 * 2nd-1 || 3 || *understand the functions of passwords.
 * 2nd-1 || 3 || *understand the functions of passwords.
 * 2nd-1 || 3 || *understand the functions of passwords.
 * 2nd-2 || 3 || *consider what it means to go online and use the Internet.
 * 2nd-3 || 3 || *understand that the main purpose of product sites is to encourage viewers to buy the product.
 * 2nd-4 || 3 || *understand how to show respect in social situations.
 * 2nd-5 || 3 || *identify the five main parts of letter/email writing.
 * 3rd-1 || 1 || *reflect upon their offline responsibilities.
 * 3rd-1 || 1 || *reflect upon their offline responsibilities.
 * 3rd-1 || 1 || *reflect upon their offline responsibilities.
 * 3rd-2 || 1 || *learn about the benefits of sharing information online, but also about the safety and security risks of sharing certain types of information.
 * 3rd-3 || 1 || *empathize with those who have received mean and hurtful messages.
 * 3rd-4 || 1 || *experiment with different keyword searches and compare their results.
 * 3rd-5 || 1 || *define plagiarism and describe its consequences.
 * 4th-1 || 2 || *identify the characteristics of strong passwords.
 * 4th-1 || 2 || *identify the characteristics of strong passwords.
 * 4th-1 || 2 || *identify the characteristics of strong passwords.
 * 4th-2 || 2 || *establish expectations and norms for the group related to appropriate online behavior.
 * 4th-3 || 2 || *define what spam is.
 * 4th-4 || 2 || *explain the value of giving proper citations.
 * 4th-5 || 2 || *recognize that photos can be altered digitally, and consider the upsides and downsides of this practice.
 * 5th-1 || 3 || *compare and contrast online-only friends and in-person, face-to-face pals.
 * 5th-1 || 3 || *compare and contrast online-only friends and in-person, face-to-face pals.
 * 5th-1 || 3 || *compare and contrast online-only friends and in-person, face-to-face pals.
 * 5th-2 || 3 || *compare and contrast their responsibilities to their offline and online communities.
 * 5th-3 || 3 || *learn which information they should avoid sharing online because it is private.
 * 5th-4 || 3 || *empathize with the targets of cyberbullying.
 * 5th-5 || 3 || *compare and contrast gender stereotypes.
 * 6th - 1 || 1 || *learn about the 24/7, social nature of digital media.
 * 6th - 1 || 1 || *learn about the 24/7, social nature of digital media.
 * 6th - 1 || 1 || *learn about the 24/7, social nature of digital media.
 * 6th - 2 || 1 || *understand the importance of using a variety of search strategies.
 * master new strategies for effective and efficient online searches.
 * 6th - 3 || 1 || *understand what identity theft is and why it is important to guard against it.
 * 6th - 4 || 1 || *reflect on what it means to be brave and stand up for others offline and online.
 * 6th - 5 || 1 || *understand that copyright is a legal system that protects their rights to creative work.
 * 7th-1 || 2 || *assess how much time they spend with media activities.
 * record and compare the time they spend with different forms of digital media (cell phones, Internet, etc.) and in different activities (texting, posting, and watching or creating videos).
 * formulate a viewpoint on the role that digital media play in their lives. || Self-image & identity
 * record and compare the time they spend with different forms of digital media (cell phones, Internet, etc.) and in different activities (texting, posting, and watching or creating videos).
 * formulate a viewpoint on the role that digital media play in their lives. || Self-image & identity
 * 7th-2 || 2 || *consider ethical questions about real-life decisions young creators make in exercising their creative rights and responsibilities.
 * understand that piracy and plagiarism are irresponsible and disrespectful behaviors that have ethical and legal implications.
 * brainstorm solutions to dilemmas creators might encounter. || Creative credit & Copyright
 * 7th-3 || 2 || *describe positive aspects of online talking and messaging.
 * 7th-4 || 2 || *reflect on the benefits and risks of presenting their identities in different ways online.
 * 7th-5 || 2 || *define gender stereotypes and their impact on people’s identities, both online and offline.
 * 8th-1 || 3* || learn that they have a digital footprint and that information from it can be searched; copied and passed on; seen by a large, invisible audience, and can be persistent.
 * 8th-1 || 3* || learn that they have a digital footprint and that information from it can be searched; copied and passed on; seen by a large, invisible audience, and can be persistent.
 * 8th-1 || 3* || learn that they have a digital footprint and that information from it can be searched; copied and passed on; seen by a large, invisible audience, and can be persistent.
 * 8th-2 || 3 || *understand how the ease of publishing on the Internet might affect how much they can trust the content of some sites.
 * 8th-3 || 3 || *reflect on their own impressions of digital drama.
 * 8th-4 || 3 || *analyze online bullying behaviors that “cross the line.”
 * 8th-5 || 3 || *identify the key points required for a creative work to fall under fair use.
 * 9th-1 || 1 || *learn basic statistics about the current digital landscape.
 * 9th-1 || 1 || *learn basic statistics about the current digital landscape.
 * 9th-1 || 1 || *learn basic statistics about the current digital landscape.
 * 9th-2 || 1 || *identify some of the benefits of sharing information online.
 * 9th-3 || 1 || *identify the legal and ethical considerations involved in using the creative work of others.
 * 9th-4 || 1 || *identify examples of teens evaluating one another’s photos online.
 * 9th-5 || 1 || *reflect on the factors that intensify online cruelty and cyberbullying.
 * 10th-1 || 2 || *understand the concept of online ethics as it applies to four key areas.
 * 10th-1 || 2 || *understand the concept of online ethics as it applies to four key areas.
 * 10th-1 || 2 || *understand the concept of online ethics as it applies to four key areas.
 * 10th-2 || 2 || *reflect on the similarities and differences in how people represent themselves online and offline.
 * 10th-3 || 2 || *observe and analyze the factors that foster positive community, both offline and online.
 * 10th-4 || 2 || *explore the role of digital technologies in romantic relationships.
 * 10th-5 || 2 || *compare and contrast stereotypes and realities when it comes to Internet “stranger danger.”
 * 11th-1 || 3 || *define the key concepts of inspiration, appropriation, copyright, and fair use and examine how they relate to creative work.
 * 11th-1 || 3 || *define the key concepts of inspiration, appropriation, copyright, and fair use and examine how they relate to creative work.
 * 11th-1 || 3 || *define the key concepts of inspiration, appropriation, copyright, and fair use and examine how they relate to creative work.
 * 11th-2 || 3 || *articulate why it’s important to consider the perspectives of others in online (and offline) communities.
 * 11th-3 || 3 || *explore the concept of privacy in both a real-world setting and online.
 * 11th-4 || 3 || *evaluate the benefits and drawbacks of becoming an online celebrity, using case studies to frame and support their arguments.
 * 11th-5 || 3 || *learn that they have a public presence online called a digital footprint.
 * 12th-1 || 4 || *consider the possible benefits and risks of sharing information online.
 * 12th-1 || 4 || *consider the possible benefits and risks of sharing information online.
 * 12th-1 || 4 || *consider the possible benefits and risks of sharing information online.
 * 12th-2 || 4 || *recognize that companies collect several types of information about them when they go online.
 * 12th-3 || 4 || *recognize hate speech and its impact on individuals, groups, and communities, both online and offline.
 * 12th-4 || 4 || *consider both the creative benefits and ethical drawbacks of digital photo manipulation.
 * 12th-5 || 4 || *learn about the concept of collective intelligence, and how it works both online and offline.