Be a Safe Surfer

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Be a Safe Surfer

• Dude!

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Internet Safety Unit

• Unit Title Safe Surfing on the Internet
• Grade Level(s) 6th 7th
• Subject/Topic Area(s) Computers/Safety
• Key Words personal information, private
  identity, cyberspace, cyber pals, ethiical
• Designed By Original unit by John Dolan
• Time Frame 3 weeks
• School St. Lukes School, New Canaan,
  Connecticut.

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Stage 1

• DESIRED RESULTS

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Content Standards

• ISTEs-National Educational Technology Standards
  (NETS) Performance Indicators for Grades 6-8
• Performance Indicators 2 and 3
• 2 Demonstrate knowledge of current changes in
  information technologies and the effect those
  changes have on the workplace and society.
• 3 Exhibit legal and ethical behaviors when
  using information and technology, and discuss
  consequences of misuse.

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Summary of Unit

• In this unit students will
• Distinguish between private identity information
  and personal information 
• Recall that private identity information should
  not be communicated in cyberspace without
  permission of a teacher or parent 
• Learn how the Internet can be used to communicate
  with others in cyberspace
• Relate reasons for protecting private identity
  information in cyberspace 

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Summary of Unit

• Understand the importance of passwords and
  describe strategies for protecting them  Explain
  how to protect private identity information when
  designing personal Web sites
• Distinguish between cyberpals and face-to-face
  friends  Explain the rules for being safe when
  dealing with cyberpals
• Create ways to help teach others how to protect
  their personal and private identity information
  when using the Internet.

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Enduring Understandings

• Students will understand
• How to talk and share ideas with others on the
  internet.
• How to protect themselves as they visit sites
  requesting private identity information.
• The concept of anonymity on the internet

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Essential Questions

• Who should you not talk with on the internet?
• What does anonymity mean on the internet?
• Where should you not share private identity
  information?
• When is online chatting and messaging harmful to
  you or others?
• Why is online chatting and messaging beneficial?

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Desired Results

• Students will know..
• How to protect their private identity information
  
• How to protect your personal information
• What anonymity on the internet means
• How to engage in safe e-mail, chat messaging
  practices

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Desired Results

• Students will be able to..
• Think critically in protecting ones identity
  when visiting web sites
• Evaluate how well web sites protect private
  identity information
• Distinguish between private identity information
  personal information

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Stage Two

• Assessment Evidence

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Assessment Evidence

• Each group will create ways to help teach others
  how to protect their personal and private
  identity information when using the Internet.

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Assessment Evidence

• Ideas for helping others to protect their
  personal and private identity information
• Create a "Protect Personal Information Private
  Identity poster to be put in the school hallway
  Rubric for the Poster
• Create a "Safety News Article" to be published in
  the school newsletter.
• News Article Rubric

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Assessment Evidence

• Build a "Protect Yourself Online" website that
  can be linked to your school's Web page. Web Site
  Rubric
• "Create a "Guard Your Personal Information" board
  game to teach other people about what you've
  learned.
• Board Game Rubric

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Assessment Evidence

• Create a Protect Yourself Online public service
  video Video Rubric
• Create a Protect Personal Information Private
  Identity PowerPoint Presentation PowerPoint
  Rubric
• Assign each member of the group a role when
  working on this project. Fill in Group Roles for
  Project

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Assessment Evidence

• Evaluation
• When you are ready to present your project.
• Fill out the group evaluation rubric and give it
  to me
• Participation within the Group Evaluation Rubric
• Cooperative Learning Project Rubric

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Stage 3

• Learning Plan

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Learning Plan 1

• Introduction
• Some web sites ask for information before
  allowing you to participate in an online
  activity.
• You should stop and consider how providing such
  information may affect your private identity
  personal safety.  
• Go to A Great Place to Share Ideas

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Learning Plan 1

• On a sheet of paper write down your personal
  information
• Lets discuss your examples
• Have you included Private Identity Information?
• Make sure you havent.
• Refer to A Great Place to Share Ideas

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Learning Plan 1

• Post the Essential Questions
• Who should you not talk with on the internet?
• What does anonymity mean on the internet?
• Where should you not share private identity
• information?
• When is online chatting and messaging harmful to
  you or others?
• Why is online chatting and messaging beneficial?

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Learning Plan 1

• Create Groups
• Form a group of three safe surfer dudes
• Surf to the Privacy Playground
• Create an online name that will identify your
  group
• One person in the group will surf through the
  game
•  

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Learning Plan 1

• Assign Roles
• One person will be the spotter, spotting the
  errors each character makes
• One person will be the recorder, recording the
  errors each character makes
• Play the game and look for ways that Mo, Lil and
  Les (the characters in the game) are not being
  cybersmart.

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Learning Plan 1

• Activity
• Play the game a second time
• Record on chart paper Mo, Lil and Les' errors
  under each character's name.
• Find the rule that helps them know the correct
  thing to do next time.
• Was there something new in the site that Mo, Lil
  and Les used?

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Learning Plan 1

• Discussion
• Did they select a play or pay site?
• What does 'play or pay site' mean?
• What is the virtualpigsty.com trying to sell?

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Learning Plan 1

• Search for similar sites
• Switch roles i.e. different person being the
  surfer, spotter and recorder
• Search for two sites that are similar to
  virtualpigsty.com

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Learning Plan 1

• Record
• Once you have found three sites that are
• similar to virtualpigsty.com
• Write down the web addresses
• Write down what theyre trying to sell
• Do they ask you to identify your real name, age
  or address?

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Learning Plan 1

• Classify
• Classify the information requested as private
  identity or personal information.
• Report your findings and classifications to the
  class.

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Learning Plan 2

• Introduction
• What are some examples of private identity
  information?
• Why would you not give out private identity
  information?

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Learning Plan 2

• Activity
• Go to Passowrds Activity
• Have each group read the paragraph titled
  Passwords
• Each group should generate questions about this
  information in this paragraph
• Each group should give their questions to another
  group to answer

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Learning Plan 2

• Activity
• Go to Passowrds Activity
• Each group should read and discuss the scenarios
  about Jesse Sondra.

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Learning Plan 2

• Each group will be assigned one of the following
  personal web sites
• Jessy Scott Web Page
• Mike Shaum's Site
• Adam G's Site
• Jeremy W's Home Page

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Learning Plan 2

• Each group will be answering questions based on
  their web site
• One person should be navigating
• One person should be finding the information
• One person recording the information
• One person will present the groups report to the
  class.

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Learning Plan 2

• What private identity information is given about
  the subject of this site?
• How could the site be changed to keep this
  information private?
• What private identity information is given about
  other people?
• How could the site be changed to keep this
  information private?

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Learning Plan 2

• Each group reports their findings
• Discussion on private identity

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Learning Plan 3

• What does it mean to be anonymous in cyberspace?
• Discuss the positive and negative effects of
  anonymity
• Go to Cyber Smart Activity Sheet and complete it
  in your group

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Learning Plan 3

• Have two members of your group role-play being in
  a chat room
• They met online, like one another, and enjoy the
  same things
• One person should ask for the other's real name
  and phone number.  
• As a group suggest and write down responses that
  will keep the person safe

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Learning Plan 3

• Share your groups responses
• Discussion about the difference between online
  pals and real life pals

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Bibliography

• Title CyberSmart! Home
• Publisher The CyberSmart Education Company.
  .Site last update
• Date Published 2000
• Retrieved
• URL http//www.cybersmartcurriculum.or
• modify add data below...

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Bibliography

• Title
• Publisher London District Catholic School Board
  and its licensors
• Date Published 2006
• Retrieved
• URL http//www.ldcsb.on.ca/schools/cfe
• modify add data below...

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Bibliography

• Title Privacy Playground
• Publisher Media Awareness Network
• Date Published 2000
• Retrieved
• URL http//www.media-awareness.ca/engl
• modify add data below...

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Bibliography

• Title Process
• Retrieved
• URL http//coe.nevada.edu/slefevre/Pro
• modify add data below...

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Bibliography

• Title Kathy Schrock's Guide for Educators -
  Assessment Rubrics
• Publisher Discovery Education
• Date Published 2006
• Retrieved
• URL http//school.discovery.com/schroc
• modify add data below...

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Bibliography

• Title Bill of Rights Redux UbD Unit
• Retrieved
• URL http//kancrn.kckps.k12.ks.us/wyan
• modify add data below...