II. Standards: ISTE 2.a – Cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world. ISTE 2.b – Engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices. ISTE 2.d – Manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online. ISTE 7.a – Use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
III. Goals and Student Learning Outcomes (Objectives): Goal 1: Students will learn the safety rules in using the internet.
Student Learning Outcome 1: Students will be able to learn the benefits of sharing information online, but also about the safety and security risks of sharing certain types of information.
Student Learning Outcome 2: Students will be able to understand what type of information can put them at risk for identity theft and other scams.
Goal 2: Students will learn to think critically what kind of information to share online.
Student Learning Outcome 1: Students will be able to distinguish between personal information, which is safe to share online, and private information, which is unsafe to share.
Student Learning Outcome 2: Students will be able to identify forms of identity theft and other scams.
IV. Learning Environment(s):
This lesson is designed for a flipped classroom.
Online: At home, students are asked to access online the content related instructional materials as part of the class-time. All videos, web links and instructional materials are posted in Canvas LMS for students`easy access. By having students view the videos and learning resources at home, they can independently apply or practice the learning concepts and principles that they need to learn for this unit.
Blended: At school, this lesson is presented in a blended classroom environment where students attend to class in person and at the same time, they work on online activities using various online collaboration tools.
More than half of my students are non-native English speakers (ESOL) so I have to make adjustments with the lessons and instructions in order to cater the individual needs of my ESOL students. I divide my class into small groups based on the learning needs of my students and I ask the ESOL Teacher to come during my class to help the students in understanding the given instructions and to support them in their English language difficulties.
Currently, I have two (2) students with special needs so I asked the help of our Special Education teacher to come and seat with those students during our class. I made separate instructions for the students with special needs , most of their assigned tasks are easy to accomplish and not hard to understand based on their level.
Higher-level learners in my class are given extra resources and additional links to explore in Canvas LMS. They can also choose to do extra project in Plotagon for a more detailed presentation on the given topic.
VII. Technology Inclusion: For this lesson, the teacher and students will use the following applications:
Plotagon – an educational app that allows students to create instant animated videos simply by typing. With Plotagon, students can create their own characters, choose scenes, write dialogue, add motions, sound effects, and actions.
Powtoon – a user-friendly and intuitive animation software that let students create engaging, animated videos with a professional look and feel.
Canvas LMS – This is the Learning Management System that our school use as a platform for learning. With Canvas, the students can access the given assignments posted by the teacher.
NetControl – This is the software that the teacher used to send instant questions and assessments to check students` understanding during class. It also allows the teacher to see what the students are doing in their individual screens.
VIII. Prior Knowledge: Prior to this lesson, students have learned about Digital Media and Online Responsibility. They studied the nature of Digital Media and various online responsibilities. Lesson Placement in the Unit: This is lesson 1 of Unit 1 on Digital Citizenship.
IX. Procedures:
Lesson Introduction / Anticipatory Set:
At Home: Students will access the assignment posted in Canvas LMS entitled: “Internet Safety”. The students are given a video link to watch and they need to answer questions that are posted in Canvas. The students` answer to the questions will be there entrance ticket to class the next day.
In Class (the following day): The teacher checked the students` score in Canvas on the the assignment about Internet Safety. Students who made less than 75% in the quiz (pre-test) will be pulled out into a small group to discuss questions that they missed on the quiz. They will also participate in a discussion with the teacher on how to be safe online. Students will be given second chance to take and pass the quiz.
Direct Instruction:
In cooperative learning groups of three or four, students will identify the benefits of sharing information online, but also about the safety and security risks of sharing certain types of information. They will also identify what type of information can put them at risk for identity theft and other scams. The students will access these links to get more information about this topic:
Student Interaction with lesson content / Guided Practice:
The students will discuss and collaborate the various information that they gathered from the video that they watched. Then, they will write all the important information needed for their presentation. Students will then create a Powtoon presentation to show tips on how to be safe online, based on their notes and information that they gathered. They will also include in their Powtoon presentation which information are safe to share and which are unsafe to share online, identity theft, and other risky online situations.
Independent Practice:
The Internet Safety Handout is distributed in class. For this activity, the students will work with a partner to create a Plotagon project. First, they read the scenario and write a script based on the given situation. The students will use the Internet Safety Tips that they learned in this lesson. After writing the script, the students will create characters and scenes to make their story come to life using the Plotagon app.
Review / Closure:
Ask these questions to students: -what are the benefits of sharing information online? -what are the safety and security risks of sharing certain types of information? -which information are safe/unsafe to share online? -what are various forms of identity theft and scams? -Answer all questions/clarifications from students
Presentations:
Students (in groups of three or four) will present their Powtoon (Internet Safety) in class. Each group is given a maximum of five minutes to present their project. The group will also answer questions and suggestions from the class based on the topic being presented.
X. Evaluation/Assessment: Diagnostic Assessment (Pre-Test) A day before the class, students are asked to take a quiz in Canvas LMS on how to be safe online. The students are given a video link to watch and they need to answer the questions that are posted in Canvas. The students` answer to the questions will be their entrance ticket to class the next day.
Formative Assessment I will check for student understading through observation and questioning. As the students discuss and collaborate in their small groups, I will go around and take note of students` learning as part formative assessment.
Summative Assessment Students will take a test in Canvas LMS to assess their over-all understanding of the topic. The test is composed of multiple choice questions, true or false, matching type, and essay questions. The assessment is constructed based on ISTE Standards 2.a, 2.b, 2.d and 7.a.
XI. Risk Analysis: Youtube is blocked in China and can only be accessed using a Virtual Private Network (VPN) Connection. In order to access the Youtube links in Canvas, our students need to purchase personal VPN Connections at home. Some parents are not very familiar with VPNs and how to configure it. In order to solve this issue, I have requested the school IT to provide free VPN accounts to students so that they can access restricted sites from home. The IT office have also provided online tech support in case students have problems accessing their assignments from home.
XII. References:
Herrington, L. M. (2013). Internet safety. New York: Childrens Press. Hunter, N. (2012). Internet safety. London: Raintree. Scope & Sequence: Common Sense K-12 Digital Citizenship Curriculum. (2018). Retrieved March 02, 2018, from https://www.commonsense.org/education/scope-and- Sequence Stein, R. J. (2015). Internet safety. New York: H.W. Wilson Co.