Floresville ISD LoTi Lesson Plan

 

Internet Safety - CyberSafe - Character Education and Service-Learning 
 

 

 

Lesson Information
Title of Lesson Internet Safety - CyberSafe - Character Education and Service-Learning
Grade Levels 9th, 10th, 11th, 12th
Subject Other
Course No course information associated with this lesson.
Authors and Contributors

smoore 
Lesson Submission Date 6/7/2007 11:56:03 AM
Lesson Approval Date 9/21/2007 11:59:00 AM


 

Learning Objectives
TEKS /
Student Expectations 		11th ELA: (4) Writing/inquiry/research. The student uses writing as a tool for learning. The student is expected to: (C) compile information from primary and secondary sources in systematic ways using available technology; (D) represent information in a variety of ways such as graphics, conceptual maps, and learning logs; (F) compile written ideas and representations into reports, summaries, or other formats and draw conclusions. 15) Listening/speaking/purposes. The student speaks clearly and effectively for a variety of purposes. The student is expected to: (A) use the conventions of oral language effectively; (B) use informal, standard, and technical language effectively to meet the needs of purpose, audience, occasion, and task; (C) communicate effectively in conversations and group discussions while problem solving, and planning; (E) ask clear questions for a variety of purposes and respond appropriately to the questions of others; and (F) make relevant contributions in conversations and discussions. (21) Viewing/representing/production. The student produces visual representations that communicate with others. The student is expected to: (A) examine the effect of media on constructing his/her own perception of reality; (B) use a variety of forms and technologies such as videos, photographs, and web pages to communicate specific messages. 11th Social Studies: (US24) (A) The student will [locate and] use primary and secondary sources to acquire information about the United States; (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing contrasting...and drawing inferences and conclusions. 11th Science: Biology (2) (D) The student will communicate valid conclusions.
Targeted TAKS /
Department Objectives 		11th ELA: Objective 1: The student will demonstrate a basic understanding of culturally diverse written texts. 11th Math: Objective 1: The student will describe functional relationships in a variety of ways. 11th Social Studies: Objective 5: The student will use critical thinking skills to analyze social studies information.

 

Lesson Overview

A brief summary of the lesson and the expected outcomes.
Overview n/a

 

Engaging Questions

The task asks students to show their "know how" on something important and challenging, not just their knowledge.

Engaging /
Essential Questions 		Students will be directed through in-class group discussions towards question similar to the following: 1. What are unsafe factors of the internet that face tweenies and teenagers? 2. What accountablility can the tweenies and teenagers be held for? 3. How can I influence others in my generation to think safely and still have fun? 4. What plan could I develop to communicate to others in my generation and adults about internet safety?

 

Authentic Learning

The task reflects what people might actually do in the real-world; including real life issues, themes, and problems.

Activities n/a
Related Character Pillars

 

High Level Thinking Processes

The task requires complex-thinking skills (critical/creative thinking, decision making, problem solving)
Bloom's Taxonomy

Knowledge , Analysis , Comprehension , Synthesis , Application , Evaluation  
Description Students will (K) read and identify several internet safety guidelines that need to be addressed to fellow tweenies and teenagers. They will work alone or in small groups to (C) define and categorize the guidelines and then (Ap) prepare an action plan that will illustrate the guidelines that will be needed to communicate effectively. Students will then (An)select a part of the action plan to work on individually and (S) coordinate and interact with local commuinty organizations to (Ap) exhibit the information found. Upon completion, students will (E) assess the work done, evaluate their individual and group performance, recommend changes and measure the success of the project. Character traits: The students will demonstrate understanding of the following pillars of character through varying aspects of the lesson: trustworthiness, respect, responsibility, fairness and caring. Citizenship will be demonstrated through the entire lesson by presenting the service-learning project to community organizations. Service-learning aspects: The students will partner with community organizations (i.e. Lions Club, elected officials, local libraries, local PTAs, etc.) to present their information and recommend the spread of knowledge about internet safety to everyone.

 

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profiles of the students.

Differentiation Activities Learning Centers , Flexible Grouping , Interest Based Investigations ,
Description Students with IEP/504 Accommodations will be addressed according to those accommodations. Other differentiation will be made according to student needs and include but are not limited to the following: personal agendas for individual and group deadlines, graphic organizers for research and steps of the process.

 

Technology Applications

Technology (computers, handhelds, software applications, Internet) is used in a seamless fashion to promote student learning.

Technology Applications Available technology including, but not limited to the following: Digital Video Camera Digital Still Camera Laptops: Software avaialble Internet (webquest) Video Conference
Web Resources

 

Assessment
Assessments

Rubistar #1422848 for overall project Rubistar #1106295 for webpage developed (if doing webpage)  
File Attachments

 

Other Resources

Other Resources

This lesson was created from an imported lesson. The values below do not directly correspond to the new lesson template. You can choose to omit the values below or integrate them to other portions of your lesson.

Concepts/TopicsThe students will work in small groups to inform fellow students and the local community about internet safety. The student will also use a webquest to get started on their journey of searching for internet safety issues to use in their presentations.

EBAMThrough the steps of the project, students will address the following: Through the steps of the lesson, students will address the following: small group problem solving leadership roles and responsibilities small group roles and responsibilities meeting deadlines working with adults and media group dynamics and cohesiveness individual reflection and evaluation

Performance TaskStudents will find internet safety topics and create their own set of rules and guidelines for safe internet use by their generation based on their individual interest and form a group with other students interested in the same issue. They will research the problem and brainstorm solutions to present (through commercials, webpage, power point, brochures, etc..) Students will follow the service learning steps (Preparation, Action, Reflection, Celebration) to affect the change, and then will evaluate their individual and group performance as well as reflect upon the change(s). Students will keep all recoreds of work done using digital video and still photography to create a project webpage which will be linked to the teacher's webpage on the district page. The webpage will showcase all steps taken and the processes including the reflections and evaluations.

ResourcesTeacher Community Members Speakers Faculty and Staff Group Members Local Media Library