Just-in-Time Social/Ethical Lesson: Rules and Expectations



Just-in-Time Social/Ethical Lesson: Rules and ExpectationsLaurie WarnerColorado State University-GlobalSocial, Ethical, and Legal Issues in 21st Century LearningOTL-504-1Dr. Denise GeierJune 29, 2014Just-in-Time Social/Ethical Lesson: Rules and ExpectationsIn today’s world students often use the Internet to research and create projects in school. The Internet poses unique safety and etiquette issues that students must be aware of and adhere to if they are to successfully use technology in learning. The following lesson is created to begin teaching students these important issues. Different situations arise during use of technology that will require further lessons to adapt to the current situation or needs of students.Lesson PlanThis plan is created for a 4th grade class but can be easily adapted for any age level. The teacher monitors role playing and asks questions to keep students on task.ObjectivesStudents will demonstrate an understanding of rules and procedures for using technology/Internet by constructing a list of rules as a classStudents will demonstrate appropriate etiquette (netiquette) for using the Internet by practicing sending emails or chatting with classmatesStudents will demonstrate an understanding of cyberbullying but role playing using social media and textingStudents will demonstrate how to be safe and protect privacy by creating rules and demonstrating appropriate use of technologyActivity 1This is a class activity and should take about 10 minutes to discuss rules.Engage the students in a discussion of important rules and procedures for using the Internet. If students do not bring important ideas up, prompt for rules regarding cyberbullying, etiquette, safety, and privacy. Example questions:How should you talk to others?Who can you talk to on the Internet?What information should you give over the Internet? Who can you give this information to? What should you do if someone says something mean to you?What if someone threatens you?If someone you don’t know talks to you, what should you do?What do you do if someone wants you to meet them?Activity 2For this activity, students work in partners to practice sending and receiving emails or texts. The activity should take about 10 minutes so that each student gets a chance to respond negatively and positively. Give each student a scenario. Students write on paper or type on a computer and show their partners what they have written so that the partner can respond. The first partner writes using threatening or mean language and the first partner should respond appropriately, telling the first person what bothers them about the email. The second partner can discuss with the first person or write an appropriate response. Switch roles so that each student has the opportunity to respond appropriately and inappropriately. Sample scenarios:You and your friend are fighting because your friend played with someone else at recess and didn’t play with you. You want to tell your friend how you feel. Send your friend and email saying what you think and what you will do if they keep playing with the other person. Say something mean or threaten your friend.You and your friend are mad at a third person. Write an email to your friend to tell him/her what you think about the other person. You don’t like the third person at all, so tell your friend what you don’t like. Say something mean about the person and/or threaten to harm the person.Activity 3In this activity students role play how they will respond to someone they don’t know on the Internet. The activity should take about 10 minutes so that each student may respond to a stranger asking questions. Students will work with a partner to role play. One student is the stranger talking to them on the Internet. The other student responds to the stranger. Conversation continues for about 5 minutes, then switch roles and continue for another 5 minutes. The activity may be extended by adding more time for back and forth conversation between partners or the teacher may continue asking questions of how students would respond.Sample scenarios/questions students might use:“Hi, I’m Joey. I’m 10 and go to Smith Elementary. How old are you? What school do you go to?”“Hi, I’m Susie. One of my favorite foods is pizza. What is your favorite food?”“I’m Johnny Smith. I am 17. What’s your name? What’s your last name? Oh, do you live in Denver?”“I’m 11. We should be friends. Let’s meet at Sherwood Park and play.”“Send me a picture of you, I want to know what you look like.”This is an opportunity to end with a discussion on talking to strangers. Ask students questions about what they think are appropriate questions to answer. What should they do if something someone says makes them uncomfortable? Remind students about telling an adult if they are being asked personal questions by someone they don’t know. Remember, these are warning flags and we need to remind our students.ConclusionThe above lesson plan is intended to get children thinking about what is appropriate information to give on the Internet. Not only children but adults also need to be reminded that little clues about location can help someone figure out your location. Students must also be reminded not to post pictures that everyone can see that help determine who they are, where they might be located, or that show others they are not home, leaving their homes open for burglary or vandalism. ................
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