Curriculum Opportunities

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1 Age Category Common Sense Media Unit Resources Curriculum Opportunities Yr 3 1 Powerful Passwords Pupils explore reasons why people use passwords, learn the benefits of using passwords, and discover strategies for creating and keeping strong, secure passwords. Budd:e - Password Power Lesson plan Microsoft - Password checker Password security checking tool Netsmartz - Password Rap Video Roboform - How secure is my password? Password strength checking tool Digizen - Perfect passwords Teaching resource and activities English: Composition Perform their own compositions, using appropriate meaning and intonation so that meaning is clear. ICT: Reviewing modifying and evaluating work as it progresses Review what they and others have done to help them to develop their ideas. Idea: Create a password rap. Use a video or sound recorder to record, review and refine performance rap poetry. Further Lesson Idea: Create a password rap. Use a video or sound recorder to record, review and refine performance rap poetry.

2 Age Category Common Sense Media Unit Resources Curriculum Opportunities Yr 3 2 My Online Community Pupils explore the concept that people can connect with one another through the Internet. They understand how the ability for people to communicate online can unite a community. Flat Stanley - Connecting kids around the world Literacy project of sharing photographs, videos and podcasts of Flat Stanley around the world. UK Safer Internet Centre Safer Internet Day Further Lesson idea: Build a digital web of their real life family friends and community connections and talk about the routes for support within their network. Who can help me when I am stuck at school? Who can I go to if I need help at home? You could use Picture Teller, (Registration needed) Popplet or an online mapping tool. You could build this into a History, Geography, Music context. PSHE SEAL Relationships Preparing to play an active role as citizens that they belong to various groups and communities, such as family and school. ICT Exchanging & sharing information, to share their ideas by presenting information in a variety of forms [for example, text, images, tables, sounds]. Idea: Build a digital web of their real life family friends and community connections and talk about the routes for support within their network. Who can help me when I am stuck at school? Who can I go to if I need help at home? You could use Picture Teller, Popplet or an online mapping tool.

3 Age Category Common Sense Media Unit Resources Curriculum Opportunities Yr 3 3 Things for Sale Pupils examine product websites and understand that the purpose of the site is to encourage buying the product. Pupils learn methods used to promote products on these sites. Childnet What is reliable? SMART crew Media Smart - Digital Adwise (Registration needed) L esson plans, parents resources on websites and online advertising Google - Search Literacy How search works Kidsmart Safe Searching Tips for children on how to search onlinefurther Lesson Idea: Create a webpage blog or wiki, you could use super action comic maker or any appropriate online space eg. Literacy Non Fiction persuasion. ICT - Developing ideas and making things happen, to use text, tables, images and sound to develop their ideas. Idea: Create a webpage blog or wiki, you could use super action comic maker, or any appropriate online space. Include hyperlinks, images, sounds and even video or animation clips. Link the activity to real life fund raising or community projects such as the Summer fair, Christmas performance or end of term prom. Include hyperlinks, images, sounds and even video or animation clips. Link the activity to real life fund raising or community projects such as the Summer fair, Christmas performance or end of term prom.

4 Age Category Common Sense Media Unit Resources Curriculum Opportunities Yr 3 4 Show Respect Online Pupils explore the similarities and differences between inperson and online communications, and then learn how to write clear and respectful messages. CEOP - Cyber-Cafe Thinkuknow resources exploring aspects of online communication UK Safer Internet Centre Safer Internet Day Further Lesson Idea: Class communications charter focuses on the way that members of the group talk to one another and listen and respond to one another. This could be developed to support learning buddies, peer to peer mentoring, cross phase buddies etc. You could present this as a video using a simple flipcam. PSHE SEAL New Beginnings Create a class charter for communication based on positive rules. Literacy Speaking Explain ideas and processes using imaginative and adventurous vocabulary and non-verbal gestures to support communication Listening and responding. Listen to others in class, ask relevant questions and follow instructions. Idea: Class communications charter focuses on the way that members of the group talk to one another and listen and respond to one another. This could be developed to support learning buddies, peer to peer mentoring, cross phase buddies etc.. You could present this as a video using a simple flipcam.

5 Age Category Common Sense Media Unit Resources Curriculum Opportunities Yr 3 5 Writing Good s Pupils learn how to communicate effectively by , taking into account the purpose and audience of their message, and the tone they want to convey. Get Safe Online - Spam and scam Information for teachers and parents Childnet What should you accept? SMART Crew video Further Lesson Idea: Design a glossary for online terminology, include emoticons :), :(, capitalization = shouting, and acronyms such as LOL. English: Composition Use organizational and presentational devices to structure text and guide the reader. PSHE: SEAL Getting on and falling out Idea: Design a glossary for online terminology, include emoticons :), :(, capitalization = shouting, and acronyms such as LOL.

6 LESSON PLAN My Online Community GRADES K-2 UNIT 3 Essential Question How does the Internet connect you to others? Lesson Overview Students explore the concept that people can connect with one another through the Internet. They understand how the ability for people to communicate online can unite a community. Students discuss the nature of the Internet, and understand that while it is not a real physical place, it is made up of real people. They use a graphic representation to explain the different in-person connections they have with their family, friends, and community. Students then use the same graphic model to represent how they could connect to others on the Internet by creating maps of their potential online community. Learning Objectives Students will be able to... consider what it means to go online and use the Internet. 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. Estimated time: 45 minutes Standards Alignment Common Core: grade K: W.2, W.5, W.7, W.8, W.10, SL.1a, SL.1b, SL.2, SL.3, SL.4, SL.5, SL.6, L.6 grade 1: W.5, W.7, W.8, L.6 grade 2: W.2, W.7, W.8, SL.1a, SL.1b, SL.1c, SL.3, SL.6, L.6 NETS S: 5b, 6a Key Vocabulary online: connected to the Internet Internet: a worldwide network that connects people using computers, phones, or other devices Materials and Preparation Preview the video What Is the Internet? and prepare to show it to students. Copy the Online Community Map Student Handout, one for each student. Scratch paper and pencils, crayons, or markers community: people who share a common neighborhood, background, or interests Family Resources Send home the Digital Life Family Tip Sheet (Elementary School). Send home the link to the PBS Kids Webonauts Internet Academy, which family members can play together. 1

7 introduction Warm-up (10 minutes) SHOW students the What Is the Internet? video. INVITE students to share their reactions to the video. What did they agree with? How would they describe the Internet to a younger sibling, cousin, or friend? DEFINE the Key Vocabulary terms online and Internet. Is the Internet a place? Encourage all student responses, but make sure students understand that the Internet is not a real place that you can physically visit, like a playground. However, it is made up of real people, who can connect with one another through computer connections even when they are not in the same place. teach 1 Circles of Connection (10 minutes) DRAW three concentric circles on the board or chart paper. Label the center circle Me. EXPLAIN to students that the center circle stands for them. If the center circle is you, what people might be in the second circle? Answers will vary. GUIDE students to understand that because this circle is the closest one to them, this circle should contain the people they are closest to in their lives. (You may wish to take this opportunity to make sure students understand the two possible meanings of the word close.) This would include family members, close friends, and other people who are important to them. Have them focus on people they see in person in their daily lives. Label the circle My Family and Friends. Who might be in the outer circle? Answers will vary. ENCOURAGE students to think about other people who are not as close to them but are still part of their lives. Again, encourage them to think of people they sometimes meet in person. Write down and save their responses. Sample responses: Teachers Classmates Members of after-school groups or clubs Members of sports teams Members of their places of worship Librarians Doctors Shopkeepers Neighbors DISCUSS the Key Vocabulary term community. Then label the outer circle My Community. 2

8 teach 2 Online Community Map (20 minutes) DISTRIBUTE copies of the Online Community Map Student Handout, one for each student. Also distribute scratch paper and colored pencils, crayons, or markers. You may wish to arrange students in groups so that they can share supplies. DEFINE the Key Vocabulary term community, and explore the concept that people also have a community of people they connect with online. INVITE students to think of any people they connect with online by using with the help of a parent or other adult. Then invite them to think of people they would like to connect with online. Explain that as they get older and use the Internet more and more, these people will make up their online community. This online community could include people they see in person, like those on the list they created as a class in Teach 1. It could also include people they seldom or never see in person, such as relatives and friends who live in another state or country. ENCOURAGE students to use scratch paper to list all of the people and places they connect with or would like to connect with on the Internet. INVITE students to use the Online Community Map Student Handout to create a map of their online connections. They should write down or draw a simple picture of each person or place on their list, putting it in the appropriate circle, depending on whether they are close friends and family or members of their larger community. INSTRUCT students to use lines to connect themselves to all the people in their online community. Tell them that the lines represent connections through the Internet. Even though these people might be in different places, they are connected through invisible connections. Then encourage them to think about people who might communicate with one another, and draw lines to connect them as well. For instance, they might draw a line between their grandpa and mom to show that they communicate, even if they live far away from one another. DISPLAY students maps and invite volunteers to use them to explain how computers connect people in their neighborhood. Help students understand how the connections they have drawn help illustrate the definition of Internet. 3

9 closing Wrap-up (5 minutes) You can use these questions to assess your students understanding of the lesson objectives. What is the difference between your in-person community and your online community? Their online community includes people they may not see on a regular basis but with whom they could connect on the Internet. What do the lines on your maps show? They show the Internet connections between students and the people in the online community they would like to create. When you go online, do you really go somewhere? Students might explain that their bodies don t move, but that they might feel like they can visit places in their community. 4

10 ONLINE COMMUNITY MAP My Online Community Directions Write down all the people you connect with, or want to connect with, on the Internet. First, draw lines to show how you connect with them. Then draw lines to show how they connect with each other. My Community My Family and Friends Me 1

11 ASSESSMENT My Online Community 1. An example of a community is: a) Using the computer for homework b) A person sitting alone c) Kids watching TV together 2. Going online means: a) Visiting a friend at his or her house b) Going onto the Internet c) Calling a friend on a phone 3. Shaina writes s to people she knows in her community, to her friends, and to her family. Mark an X through the people that do not belong in each place. 1

12 My Online Community ASSESSMENT TEACHER VERSION 1. An example of a community is: a) Using the computer for homework b) A person sitting alone c) Kids watching TV together Answer feedback The correct answer is c. Being part of a community means you share interests with other people. The kids in drawing c like watching the same TV show together. 2. Going online means: a) Visiting a friend at his or her house b) Going onto the Internet c) Calling a friend on a phone Answer feedback The correct answer is b. Going online means using a computer to go onto the Internet. Calling a friend on the phone or visiting a friend at his or her house are both fun things to do, but they are not online activities. 3. Shaina writes s to people she knows in her community, to her friends, and to her family. Mark an X through the people that do not belong in each place. Answer feedback You should have marked an X through Dad and the sports coach. Dad is a family member and belongs in Friends and Family. Shaina s coach is part of her larger community. 1

13 LESSON PLAN Powerful Passwords GRADES K-2 UNIT 3 Essential Question How do you create a secure password? Lesson Overview Students explore why people use passwords, learn the benefits of using passwords, and discover strategies for creating and keeping strong, secure passwords. Students learn password tips, test their existing passwords with an interactive game, and create new passwords using guidelines for powerful passwords. Learning Objectives Students will be able to... understand the functions of passwords. identify strategies for creating and protecting secure passwords. create their own secure passwords using the lesson guidelines. Estimated time: 45 minutes Standards Alignment Common Core: grade K: RI.1, RI.4, RI.10, RF.1a, RF.1b, RF.1c, RF.1d, RF.4, W.3, W.10, SL.1a, SL.1b, SL.3, SL.6, L.6 grade 1: RI.1, RI.4, RI.10, RF.4a, RF.4b, W.3, W.10, SL.1a, SL.1b, SL.1c, SL.3, SL.6, L.6 grade 2: RI.1, RI.4, RI.10, RF.4a, W.3, SL.1a, SL.1b, SL.1c, SL.3, SL.6, L.6 NETS S: 2b, 5a, 5b Materials and Preparation Copy the DOs and DON Ts of Powerful Passwords Student Handout, one for every four students. Chalkboard or white board Blank index cards or strips of paper, four per student Key Vocabulary password: a secret word or phrase that some websites require you to type in if you want to visit them Review the online password generator Dinopass ( Family Resources Send home the Online Security Family Tip Sheet (Elementary School). protect: to keep safe secure: safe and protected 1

14 introduction Warm-up (10 minutes) What is a combination lock? (You can hold up a real combination lock to show students for effect.) Students will offer a variety of definitions. EXPLAIN that you can only open a combination lock by turning the dial in a secret combination of numbers that is hard to guess. DISCUSS with students that people use locks to keep their belongings safe and protected. Do you ever use a combination lock? If so, what for? Locker, bicycle, safe, etc. DEFINE the Key Vocabulary term password. EXPLAIN to students that online passwords are similar to the combinations for a lock. They are secret combinations of letters and numbers that only you know. Passwords keep other people from seeing your private information on the Internet. For example, tell students that passwords allow them to save their points after playing an online game. When they re older, they will use passwords to do many things, such as keep track of their money or shop online. DEFINE the Key Vocabulary term protect. EXPLAIN that knowing how to create powerful passwords will prevent other people from pretending to be them and help them keep their private information and money secure. Passwords protect one s identity and information. How would you feel if someone else used your password and pretended to be you on one of these sites? For instance, what if someone used your password to steal points that you have collected in a video game? Sample responses: Angry, because my privacy has been broken Worried that someone might pretend to be me online Fearful that someone can find out private information about me through my account teach 1 DOs and DON Ts of Powerful Passwords (15 minutes) HAVE students complete the DOs and DON Ts of Powerful Passwords Student Handout, making their best guesses about whether statements should begin with a DO or a DON T. REVIEW answers with students once they are finished. Encourage students to correct their handouts so that they can refer to the tips in the future. Here are the correct answers and sample explanations: 2

15 1. DO make passwords eight or more characters long. (Longer passwords are harder to crack than shorter ones.) 2. DON T use dictionary words as your password. (Others could guess your password this way.) 3. DO include letters, numbers, and symbols in your password. (It can be harder to guess passwords with this combination.) 4. DO change your password at least every six months. (This way, even if someone does guess your password, they won t be able to get into your account for long.) 5. DON T use private identity information in your password. (Others could guess your password this way.) 6. DON T use your phone number as your password. (Others could guess your password this way.) 7. DON T use your nickname as your password. (It could be easy for others to guess.) 8. DO give your password to your parent or guardian. (They will help you remember it if you forget it.) 9. DON T share your password with your friends. (Even if you trust them, they might unintentionally do something that puts you or your information at risk.) 10. DO create a password that you can remember. (It s okay to create a random password, but keep in mind that it should be one that you can remember, or else it won t do you much good.) Which tips did you know? Which ones surprised you? Answers will vary. REMIND students that they should not carry their passwords with them, tape them to their computers, or share them with friends. It is also wise for students to let trusted family members know about their passwords. They can help students find a safe place to store their written passwords. teach 2 Make a Secure Password (15 minutes) DEFINE the Key Vocabulary term secure. TELL students that you will now practice creating a new, secure password. DISTRIBUTE four blank index cards or strips of paper to each student. INSTRUCT students to write down an answer for each of the following categories, one per blank index card or strip of paper: Favorite number Pet s name, or favorite character s name A symbol (#, $, %, *, or &) Favorite food HAVE students arrange the four strips in various combinations to create a new password, keeping in mind the DOs and DON Ts tips they discussed earlier. When they ve finished, have them share their new password with a partner, and then have them vote on which password they consider the strongest. For an added challenge, students can tear words apart to create more options for combinations. INVITE students to share their winning passwords with the class, and discuss what makes them so strong. 3

16 teach 3 (Optional) Test Your Password TELL students that they are now going to play Test Your Password, a game that tests how secure their passwords are. Have students line up against one wall of the classroom, or go to a bigger space, such as the playground. Tell them that you will call out statements about password protection, along with what to do in response if the statement is true for them. Statement 1: If you change your password at least every six months, take three steps forward. Statement 2: If you use your nickname as your password, take two steps back. Statement 3: If your password includes letters, numbers, and symbols, take three steps forward. Statement 4: If your password has less than eight characters, take one step back. Statement 5: If you haven t changed your password in two years, take four steps back. Statement 6: If your password has at least eight characters, take two steps forward. Statement 7: If you let your friends use your password, take two steps back. Statement 8: If no one except you and your parent or guardian knows your password, take two steps forward. Statement 9: If your password has no private information, take three steps forward. Statement 10: If your password is a word in the dictionary, take two steps back. Statement 11: If your password is hard for you to remember, take two steps back. Statement 12: If your password is not your home phone number, take two steps forward. closing Wrap-up (5 minutes) You can use these questions to assess your students understanding of the lesson objectives. What is a password? A secret word or phrase that some websites require you to type in if you want to visit them. Why are strong passwords helpful? Strong passwords help to protect our information from being accessed or seen by others. What are some DOs and DON Ts to remember about powerful passwords? See tips in Teach 1 for sample responses. 4

17 DOS AND DON TS OF POWERFUL PASSWORDS Powerful Passwords Directions Do you know how to make a powerful password? Write the word DO or DON T into each of the statements below to show how to make the best passwords. 1. make passwords eight or more characters long. 2. use dictionary words as your password. 3. include letters, numbers, and symbols in your password. 4. change your password at least every six months. 5. use private identity information in your password. 6. use your phone number as your password. 7. use your nickname as your password. 8. give your password to your parent or guardian. 9. share your password with your friends. 10. create a password that you can remember. Use Common Sense! It s okay to write down passwords, but Remember not to carry them with you Don t tape them on your computer Ask a parent or caregiver to help you find a safe place at home to keep them 1

18 ASSESSMENT Powerful Passwords 1. Some websites make you type in a username and a if you want to visit their site. a) password b) crossword c) puzzle 2. True or False: Sam Slate s password is sammyslate. This is a great password because it has a lot of letters. a) True b) False 3. Circle DO or DON T next to each of the statements below. DO DON T share your password with your friends. DO DON T make passwords eight or more characters long. DO DON T use your street address in your password. 1

19 Powerful Passwords ASSESSMENT TEACHER VERSION 1. Some websites make you type in a username and a if you want to visit their site. a) password b) crossword c) puzzle Answer feedback The correct answer is a. A secret word or phrase is called a password. 2. True or False: Sam Slate s password is sammyslate. This is a great password because it has a lot of letters. a) True b) False Answer feedback The correct answer is b, False. Even though it s true that a password with a lot of letters can be strong, this one isn t. You should not use your name or nickname in a password. You should also combine numbers, letter, and symbols. 3. Circle DO or DON T next to each of the statements below. DO DON T share your password with your friends. DO DON T make passwords eight or more characters long. DO DON T use your street address in your password. Answer feedback You should never include private information in your password, or share them with people other than your parents. Short passwords are often weak because they can be easy for others to guess. 1

20 LESSON PLAN Show Respect Online GRADES K-2 UNIT 3 Essential Question How can I make sure my online messages are clear and respectful? Lesson Overview Students explore the similarities and differences between in-person and online communications, and then learn how to write clear and respectful online messages. Students begin by discussing how to be clear and respectful when they talk with people, either face-to-face or on the telephone. They explore the concept of tone, then compare and contrast what it is like to communicate face-to-face versus online. Students learn some rules that can help them express themselves clearly and respectfully when they write messages. They then apply what they have learned by editing a message. Learning Objectives Students will be able to... understand how to show respect in social situations. recognize the importance of tone in both face-to-face and online communications. learn rules for writing clear and respectful s by editing an message. Materials and Preparation Preview the video, Mindful Messaging, and prepare to show it to students. Copy the Edit Student Handout, one for each student. Estimated time: 45 minutes Standards Alignment Common Core: grade K: RL.1, RL.4, RL.10, RI.1, RI.4, RI.10, RF.4, W.2, W.5, W.7, W.8, W.10, SL.1a, SL.1b, SL.2, SL.3, SL.6, L.6 grade 1: RL.1, RL.4, RI.1, RI.4, RI.10, RF.4a, W.5, W.7, W.8, L.6 grade 2: RL.1, RI.4, RI.10, W.2, W.5, W.7, W.8, SL.1a, SL.1b, SL.1c, SL.3, SL.6, L.6 NETS S: 5a, 5d Key Vocabulary respectful: in a way that shows you care about another person s feelings tone: the way something sounds and the feelings it expresses edit (verb): to change something that is written to make it better Family Resources Send home the Effective Communication Family Tip Sheet (Elementary School). 1

21 introduction Warm-up (10 minutes) DEFINE the Key Vocabulary term respectful. What are some examples of how to be clear and respectful to others when you are talking in school? Sample responses: Try to talk clearly, and explain what you mean if someone. doesn t understand. Listen to what other people have to say. Take turns talking. Speak instead of shouting. Don t make fun of people. Say please and thank you. Say nice things to people. Note: Consider recording student responses, so that you may return to them later in the lesson. INVITE students to discuss what might happen if people did not try to talk clearly and respectfully at school. What would happen if it was okay to say mean things to other people? Students should understand that people s feelings would get hurt and everyone would be upset and angry. What would happen if we didn t take turns talking, or if we were allowed to shout in class? Students should conclude that without such rules everyone might be talking or shouting at once, and no one could learn anything. teach 1 Mindful Messaging (15 minutes) DEFINE the Key Vocabulary term tone. SHOW students the Mindful Messaging video. INVITE students to recount what they saw in the video. (A girl sent three of her friends the same text message. She was trying to be friendly, but they read the tone of her text message the wrong way.) WRITE the following word on the board or on chart paper in three different ways: Whatever :( Whatever!!! WHATEVER POINT OUT that in the video, Alexa, David, and Evan sent text messages of the same word. However, they wrote the message in different ways in order to convey different tones. INVITE students to identify differences among the three messages. (Alexa s message has a frowny face after it. David used a lot of exclamation points. Evan wrote his message in all uppercase letters.) 2

22 HAVE students say the three different text messages aloud. Students should say Alexa s message (which includes the sad face emoticon) in a soft and disappointed tone. Students should say David s message (which includes exclamation marks) in an excited and enthusiastic tone. Students should shout Evan s message (which is written in all caps) in an angry tone. ENCOURAGE students to think about the difference between hearing a sentence said aloud and seeing it typed. Students should understand that when a sentence is typed, the tone isn t always obvious. People miss out on communication cues, like seeing facial expressions and body language, or hearing the way a voice sounds. teach 2 Edit (20 minutes) EXPLAIN to students that people are increasingly connecting virtually, through texts, IMs, and s rather than in person. That s why tone is so important when it comes to sending typed messages. TELL students there are some rules they can follow to make sure they are being clear and polite when they send messages electronically, especially through . DISTRIBUTE the Edit Student Handout, one for each student. REVIEW the Check Before You Send questions at the top of the handout as a class, and invite students to share any additional rules they can think of. DEFINE the Key Vocabulary term edit. EXPLAIN to students that they will edit an message to make sure it is clear and polite. INVITE students to complete the editing exercise, using the Check Before You Send questions. Encourage students to read the message aloud before they edit it, as well as after. Reading the message aloud will help them catch mistakes and show them the tone of the message. Students should make the following changes: Edit the first two sentences for proper use of uppercase letters. Correct the spelling of u and rite. Rewrite the last sentence to make it more polite. Add another sentence to conclude the . Change the ending Guess Who to Max. 3

23 closing Wrap-up (5 minutes) You can use these questions to assess your students understanding of the lesson objectives. What are some differences between saying something aloud to someone and writing it in an ? When you write something, people may not always understand your tone. What are some ways to be respectful when sending an , text, or IM? Students should be able to name and explain most of the rules they learned in Teach 2. What should you do before you send an , text, or IM? Students should understand that it is important to read and edit their message before sending it. 4

24 EDIT Show Respect Online Check Before You Send Be sure to ask yourself the following questions before sending an 1. Would I say this message to someone s face? Never send a text, , comment, or post that you wouldn t say to someone in person. 2. Did I check for spelling mistakes? Check your spelling to show that you care about your , and that you are not in a rush. 3. Did I use capital letters correctly? Be careful when using UPPERCASE letters. It s like SHOUTING. Directions Help Max edit his message. Use the questions above to help you. Then add one sentence. TO: joe@mainstreet.com FROM: max@myschool.edu SUBJECT: my birthday Dear Uncle Joe, HOW ARE YOU? why don t u rite to me? Send me a video game for my birthday. From, Guess Who 1

25 ASSESSMENT Show Respect Online 1. Which is an example of being respectful? a) b) c) a) Shouting if someone does not agree with what you are saying b) Taking turns talking c) Making sure your shoes are tied 2. Which message is polite? Circle your answer. A message that is written in lowercase and UPPERCASE letters A message with only UPPERCASE letters 1

26 ASSESSMENT Show Respect Online 3. What is the best subject line for the below? a) Thank you b) Sick today c) Let me know 2

27 Show Respect Online ASSESSMENT TEACHER VERSION 1. Which is an example of being respectful? a) b) c) a) Shouting if someone does not agree with what you are saying b) Taking turns talking c) Making sure your shoes are tied Answer feedback The correct answer is b. It is respectful to others to take turns talking. Shouting to get your point across is rude. Tying your shoes is important, but is not necessarily a sign of respect. 2. Which message is polite? Circle your answer. A message that is written in lowercase and UPPERCASE letters A message with only UPPERCASE letters Answer feedback You should have circled the first message. A polite is not written in all UPPERCASE letters. Writing in all UPPERCASE is like shouting at someone in a message. 1

28 Show Respect Online ASSESSMENT TEACHER VERSION 3. What is the best subject line for the below? a) Thank you b) Sick today c) Let me know Answer feedback The correct answer is b. Sick today gives a good hint to the teacher about the subject of the and that this student will not be in school. Thank you is polite, but does not tell what the is about. Let me know is a little rude and does not tell what the is about. 2

29 LESSON PLAN Things for Sale GRADES K-2 UNIT 3 Essential Question How do some websites try to get you to buy things? Lesson Overview Students examine websites that are designed around a particular product to understand that the purpose of the site is to encourage them to buy the product. Students learn to recognize the varied methods used to promote and sell products on these sites. Students explore several product sites aimed at kids, identifying elements designed to draw their attention and make them want to buy the product. They grasp how the games, videos, activities, and other appealing features of the site serve the ultimate purpose of selling the product. Students then use what they have learned to draw a home page for a product site of their own invention. Learning Objectives Students will be able to... understand that the main purpose of product sites is to encourage viewers to buy the product. 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. Materials and Preparation Crayons, markers, or colored pencils Estimated time: 45 minutes Standards Alignment Common Core: grade K: RL.1, RL.4, RL.10, RI.1, RI.4, RI.10, RF.4, W.5, W.7, W.8, SL.1a, SL.1b, SL.2, SL.3, SL.6, L.6 grade 1: RL.1, RL.4, RI.1, RI.4, RI.10, RF.4a, W.5, W.7, W.8, L.6 grade 2: RL.1, RI.4, RI.10, RF.4a, W.7, W.8, SL.1a, SL.1b, SL.1c, SL.3, SL.6, L.6 NETS S: 1b, 1c, 3a-d, 4c, 5a Key Vocabulary purpose: the reason something exists; what it is meant to do product: something that is made and sold to people Copy the My Product Website Student Handout, one for every student. (Or provide students with blank paper.) Preview the websites and and be prepared to guide students through the steps in the lesson. (Keep in mind that the sites listed include advertising. We chose these sites to illustrate the point that sites for kids often include advertising, and to help students recognize advertising content. We do not endorse or promote the products sold on these sites.) advertise: to draw attention to something that is for sale, and try to get people to buy it Family Resources Send home the Evaluating Websites Family Tip Sheet (Elementary School). 1

30 introduction Warm-up (5 minutes) DEFINE the Key Vocabulary term purpose. Then ask students to think about toy stores they have visited. What is the purpose of the store? Students should recognize that the main purpose of the store is to sell toys. INVITE students to imagine the following scenario: You re visiting a store that sells your favorite toys. There s a play area where you can try out the toys. There are games you can play using the toys. There s a screen showing a video about the toys. What is the purpose of having these fun things to do at the store? Students should understand that the purpose of the games, videos, and other fun things is to make kids want to buy the toys. DISCUSS the idea that the toys are the real star of the store. All of the other things going on at the store the play area, the games one can play with the toy, and the screen showing a video about the toy are designed to make kids pay attention to the toys and want the toys. EXPLAIN to students that some websites have things for sale, including toys and other things for kids. These sites also have fun things to see and do, which make people pay attention to the toys. However, the sites real purpose is to sell the toys. teach 1 Tricks of the Trade (10 minutes) DEFINE the Key Vocabulary term product. Explain to students that they will be visiting a site that sells products. INTRODUCE students to the the Crayola website ( HAVE students work in groups to view the site on shared computers, or project the site onto a screen for students to view together. (Most students will be familiar with Crayola as a maker of crayons. They should be aware that Crayola products also include markers, colored pencils, paint, chalk, and craft materials.) EXPLORE the Crayola site as a class, guiding students through the following steps. Step 1: Click on the Products link. What is this page trying to get you to do? Students should understand that this page is clearly designed to sell Crayola products. Step 2: Click on the Coloring Pages link. 2

31 What can you do here? How do you think this might help sell the products on the site? Students should recognize that pages they can color and activities using the product encourage them to want to buy the kinds of products that Crayola sells, such as crayons, markers, and colored pencils. Step 3: Click on the Craft Ideas page and repeat the questions in Step 2. (Students should recognize that in order to make these crafts, they would need to buy the kinds of products Crayola sells.) Step 4: Click on the Games and Fun link, and then click on activities such as Card Maker. Repeat the same questions again. (Students should recognize that these activities also use Crayola products.) Step 5: Click on one or two of the games on the Games and Fun page. Point out that all the games involve lots of bright colors. How do you think these games might help sell the products on this site? Guide students to understand that because Crayola products all involve colors and coloring, the games might help create good feelings about these products, making them seem fun and exciting. REVISIT with students all the different tricks the website uses to encourage them to think about and want to buy Crayola products. How are Crayola products the real star of this website? Students should understand that all the activities on the site feature Crayola products in one way or another. What is the purpose of this website? Students should understand that the purpose of the site is to sell more Crayola products. DEFINE the Key Vocabulary term advertise. POINT OUT to students that they have seen products advertised on commercials on TV or in magazines. Explain that they will now focus on how products are advertised on websites, which can be trickier to figure out. GUIDE students to explain how the different features on the Crayola site advertise Crayola products. For example, fun activities that use crayons and markers draw attention to the products that Crayola sells. They might make people want to buy those products in order to do the activities. teach 2 More Tricks of the Trade (10 minutes) INTRODUCE students to the website Webkinz World ( Students may already be familiar with Webkinz, but be sure they all understand that Webkinz are stuffed animals. When people buy a stuffed animal and register it at the site, they receive a Pet Code. Using the Pet Code, they get an animal character and can enter the world on the website called Webkinz World. 3

32 EXPLORE the Webkinz site as a class, guiding students through the following steps. Step 1: Click on the Products link. What do you need to do here? How does this help sell Webkinz products? Students should understand that they need to buy a Webkinz stuffed animal in order to enter Webkinz World. Step 2: Return to the home page and click on the link at the bottom called Webkinz Catalog. What is going on here? How does this encourage you to buy Webkinz products? Students should understand that this page is clearly designed to sell Webkinz products. Step 3: Return to the home page and click on the link at the bottom called Take a Tour. What is going on here? How does this encourage you to buy Webkinz products? Students should recognize that the link shows them all of the fun things they can do in Webkinz World. It encourages them to buy a stuffed animal so that they can get a code and enter the world. Step 4: Return to the home page and click on Webkinz News, which you can access without a code. Play one of the videos and click on some of the links to games, contests, and recipes. What different things can you do here? Do these things make people want to buy Webkinz products? Students should understand that all the things feature cute Webkinz animals and are designed to make viewers want the animals. REVISIT with students all the different tricks the website used to encourage them to think about and want to buy Webkinz products. How are Webkinz products the real star of this website? Students should understand that all the activities on the site feature Webkinz products. What is the purpose of this website? Students should understand that the main purpose of the site is to sell more Webkinz products. How does this site advertise Webkinz products? Students should explore the idea that all the features on the site draw attention to the Webkinz products and encourage people to buy them. 4

33 teach 3 My Product Website (15 minutes) DISTRIBUTE copies of the My Product Website Student Handout, one for each student. ARRANGE students in groups to share crayons, markers, or colored pencils. EXPLAIN to students that they will be designing their own product webpage for a toy. The purpose of the webpage will be to draw attention to a particular toy and encourage people to buy it. REMIND students that product websites use different tricks to encourage them to want to buy toys. Different tricks include videos, games, contests, or a virtual world that features the product. ENCOURAGE students to think of a toy they have seen, or one they would like to invent. Ask them to design their webpage, including the following elements: 1. One or more pictures of the toy (drawn or printed out) 2. A place where people can click to buy the toy 3. At least one trick to encourage people to buy the toy INVITE students to take turns sharing their product webpages with the class. Have them describe their product, and then point to at least two things on their page that draw attention to the product and encourage people to buy it. closing Wrap-up (5 minutes) You can use these questions to assess your students understanding of the lesson objectives. What is a product? Something that is made and sold to people. What is the purpose of a product site, like the ones we looked at today? The main purpose of a product site is to sell a company s products. What was one of the ways you advertised your product on the website you designed? Students answers will vary. Highlight any students whose strategies included using online games and activities, which are common ways to encourage kids to have fun with their product online so that they ll want to buy it in real life. 5

34 MY PRODUCT WEBSITE Things for Sale Directions Draw a webpage that will get kids to buy a toy. 1

35 ASSESSMENT Things for Sale 1. This site sells crayons and markers. Why do you think there are lots of fun coloring activities on this site? a) To make you want the crayons and markers that are for sale b) To make you want to buy beads c) To give you homework help 2. Circle the game that is NOT an ad. a) b) c) 3. This is a free game. They are trying to sell you something. What are they trying to sell you? a) comics b) the game c) a cat 1

36 ASSESSMENT TEACHER VERSION Things for Sale 1. This site sells crayons and markers. Why do you think there are lots of fun coloring activities on this site? a) To make you want the crayons and markers that are for sale b) To make you want to buy beads c) To give you homework help Answer feedback The correct answer is a. The main purpose of the site is to sell the crayons and markers. The activities make you think about coloring and make you want to buy the crayons and markers so you can color both online and offline. 2. Circle the game that is NOT an ad. a) b) c) Answer feedback You should have circled game c. You can tell that a and b are ads because they say advertisement in small letters. 3. This is a free game. They are trying to sell you something. What are they trying to sell you? a) comics b) the game c) a cat Answer feedback The correct answer is a. The site is trying to sell comics. It has fun things to do so you will want to buy the comics. 1

37 LESSON PLAN Writing Good s GRADES K-2 UNIT 3 Essential Question How is writing an similar to or different from writing a letter? Lesson Overview Students explore the components of a well-written . They learn that such s have a five-part structure that is similar to that of traditional letters. Students then analyze the parts of an , making note of the subtle differences. Last, students try to identify and correct seven errors in an , keeping in mind five proofreading guidelines. Learning Objectives Students will be able to... identify the five main parts of letter/ writing. compare and contrast the format of letter writing to that of writing s. proofread a draft of an . Materials and Preparation Chalkboard or whiteboard Optional: Preview the Venn diagram tool at ClassTools.net ( prepare to project it for students to see. Copy the You ve Got Mail Student Handout, one for each student. Review the You ve Got Mail Student Handout Teacher Version. Preview PBS Kids s Arthur s Letter Writer Helper: ( Family Resources Send home the Effective Communication Family Tip Sheet (Elementary School) Estimated time: 45 minutes Standards Alignment Common Core: grade K: RI.1, RI.10, RF.1a, RF.1b, RF.1c, RF.4, W.2, SL.1a, SL.1b, SL.2, SL.3, SL.5, SL.6, L.1f, L.2a, L.2b, L.6 grade 1: RI.1, RI.10, RF.1c, RF.4a, RF.4b, W.2, SL.1a, SL.1b, SL.1c, SL.2, SL.3, SL.6, L.2a, L.2b, L.6 grade 2: RI.1, RI.10, RF.4a, RF.4b, W.2, SL.1a, SL.1b, SL.1c, SL.3, SL.6, L.2b, L.6 NETS S: 2b, 5a, 5b, 5d Key Vocabulary electronic mail sent through the Internet header: information at the top of a message that contains the sender s address and the date greeting: the opening or salutation body: the main part of a message closing: the sign-off or goodbye signature: the sender s name 1

38 introduction Warm-up (10 minutes) DEFINE the Key Vocabulary term . DRAW a Venn diagram on the board or on chart paper. Label one circle and the other LETTERS. You can create the Venn diagram online at ClassTools.net ( and project it for students to see. How are s and letters similar? Sample responses: People use them to communicate. People write them. They can be sent to people you know or don t know. They can be formal or informal. How are s and letters different? Sample responses: s are digital. People create s on a computer, tablet, or smartphone. s can be sent and received right away through the Internet. s can be deleted. People write letters on paper. Letters go though the U.S. Postal System and require a stamp. Letters take longer to receive. EXPLAIN that is a popular way to send messages to one another digitally. If a person has an account, that person can send and receive s through the Internet. Tell students that, as a class, they are going to explore how writing s and writing letters are similar, as well as different. teach 1 You ve Got Mail (15 minutes) DISTRIBUTE the You ve Got Mail Student Handout. Work through the student handout as a class. Use the You ve Got Mail Student Handout Teacher Version as a guide. DEFINE the remaining Key Vocabulary terms by reviewing the five main parts of a friendly letter: Header: sender s address (street, town, state, ZIP code) and the date Greeting: also known as the salutation; commonly Dear followed by a comma (or a colon, in business letters) Body: letter s message Closing: a sign-off such as From or Sincerely, followed by a comma Signature: signed name (handwritten, often in cursive) 2

39 POINT OUT similarities between the parts of the letter and the on page 1 of the You ve Got Mail Student Handout by comparing how both examples have a header, greeting, body, closing, and signature. HAVE students circle the subtle differences in formatting as they answer the following question. What differences do you notice between the and the letter? Sample responses: The addresses in the headers look different. The shows an address (username@ provider/organization), but the letter shows a street address. The greeting in the is more casual. In the , you can see the time it was sent. The has a subject line (what the message is about), but the letter does not. The signature on the letter is handwritten. In the , the signature is electronic. (And signatures can include more than just a name, such as a title, contact information, a quote or image.) Note: If possible, show students PBS Kids Arthur s Letter Writer Helper: ( games/letterwriter/ .html) to highlight the different parts of an . teach 2 Errors (15 minutes) READ aloud the directions for page 2 of the You ve Got Mail Student Handout. HAVE students complete page 2 of the You ve Got Mail Student Handout in pairs. Refer to the You ve Got Mail Student Handout Teacher Version for guidance. DISCUSS students correlations as a class. REMIND students that they should always proofread their s by double-checking their work. They should consider the following five guidelines. Does the have a clear and specific subject line? 2. a greeting, closing and signature? 3. proper capitalization? 4. proper punctuation? 5. correct spelling? 3

40 closing Wrap-up (5 minutes) You can use these questions to assess your students understanding of the lesson objectives. What are some ways that letters and s are similar? Sample responses: Both letters and s are examples of written communication. Both letters and s have a header, greeting, body, closing, and signature. What are some ways that letters and s are different? Sample responses: s are digital. People receive them right away. Letters are sent through the U.S. Postal System, and s are sent through the Internet via an provider. They have different types of addresses in the header. s have a subject field. Letter signatures are handwritten. signatures are typed and often include more information about the sender. When editing both s and letters, what are some things you should double-check? that the main five parts are included (header, greeting, message body, closing, and signature) correct spelling proper punctuation proper grammar 4

41 YOU VE GOT MAIL Writing Good s Directions Compare and contrast the letter to the . Do you see the parts that are the same? On the , circle or highlight the parts that are different. Dear Serena, 321 Main Street Township, MA January 1, 2015 header greeting How are you? How is school? I like my new teacher. We have school lunches that are yummy! Write back soon. message body From, Clayton closing signature From: bestfriend1@fast .com To: tbone@fast .com Sent: Thursday, January 1, 2015 at 3:34 pm Subject: playdate Hey Tyrone, How are you? Can you come over on Saturday? From, Tanya /\_/\ (0. 0 ) > ^ < header greeting message body closing signature 1

42 Directions Sondra has sent an to her friend Jim about his pet rabbit. But she made 7 errors in the below. Work with a partner to circle or highlight all 7 errors. From: sunnysmile@myschool.edu To: soccerfan#1@myschool.edu Sent: Monday, January 15, 2015 at 5:21 pm Subject: hi! I like your new pet! Your rabit Molly is great? What do you feed Molly? let s play with your rabbit again soon. me Use Common Sense! It s always a good idea to proofread an before you send it. Double-check for the following: a clear and specific subject a greeting, closing, and signature proper capitalization proper punctuation correct spelling 2

43 Writing Good s YOU VE GOT MAIL TEACHER VERSION Directions Compare and contrast the letter to the . Do you see the parts that are the same? On the , circle or highlight the parts that are different. Dear Serena, 321 Main Street Township, MA January 1, 2015 header greeting How are you? How is school? I like my new teacher. We have school lunches that are yummy! Write back soon. From, Clayton From: bestfriend1@fast .com To: tbone@fast .com Sent: Thursday, January 1, 2015 at 3:34 pm Subject: playdate Hey Tyrone, How are you? Can you come over on Saturday? From, Tanya /\_/\ (0. 0 ) > ^ < message body closing signature header greeting message body closing signature 1

44 Directions Sondra has sent an to her friend Jim about his pet rabbit. But she made 7 errors in the below. Work with a partner to circle or highlight all 7 errors. From: sunnysmile@myschool.edu To: soccerfan#1@myschool.edu Sent: Monday, January 15, 2015 at 5:21 pm Subject: hi! (should be specific to the s message content) I like your new pet! Your rabit Molly is great? What do you feed Molly? let s play with your rabbit again soon. me (incorrect punctuation) (missing a greeting) (incorrect spelling of rabbit ) (missing a closing) (should be a name) (needs a capital letter) Use Common Sense! It s always a good idea to proofread an before you send it. Double-check for the following: a clear and specific subject a greeting, closing, and signature proper capitalization proper punctuation correct spelling (Encourage students to check the boxes once they have proofread the corrected .) 2

45 ASSESSMENT Writing Good s 1. Letters and s both have five parts: a heading, a greeting, the body, a, and a signature. a) closing b) conclusion c) cat 2. What does the subject line on an tell the reader? a) when the was sent b) what the is about c) who wrote the 3. True or False: You always should proofread your s. a) True b) False 1

46 Writing Good s ASSESSMENT TEACHER VERSION 1. Letters and s both have five parts: a heading, a greeting, the body, a, and a signature. a) closing b) conclusion c) cat Answer feedback The correct answer is a. A letter and an both ought to have a closing (e.g., From, Love, Thank you ) before the signature. 2. What does the subject line on an tell the reader? a) when the was sent b) what the is about c) who wrote the Answer feedback The correct answer is b. The subject line tells the recipient what the s message is about. 3. TRUE or FALSE: You always should proofread your s. a) True b) False Answer feedback The correct answer is a, True. Always proofread any of your writing s, letters, reports, etc. before sharing it with others. 1