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In a Padlet have students discuss the consequences of posting information on social media that could be perceived as negative. (ie. how it could affect employment, friends, etc.).

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Why wouldn't you leave a key on a string next to your front door?

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Model how students should cite their sources to give credit to the original author or creator.

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When setting up a group project online or offline discuss norms of behaviors.

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Students can use EasyBib it properly cite online and print resources used in school projects and assignments. 

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Students can use EasyBib it properly cite online and print resources used in school projects and assignments. 

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Have you ever searched for yourself or someone else online? Is there anything you would or would not want to share with the public? Why is it important to consider this when posting or sharing anything online?

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Have you ever searched for yourself or someone else online? Is there anything you would or would not want to share with the public? Why is it important to consider this when posting or sharing anything online?

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Using the Canvas Discussion Board have students discuss the possible long term consequences of posting inappropriate information on social media.

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Students could gather pictures for a project using public domain photos.

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https://curriculum.code.org/csd-1718/unit2/5/ This is the lesson we do in IPGD. The students chart how much information they can find about each students and then they discuss how each student can be a little "safer". They end the lesson by checking their own privacy settings and recent posts.

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Overview

As students have recently spent some time thinking about the actual content that will go into their personal website, this lesson takes a step back from the unit-long project (publication of a personal website) to help students articulate what personal information they choose to share digitally and with whom. It also reinforces the notion that much of the information that they choose to share digitally falls largely out of their control the moment it is released.

Students begin by individually identifying appropriate audiences with whom they would be comfortable sharing given pieces of personal information. They then look at several social media pages to determine what sorts of information people are sharing about themselves or one another. Last, students reflect on what guidelines they think are appropriate for posting information online.

The ultimate point of this lesson is not to scare students, but rather to experientially bring students to realizing precisely what level of control they don't have in releasing information into the web.

Purpose

Now that students are beginning to share information publicly, it's crucial that we instill in them an understanding of the potential consequences of sharing personal information online.

The first activity engages students in considering specific pieces of personal information and the audiences with whom they would or would not want that information to remain private. The goal of this activity is for students to understand that for any given piece of personal information if there is any audience they would like to maintain privacy with they should consider not posting that information online.

In a follow up activity students look through several example social media profiles for fake students. Individually these pages contain relatively innocuous information, but when students cross reference information across multiple profiles they see how a detailed picture (or digital footprint) can start to form. Through this activity students see that even information that they may not see as private on its own can share more information than intended when combined with other small details.

Agenda

Objectives

Students will be able to:

Understand and explain reasons that it is difficult to control who sees information published online.

Understand and justify guidelines for safely publishing information online.

Preparation

Links

Heads Up! Please make a copy of any documents you plan to share with students.

For the Teachers

For the Students

Vocabulary

Digital Footprint - The collected information about an individual across multiple websites on the Internet.

Warm Up (10 min)

Discussion Goal

Prompt: Ask the students to consider what websites they have given personal information to. In small groups, ask students to come up with a list of websites that they have accounts on (even if they use sign in with Facebook, Google, or similar).

Discuss: Have students silently brainstorm or journal, then share with a partner, and finally share as a full class. Create a comprehensive list of all of the websites that may have their personal information.

Discuss: Ask the class about what kind of information they think these websites might have about them. You can frame it from a few different angles:

What information do you know you've given to a website (eg. your email address)

What information might you have unknowingly given to a website (eg. a picture with your home address)

What information might other people have shared about you without your knowledge or permission (eg. tagging you on Facebook)

Activity (30-40 min)

How Much Do You Care About Privacy?

Distribute: When Does Your Privacy Matter? - Activity Guide

When Does Your Privacy Matter?

Step 1: Individually, have students complete the grid on the front side of the activity guide. Encourage them to think critically about the consequences of each audience having access to each piece of personal information. What might seem like an innocuous piece of information might have far reaching consequences depending on who has access to it.

Discussion Goal

Step 2: Once students have completed the privacy grid, have them come together into pairs or small groups. They should look for cells in each grid where their partner marked a different answer than they did and discuss their choices. Encourage students to respectfully debate when they disagree on an issue. While there are no right or wrong answers here, it's useful for students to hear how others may have considered consequences (both positive and negative) that they didn't think of.

Step 3: After the small group discussion, students should complete the reflection questions on the next page of the activity guide.

Prompt: Were there any places on the grid where your discussion with your partner changed your perspective? If so, what were they?

Discuss: Have students share places where they changed their mind. Focus particularly on blind spots, assumptions, or misconceptions that students had about access to their personal information that may have been revealed through discussion with a partner.

Investigating Social Profiles

Goal: Explore how small pieces of personal information spread across multiple sites on the Internet can produce a fairly detailed picture of a person, known as a digital footprint.

Group: This activity can be done individually, but is better when students are in groups of 2-3

Distribute: Social Sleuth - Activity Guide

Transition: Send students to Code Studio.

Wrap Up (5 minutes)

Discussion Goal

Goal: Develop a common understanding of how our choices to publish information online contribute to a digital footprint.

Remarks

Prompt: With your elbow partner, come up with a checklist that you can use to determine what should, and shouldn't, be posted online.

Share: Allow groups to share out their checklists, using the responses to develop a class-wide web publishing checklist. Consider making a poster of your class-wide checklist that you can refer back to throughout the unit.

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This lesson takes a step back from creating the personal website to talk about personal information people choose to share digitally. The class begins by discussing what types of information are good to share with other people, then looks at several sample social media pages to see what types of personal information could be shared intentionally or unintentionally.

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I would have my students site the artwork's source after reviewing which sites allow public use of artworks--such as a museum website.

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I will discuss how what you post will stay with you forever--for employers, universities to see in the future

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Students can use public domain images to choose an image which mimics a quadratic function which can be used in their quadratic project at the end of the school year.

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1)  Students can use bibliography.com (it has an "s" in the address
2)  Why is it important to cite your sources when researching
3)  When students are working on projects, student will cite at least 2 sources that they used.  Must use the website: bibliography.com

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1)  google - search your name to see what comes up
2)  Have you ever googled yourself?  Do you know what happens to your information when you put it out there?
3) Students can google their names to see what comes up

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Why do you not tape a piece of paper with your gym locker combo to your locker?

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I teach my kids to use Citation Machine for Works Cited pages. It is a https.

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Talk about how using the same password over many types of accounts could be problematic. 

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Talk about how using the same password over many types of accounts could be problematic. 

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Google translate in a language class isn't necessarily taking someone else's work directly but it isn't their own work.  Talk about how they need to only look up words not sentences or phrases. 

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Google translate in a language class isn't necessarily taking someone else's work directly but it isn't their own work.  Talk about how they need to only look up words not sentences or phrases. 

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(1) TECH TOOLS: OneDrive- Word and PowerPoint

(2) QUESTION: How do students make sure they are signed into their own accounts?

(3) ACTIVITY: Students need to sign in to their accounts in a new tab. Then it will be logged in to their personal accounts. Their data will be saved and stored in OneDrive.

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Would students want their 3rd grade picture to be plastered on hallways now?  That's how they might feel in just  a few years with words and pictures that are posting publicly now. D. Ellis

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It's not private when all of your friends know your password.  It's not wise when all of your passwords are the same.

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It's not private when all of your friends know your password.  It's not wise when all of your passwords are the same.

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Post a question on the Discussion board in Canvas for students to answer and think about that gives them insight into what is appropriate to post on Social Media, both now and in the future.

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Have a discussion about why you would not let another person use your phone

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Discuss with students how using Photomath isn't the same as working out the problem on your own. It is a good tool when you get stuck but if you're going to copy down the steps you need to cite it.

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Canvas Discussion/Google:

Ask students to research the following:

-how long does google keep your search history?

-what is a "cookie"?

-ask: do you agree or disagree with the HTTP cookie process?

-what are the benefits and risks of this process?

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Wide Open School has modules on Digital Citizenship and include videos and interactive activities. This is available to all YCSD teachers and students through the Clever portal.

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(1) TECH TOOLS: https://www.mentimeter.com/features/word-cloud

(2) QUESTION: What digital platforms do you use?  (Think about school and social)

(3) ACTIVITY: Students will watch as their similar terms grow with others selecting the same term. After everyone has shared we will verbally discuss how the top 5 platforms could have a positive, neutral, or negative meaning to someone. (Tying into English connotative lesson).  For example students have listed Instagram, Canvas, email/Office 365, etc.  Maybe the Canvas and Office 365 are neutral, but everything they post on Instagram is positive.  We can then talk about how some people might have a different connotation of some social media platforms.  Maybe like the Bully video we watched at the start of the month Instagram is a place where that student has been picked on.

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Free Word Cloud Generator - Create a Word Cloud Live

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Create Live Word Clouds with your audience using their smartphones. All for Free with Mentimeter!

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(1) TECH TOOLS: https://www.easybib.com/

(2) QUESTION: Why should we cite our sources?

(3) ACTIVITY: Students after researching their information will cite their online, print, and image sources.

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EasyBib®: Free Bibliography Generator - MLA, APA, Chicago citation styles

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Automatic works cited and bibliography formatting for MLA, APA and Chicago/Turabian citation styles. Now supports MLA 9.

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Tech Tool - Scribbr is a site that can verify the information of a citation and proofread it for errors (currently only supports APA, however)

Question: Who is affected when a source is not cited properly?

Activity: Give students a list of citations and a list of citation rules. Have the students work in pairs to identify flawed citations and correct them

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Tech Tool: Any password manager site that is secure so students can keep their information safe and in a place they can remember it

Question: How many passwords do you have? Do you typically use the same password for multiple sites? Why might this be unsafe?

Activity: Have students create a mindmap of all the sites they use online and how they connect to one another (ex. Facebook owns Instagram and connects to their Oculus gaming setup OR a branch of all their social media accounts). How much would be compromised if everything in one branch had the same password?

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This assignment will be a journal question. How can we demonstrate safe and ethical online behavior in our class? I want the students to be proactive in coming up with positive solutions using 2 to 3 complete sentences. Then will go over the definition of safe and ethical online behavior with the class. Next, with the knowledge they gained from the topic. I will have the students reflect by creating a 2 sided list also in their journal. On one side they will list 5 ways to be safe and ethical online, on the other side they will list 5 ways that are not safe and ethical behavior. In closing we will have an open class discussion on the topic

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On canvas I will create an open discussion questions.
Is it okay to let the world have access to your most private information?
Is it safe to give out your password? yes or no. Why or why not?

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In a discussion board on Canvas, or a padlet, students could write about what they do in their daily lives to keep their belongings safe (face ID on phone, combination on their locker, locking the door behind them, etc.), then ask "would you turn face ID off? write the combination to your locker ON your locker? Keep your door wide open?" and discuss how there need to be digital "face ID"s and locks to keep digital, but still important, information safe. - Roane

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Discuss with students how using online essays they have found, or paying someone to write their essay, is not their own work whatsoever. Have students run a plagiarism checker, like https://www.plagiarismdetector.net on public essays to show them just how often they are used and stolen.

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Delzer-

I would model how the students should use cite sourcing by using either easybib.com or citethisforme.com.  Both sites are great for giving credit to work.  I could start this by providing the question:  "If you made something amazing and worked very hard on it, wouldn't you want the credit?" I typically give them the example of how scientists die without receiving credit for their work, and sometimes don't even get credited until lots of years after their death.

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Discussion boards in Canvas are a great way to practice creating a digital identity.

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1. Google
2. How old is stuff on the internet?
3. Have the students google me.