Topic: Information Literacy

Title: Identifying & Using Quality Sites

Pupils' age: 13 years old

Pupils will watch a video concerning Fake news and they will learn that what is published on the web is not always trustworthy.

They will be encouraged to use good  searching strategies on the web and High-Quality sites.

Students: 8th graders, 13-14 years old
I have been trying different activities and approaches to all these topics over the last couple of years, but I will just tell you about an eTwinning project I am involved in right now based on the book Butter by Erin Lange. This book deals with cyberbullying and fake profiles among other teen-related issues, so it was a great start for discussing and developing several tasks around those two areas. 
At the same time, students are taught about copyright, reliable sources, online tools and many other aspects while doing their work. It's been a great experience so far with the added bonus that they are enjoying reading in English!

Ages: 13 - 18 years

One activity that I like to do has the title “Moral Compass”. This is an original idea of CPDLab eSafety Comenius Course in which I participated on the setting up phase.

This activity consist on making questions to the audience and let the students take a place near one of the eight possible answers: Correct, wrong, I’m not sure if its wrong, It depends, As long as I'm not caught, What's the problem?, It is an individual choice, I don’t know. These options are previously spread in the room walls like “compass rose”.

The questions may fit into the different suggested topics, such as: Relationship communication, cyberbullying, digital footprint reputation and Internet Safety.

Once the students are distributed by the different answers, a debate begins on the different positions taken.

Topic: Privacy and Security

Title: Me on Facebook

Pupils' age: 13-15 years old

 

Conversation between teacher and pupils about Social media, Facebook. Is it good to have profile on FB or not? Every pupil, aged 13, already has their own profile on FB. What do they publish on their profile? Who can see their profile, only them, their friends, everyone? The discussion would take to watch a video on http://www.takethislollipop.com/, where pupils realize what can happen if they have to much information on their wall. It's a bit scary, but very educational.     

Key Stage: 3, 12-14 years old 

Lesson title: Are all sites trustworthy?

The aim of the lesson would be to make students aware that information sites like Wikipedia are great, but anyone can add to them, so they might not always be true. They would learn that they really need to check in other places too and to be careful with online information: it can be very misleading!

For a start, I would check prior knowledge by asking my pupils to answer these questions: can we trust everything we read online? Is everything we see online always reliable? 

After that, I would let them see the video “The Adventures of Kara, Winston and the SMART Crew - Chapter 2 – RELIABLE” (https://www.youtube.com/watch?v=fYLon8oxXQ4&list=PLPbjR5qe6oh9WSQhkl_RBpZfBg-MVS2ZP&index=2). 

Then, I would ask my students to discuss what they have just seen. 

 

Pupil’s age: 15-17 years old

 

Students who have been present at an event (a concert, a sports event, an accident scene) and

then later have seen or read about the event in the media may be able to explain this key concept

very clearly for their peers. They will be able to talk about the difference between the experience

itself and the version of the experience portrayed in the media text. They will be able to convince

their peers that what the media texts show us is not reality but only a version of it.

Pupil's Age: 10-12 years old

Know your "friends"?

After introducing the theme of the virtual and real friendships, through brainstorming and debate, we encourage pupils to enroll in a new platform form of play: Fakebook. Already from the name you can imagine that is a copy of Facebook where you can create fictitious profiles of historical figures educational purposes. For this, however, teachers activities will create a fake profile, posing as a friend and getting in touch with the guys, try to access their personal informations (phone number, home, etc ...). At the end of the Reckoning will also checking those who have fallen into the trap and why.

Title: Internet Safety

Lesson description: In the beginning the lesson students play interactive game in LearningApps.org site (http://LearningApps.org/watch?v=pec83q5sn01). Every student play it individually. After that students and teacher talk about dangers what is on the Internet. The students watch video about Internet Saftey (https://www.youtube.com/watch?v=DL-oEnMvcRo&list=PL4AD4E9A7B787EA17&index=80). After whatching students and teacher discuss how to avoid dangers. Then students watch new video (https://www.youtube.com/watch?v=v75vy1epA-0). After that students answer questions which is based on the video. Then students watch again new video (https://www.youtube.com/watch?v=MCq4bl8C3Go). After that students answer questions about the video. Then students can take a teamwork. They can write rules for computer users how to safely work on the computer. 

and then brainstorming follows. -What  did you see? Did it  ever happened to you? What did you do in such  cases?

Then we discuss together: what is right and what is wrong, how can we be safe while we are using internet,... ? We will find information about internet safety. We will discuss the material with parents at home. And finally we will try to create "a contract" between us and parents for internet safety, sign and follow it. We can also present what we have learn to our schoolmates and give them the contract.

www.appstate.edu/~goodmanjm/rcoe/5636/.../MediaLiteracy.ppt

Media Literacy. 2006. End products for curricular units. Think about the end products you use for a language arts or social studies unit. Let's brainstorm a list of ...

YOUTUBE: Creating critical thinkers through media literacy: Andrea Quijada at TEDxABQED.

Internet is a useful tool but students need to learn how to use it in a safe way.  Students need to know that although the internet provides them with enormous opportunities it also poses risks. Learning how to protect themselves from Internet predators is a must.
Resources:
https://www.youtube.com/watch?v=D0pue0KoCPk
Activity
English:  Writing a Composition
After watching this video, students can write a composition.  Some titles they can write about:
1.  Faux Paw the Techno   Cat’s big mistake.
2.  How I can keep safe online.
ICT:  Creating a PowerPoint Presentation
Students create a PowerPoint Presentation by listing the important points mentioned in the video.

 

Age of pupils: 17/18  Key stage: 5 Form: 6th form,  secondary 
Lesson title: Strong Passwords  Description: Pupils and students learn how to create secure passwords in order to protect their private information and accounts online.

I teach English as a Foreign Language at a High Secondary School in the Southern Italy. The school where I work is a Terchnical Institute, where pupils learn English for specific purposes in the third, fourth and fifth years of their school curriculum. This lesson plan could be aimed to a fifth year course, and it could integrate into my teaching as one of the topic developed in the syllabus is Cryptography. So a lesson about “Privacy Security” and the need of secure passwords, could be the starting point for introducing encription and decription topics.

Age: 8-9 years old

Lesson title: The Key to Keywords

Brief description:
As introduction the teacher asks the students to find some information about endangered animals.  Then some of the students’ results are projected on the IWB.  The following questions are discussed:

1.     Did you get the required information?

2.    Are all the keywords necessary?

3.    Can we write better keywords?

First activity:
The teacher groups the children and tells them to create a mindmap with questions about their favourite wild animal.

Second activity: 
The students discuss and determine what are the best keywords to get relevant answers to the questions in the mindmap.

Third activity:
The students will use kids’ search engines to find the required information by using the agreed keywords.  It is important to tell the stuents to get the required information to each question from more than one source to make sure that it is correct.  Students will update their mindmap with the answers and quoting the website from where they found it.

Category: Creative Credit Copyright 

Lesson title: What is copyright and what it protects

Age: 15-17

Brief description:

At first pupils reflect on their responsibilities and rights as creators in the online spaces. From addressing plagiarism to piracy, pupils learn about copyright and faire use. After that they have 1st activity: to scan QR hyperlink with tablets and participate in the cognitive-educational quiz about the author and copyright in Lithuania "I'm not a pirate" http://viktorina.autoriams.eu/take.aspx?pin=2379-3417-9633. 

At the end of the lesson students created and published posters "Let copyright claims!" on the padlet.com. On the lesson students used the training tools - mobile devices, printed lessons task, internet.

Lesson’s title : “It’s just a joke”

I will show to the pupils three videos about cyberbullying:

After each video I’ll invite the students to discuss ,respectively,  about the meaning of joke, about the different kinds of cyberbullying (flaming,harassment,cyberstalking, denigration, impersonation, outing and trickery, exclusion, happy slapping) and about emotions and  empathy.

The students are invited to work in group to identify the emotion  that they have seen. They must put attention to cyberbullies’ emotions,  victims’ emotions and bystander’s emotions. They must write them on three coloured poster and they must draw the emoticon that represents it  (joy, anger, shame, revenge, fear ...).

At the end I will leave the class (the last five minutes) with the Mika’s song, “Hurts”:

 https://www.youtube.com/watch?v=vPKkmu-pBMQ.

 know who the dangers of using information on the web without critical thinking and attention; i'll show      

SPECIALE TG1 del 29/01/2017

 "ONLIFE" di Barbara CARFAGNA

to my students https://goo.gl/Erfa8F

engage positively.  I would
comment on the following web page by the Australian Governament. I would ask students to report and look into news and episodes about problems and negative situations that happened at school. 

concepts of intellectual rights, copyright law purposes, fair use and

public domain, how to recognise

others’ ownership on the material to

be used and pay tribute to the owner and of course how to “put their

fingerprint” on their own product; apart from the legal aspect they

have to learn about the ethical obligations owed to the owners and

vice versa. 

 In my opinion for my students I have to use teaching methods and simple learning tools and adapted to their age and needs.

The students, divided in a little groups, are now ready to create a story, a presentation or a social advertising using comics.

 I would like to propose the video:
 MOBY - "ARE YOU LOST IN THE WORLD LIKE ME" ;  this video deals with various topics related to the overuse of technology: cyberbullying, exclusion, flaming, emotional indifference, web reputation.Video clip can serve for a class discussion.
 The aim is to let the students talk about technologies and related risks. 

Age: 12 years old

Steps: 

To give research conclusions to students for this. I then say their research. Talk on research. I make sure that the information that the students have reached is completely correct. Finally, I talk about the search engines they can use.
http://www.medyaokuryazarligi.gov.tr/

Description: 

Step 1: Brainstorming about the word “trust”

Step 2: Define who to trust in real life 

Step 3: Create a Padlet writing down the person to trust 

Step 4: Whom to tell if something on line is not clear

Step 5: Unplugged game “Who are you?” Children pretend to be someone else (following secret teacher’s indications): they go out of the class and behind the door they try to convince their friends to be someone they are not, in order to let them go into the class. 

Step 6: introduce “Zippep's Astro Circus”  and win the letter T

Step 7: Let’s write down the trusting rules

Description: 

Step 1: Brainstorming about the word “trust”

Step 2: Define who to trust in real life 

Step 3: Create a Padlet writing down the person to trust 

Step 4: Whom to tell if something on line is not clear

Step 5: Unplugged game “Who are you?” Children pretend to be someone else (following secret teacher’s indications): they go out of the class and behind the door they try to convince their friends to be someone they are not, in order to let them go into the class. 

Step 6: introduce “Zippep's Astro Circus”  and win the letter T

Step 7: Let’s write down the trusting rules