BADIGIAN,+Martha-Final+Project+Badigian,+Martha

FINAL PROJECT


 * Internet Safety Unit: Grades 4-5 **


 * Goal:** Students will finish the unit with knowledge about the kinds of dangers that exist on the internet, and what kinds of practices will help them to avoid those dangers. It is a priority to educate our students about safety before asking them to participate in Web 2.0 activities.

Because I am the school librarian, and only see each class for 40 minutes per week, the units must be short and to the point. Students will be asked to view videos on an Internet Safety Blog, and then they will be asked to respond in writing about each video, answering questions posed to them on the blog. In the fourth lesson, students will be asked to read a script of an online conversation, and then answer some questions about what the student involved in the conversation did right or wrong in terms of the ideas about internet safety that had been discussed in the two previous lessons.


 * Standards Addressed by Unit:**

__ National Educational Technology Standards __ //Personal safety is the most basic issue that our students need to understand before progressing to consider other ethical, cultural and societal issues of technology use (copyright-intellectual property, responsibility, appropriateness, bias, etc.)//
 * 2.0 ** Students understand the ethical, cultural, and societal issues related to technology.

__ Information Literacy Standards __ 1. respects the principals of intellectual freedom; 2. respects intellectual property rights; 3. uses information technology responsibly;
 * Standard 8 ** : Practices ethical behavior in regard to information and information technology, as described by the following indicators:

//One of the first ways our students must learn to use information responsibly is to protect their personal information from online predators by first being aware of// //possible dangers and secondly by using safe practices on the internet to protect themselves. In a sort of Maslow Hierarchy of needs, the very first and most important thing for our young students is to take care of is their own safety, before proceeding to think and learn about other issues such as property rights and intellectual freedom.//

__ NECAP Standards: Written and Oral Communication __ Habit of Writing: Writing Extensively **(W-11)** Students in 4th and 5th grades will demonstrate the habit of writing extensively by... //Responding to a posting, video and/or a podcast on a blog is very much in the spirit of the above Standard W-11. From now going forward, and particularly as students grow older, participation in Web 2.0 websites, blogs specifically, may be one of the most common forms of writing that a student will participate in, in terms of their day-to-day writing.// //Presenting information that we want students to be aware of in this way (on a blog) will not only impart the information that we are trying to impart, but will offer them exposure and practice in a kind of writing and public, interactive exchange of information that will be a larger and larger part of their future as they grow older.//
 * W-4&5-11.2 ** Sharing thoughts, observations, or impressions.
 * W-4&5-11.3 ** Generating topics for writing, for example, learning logs, reader’s/writer’s notebooks, etc.

Because my fourth and fifth grade students are pre-middle school, they are not yet necessarily taking part in the kinds of social networking sites that pose the kind of security threats that pertain to this lesson, so, this information may be very new to many of the students. Mostly at this stage in their school careers, the students visit game websites, where the possibility of conversations with other people is not yet a large factor (though there are exceptions to this- “Runescape” is one popular game that //does// have the element of conversations with other players, and it is possible that a participant can be a threat to others).
 * Pre-Activities:**

So, it will be necessary to make sure that students are familiar with some of the definitions of the kinds of websites (MySpace, in particular) that offer the possibility that they could enter a conversation with someone they do not know. Also, in the process of using Blogs and Wikis, it is possible that students could reveal personal information that would put them at risk.

An important pre-activity for this unit will be a “KWL” sort of discussion about what students currently know about the kind of websites that exist on the internet, and then a session in which they are shown some of the different kinds of websites and define them (social networking (MySpace in particular), blogs, wikis, and also Instant Messaging).


 * Lesson 1: Predators!**


 * Goal:** Students will go to the Unit blog, click on lesson #1, and watch an 8-minute video.


 * Video description**: the video is a dramatization (made by a middle-school student) of a boy who has agreed to meet someone (a girl, he thinks) outside his school on a Saturday. The person who comes for him is a middle-aged man, who says he is there to pick up the boy and bring him to his daughter. The boy gets into the truck, but has a “flashback” memory of one of his teachers telling them about the dangers of meeting strangers on the internet. The boy jumps from the truck at a stop light, but the man chases him, even into his school. The boy is able to call for help while hiding under a desk, and the story ends happily.

The goal of this lesson is for students to state, by way of a comment on the blog after viewing the video, what the boy did wrong that led him into this situation. They should be able to say that:


 * 1) The boy believed (in error) that he was talking to a girl on the internet. His first mistake was not to doubt that the person was who she said she was.
 * 2) In order for the two to arrange to meet, it is implied that he revealed enough information about where he lived so that the person knew it was possible for them to meet.
 * 3) Agreeing to meet the person, without going with an adult to accompany them.
 * 4) Getting into a vehicle with a stranger.


 * Instructional Procedure:** This particular library class will have to be held in the computer lab, so that there are enough computers for every student to use. Students will be asked to go to the blog, click on lesson one, and view the video. Then, they will be asked to name 3-4 or more things that the boy in the video did incorrectly, by clicking on “Comment” after this section. Because comments will not appear until after I approve them, there is protection against students just copying each others answers. Once everyone has typed in their comment, we will close out of the blog and follow up with a class discussion that will bring out the important points.


 * Evaluation:** The following simple rubric will be used:
 * 4 points: ** the student is able to name at least 4 things (mistakes) that the student in the video did that led him to this situation.
 * 3 points: ** the student is able to name 3 things (mistakes) that the student in the video did that led him to this situation.
 * 2 points: ** the student is able to name 2 things(mistakes) that the student in the video did that led him to this situation.
 * 1 point: ** the student us able to name 1 thing (mistake) that the student in the video did that led him into this situation.


 * Lesson 2: Abduction Video**


 * Goal:** Students will go to the unit blog, and view Lesson #2, where they will find a 4 minute video called “Abduction”. This video tells the sad and true story of a young girl who was eventually kidnapped and killed by a person she has been friendly with on the internet, over a long period of time. (She thought she had a close online relationship with a 17-year-old boy, when in fact she was talking to a 47-year-old man with a history of sexual molestation.

The goal of this lesson is for students to state, by way of a comment on the blog after viewing the video, what mistakes they saw on the part of the girl. The following rules are communicated by this short video:
 * 1) When chatting online, be sure you are chatting to someone you or your parents know and trust.
 * 2) People may not be who they say they are online.
 * 3) Never give out any personal information such as name, address, phone, school name.
 * 4) Tell your parents or guardians immediately if there is someone who has made you uncomfortable in an online conversation.
 * 5) Never agree to a meeting with someone you have met online.
 * 6) If you would like to meet with someone you have met on line, discuss this with your parent/guardian, meet in a public place, bring parent/guardian with you.
 * 7) Be careful when answering seemingly harmless/innocent questions such as the weather in your area, school colors or mascots, areas of local interest, etc. These kinds of facts can be used to piece together a picture about where you live.
 * 8) Do not post your picture online-this would tell a predator exactly what you look like.


 * Instructional Procedure:** This particular library class will have to be held in the computer lab, so that there are enough computers for every student to use. Students will be asked to go to the blog, click on lesson two, and view the video. Then, they will be asked to name at least 4 tips taught by this video by clicking on “Comment” after this section. Because comments will not appear until after I approve them, there is protection against students just copying each others answers. Once everyone has typed in their comment, we will close out of the blog and follow up with a class discussion that will bring out the important points.


 * Evaluation:** The following simple rubric will be used:
 * 4 points: ** the student is able to name at least 4 things (mistakes) that the student in the video did that led her to this situation.
 * 3 points: ** the student is able to name (mistakes) that the student in the video did that led her to this situation.
 * 2 points: ** the student is able to name (mistakes) that the student in the video did that led her to this situation.
 * 1 point: ** the student is able to name 1 thing (mistake) that the student in the video did that led her into this situation.


 * Lesson #3**


 * Goal:** Students will go to the unit blog, and view Lesson #3, where they will find a 3-4 minute video called “The Man Who Came to Dinner”. This video tells the true story of a 13-year-old girl named Sarah who had been chatting online with another 13-year-old girl that she knew as “SoccerPro” for months. Sarah had been careful not to post her picture or reveal her real name, or her school name when she was online. Because of small clues she gave over the course of their friendship online, “SoccerPro” was able to track her down to a school soccer practice and then follow her home. SoccerPro turned out to be a detective who met with Sarah and her parents to show her that even small, seemingly innocent clues about your life can easily lead a motivated person to your door.

The goal of this lesson is for students to state, by way of a comment on the blog after viewing the video, what mistakes they saw on the part of the girl. Specifically, students should be able to name what clues the predator followed in order to find Sarah. The following fact is well communicated by this short video:


 * 1) Even if you are careful to keep your name and the name of your school a secret, it is fairly easy for someone to find you if you give them small clues about you, and they pay attention over a period of time. Specifically, Sarah had mentioned the state she lived in in her online profile, as well as her grade. She had mentioned her school colors. She had told her number on her soccer team. She revealed that her school’s rank in the soccer championships, and also let the predator know that her parents usually weren’t home ‘til 6:30.


 * Instructional Procedure:** This particular library class will have to be held in the computer lab, so that there are enough computers for every student to use. Students will be asked to go to the blog, click on lesson three, and view the video. Then, they will be asked to name at least 4 things that Sarah said that allowed the predator to find her by clicking on “Comment” after this section. Because comments will not appear until after I approve them, there is protection against students just copying each others answers. Once everyone has typed in their comment, we will close out of the blog and follow up with a class discussion that will bring out the important points.


 * Evaluation:** The following simple rubric will be used:
 * 4 points: ** the student is able to name at least 4 things that Sarah revealed that allowed the predator to find her.
 * 3 points: ** the student is able to name 3 things that Sarah revealed that allowed the predator to find her.
 * 2 points: ** the student is able to name 2 things that Sarah revealed that allowed the predator to find her.
 * 1 point: ** the student is able to name 1 thing Sarah revealed that allowed the predator to find her.


 * Lesson #4: Chat Script**


 * Goal: Students will be given a script of conversations (see next page) between a group of 5 people in a chat room. There is a line after each person’s statement on which students can either put “OK” or “NO”, indicating that the person has revealed something that they should not have revealed in the conversation with people that they don’t know. Students should be able to identify at least the very glaring mistakes made, and some of the more subtle mistakes.**


 * Instructional Procedure: This class should be held in the computer lab. Students will be divided into 5 groups, each group assigned to track a different person in the conversation. Each group should compile a list of what their group knows about the person they are tracking. And, they should be able to identify what were mistakes in that person’s conversation- in other words, things that they should not have revealed.**


 * Students will then go to the blog, click on Lesson #4 (which also shows a copy of the script), and post a comment, stating their group’s summary about 1. What they know. 2. What was not a good idea.**


 * Each group will then “report out” to the class, and we will discuss all the groups’ results together.**


 * Evaluation:** The following simple rubric will be used:
 * 3 points: ** students are able to name all the things that their person revealed that were not a good idea.
 * 2 points: ** the students are able to name most of the things that their person revealed that were not a good idea
 * 1 points: ** the students are able to name at least one thing that their person revealed that was not a good idea.
 * Extra point ** awarded to any group that notices that “Coolio” asks a lot of questions, but reveals very little, making Coolio a possible predator.


 * SAMPLE CHAT

**             <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> After some time has passed since completing Lessons 1-4, I will have a class in the library where I will be Instant Messaging, plugging the computer into an LCD projector so that all the students can watch the conversation. In our district, “IMing” happens within a closed system, only between other verified participants (teachers, staff members and administrators) in our district. With the help of a colleague or two who might lend me their login ID’s, I will let two students at a time sit at the library computers and join into the conversation. I will play the role of a predator, pretending to be a student their age. I will ask different questions with an eye towards getting them to reveal something about themselves. This should be fun for the students, and good practice at “thinking on their feet”, and being alert to the pitfalls of online conversations.
 * <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">1. Queenbee123 **<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">4: I hate Algebra!!!!!
 * <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">2. S ****<span style="font-size: 10pt; color: black; font-family: 'TimesNewRomanPSMT','serif';">urferdude ****<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">14: **<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> I sooo sympathize – my math teacher gave me 28 problems for homework. _
 * <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">3. Melanie13: **<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> You guys are so smart, I’m just in regular math. _
 * <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">4. S ****<span style="font-size: 10pt; color: black; font-family: 'TimesNewRomanPSMT','serif';">urfer ****<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">dude14: **<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> Really – what school do you go to? _
 * <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">5. Melanie13: **<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> Brinnett Palms, its in Miami Florida. _
 * <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">6. Coolio: **<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> You are sooo lucky girl, I live in stinking Wisconsin. I never get to sunbathe. _
 * <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">7. TYlerkid **<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">: I live in <span style="font-size: 10pt; color: black; font-family: 'TimesNewRomanPSMT','serif';">California <span style="font-size: 10pt; color: black; font-family: 'TimesNewRomanPSMT','serif';"> <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">– love the waves. _
 * <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">8. Queenbee1234: **<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> I always wanted to visit <span style="font-size: 10pt; color: black; font-family: 'TimesNewRomanPSMT','serif';">California <span style="font-size: 10pt; color: black; font-family: 'TimesNewRomanPSMT','serif';"> <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">– My mom and sisters think I’m stupid since I live near the water anyway. _
 * <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">9. TYlerkid: **<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> Yeah, you haven’t lived until you’ve tried surfing. Send me your emails and I’ll send you a neat picture of me on this ten foot wave I caught one day. _
 * <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">10. Coolio: **<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> awesome – mine is <span style="font-size: 10pt; color: blue; font-family: 'TimesNewRoman','serif';">coolio@aol.com _
 * <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">11. Queenbee1234: **<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> Ok – <span style="font-size: 10pt; color: blue; font-family: 'TimesNewRoman','serif';">queenbeeinsavannah@earthlink.net _
 * <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">12. Melanie13: **<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> I don’t have my own – only my parents. My dad likes to “supervise” what we receive. But hey – you can mail it to me – I’m at 515 Palm Ave Miami, FL 21212 _
 * <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">13. S ****<span style="font-size: 10pt; color: black; font-family: 'TimesNewRomanPSMT','serif';">urfer ****<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">dude14: **<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> Hey TYlerkid, I’d really like to talk to you, I’m planning to come out that way with my parents. Maybe I could call you and get some ideas. I don’t want to be stuck with my parents the whole time! _
 * <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">14. TYlerkid: **<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> No prob man – it’s 8 <span style="font-size: 10pt; color: black; font-family: 'TimesNewRomanPSMT','serif';">1 <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">8-555-1941 _
 * <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">15. Coolio: **<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> I would kill to go over there. My birthday is next week, maybe if I beg and plead my parents would agree to a little vacation. _
 * <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">16. Melanie13: **<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> You are sooo lucky. I have to wait another three months for my birthday. It’s like everyone else I know is older then me – I’m a young 8th grader. _
 * <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">17. Queenbee1234: **<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> Well I have the opposite problem – I should be in 9th grade but I got held back in 1st grade. _
 * <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">18. TYlerkid: **<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> Hey Queenbee – what is your real name. You and coolio have these funky screen names. _
 * <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">19. Queenbee1234: **<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> My mom helped me pick it – she didn’t want people to be able to tell much about me. My name’s really plain – Sara. Yeah – Plain Sara from dull Hemingford ☺ _
 * <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">20. Coolio: **<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> Nah – I’m not telling mine. I like my screen name much better. I mean have you ever heard a good guys name that started with an H? _
 * <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">21. Melanie13: **<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> An H? Hmmmm – Hank? Harvie? _
 * <span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';">22. Coolio: **<span style="font-size: 10pt; color: black; font-family: 'TimesNewRoman','serif';"> Nope – not even close! And you can stop there – I’m not telling. _
 * Follow-up Activity__**

The reason for not using a commercial IM package such as AIM is that most of these students probably do not yet practice instant messaging at home- this seems to happen more in middle school, along with getting a My Space Page. I do not want to be perceived as the person encouraging children to begin these activities before they have discussed them with their parents. But I strongly believe that with or without their parents knowledge, they will be participating in these things when in middle school, so I feel it is very important to forearm them with some awareness of the dangers and some strategies for protecting themselves.

Note about iSafe videos:

Our district currently teaches the “iSAfe program” in middle school. This is a free program prepared by a non-profit organization. The organization requires that a teacher be trained before being sent isafe materials. The videos I have used are part of the training videos. I have completed my training online with iSafe, but have not yet received my materials. I have tried to imbed the Flashplayer versions of the videos onto a blog page, but was not successful after multiple tries. I believe the videos are not in the correct format to be uploaded. I think that once I receive the course materials, the videos will be on a disc in a format that I will be able to upload to a blog page. I Safe can be found at: [|http://www.isafe.org] Once on their website, choose the “Teacher” tab, and then choose the online training option (one has to log in in order to participate online).