Pre service Teacher's Name: Michacla Downward Mentor Teacher's Name: Kylie Hi School: Belvedere Park Primary Year level: 3/4 Lesson Focus: Getting it right - Cyber Safety Lesson Time and Date: 12:30pm 22/3/2016 Lesson Duration: 60 minutes WALT (We're All Learning Today): We know how to be safe online and why itis important. Success Criteri 1. To have knowledge about the different aspects of cyber safety 2, To engage with cyber safe practices. Resources: = Interactive whiteboard = Worksheets = Intemet access Lesson Content Sections/Timing Mini Lesson — 7. The mini lesson will begin with the children sitting 25 minutes. on the floor in front of the interactive whiteboard. ‘Ido, we do, you do.” 2. Tell the students that today we will be talking about 5 minutes. cyber safety. Ask them what they already know and why they think it is important, 5 minutes. | 3. Ask them the following questions and begin a tally on the whiteboard — How many of you have a phone, iPod, iPad, tablet or laptop? How often do you use your device? What do you use it for most? Do you use text messaging? Do you have a blog? Do you use social networking? Do you play online games? 4. Now get the students to close their eyes ~ (to encourage honesty and stop embarrassment) «Has anyone spoken to a person online that they do not know? * Has anyone ever had their feelings hurt online? * Doany of the students know of anyone that has been cyber bullied? «Have you ever been cyber bullied? 5. Once you have the tally, ask the students if they think it is important that they learn about cyber safety and why?15 minutes. 6. As a class work through the website quiz (httos:/www.esafety.gov.au/kids-quiz/). Get the students to vote on the answers they believe is most important and discuss the answers. Individual Practice — 35 minutes total. 25 minutes. 10 minutes. 7. Onee you have finished the quiz, ask the students if they found anything surprising and interesting, 8, The students are to go back to their desk and fi the digital reflection worksheet (see below), They can | use words or pictures to describe themselves. (Start to draw your own examples up on the board to give them some starting concepts). They are to show the behaviours they want to use in the centre of the mirror (kind, careful, nicknames, websites they know, not telling anyone their password etc.) and write things they shouldn't do/share on the outside (their name, address, school, phone number, give out their password). | 8. Finally ask the students to fill out the quick 10- question quiz to see if they know what is the right | behaviour and collect them. | Review/Check — After class, 11. Checking for understanding will be through the final quiz that the students fill out. This will show if the students understand why it is important to be cyber safe and show their understanding of how to participate in safe intemet practices. Extension | 12. Students can also illustrate their ideas in the digital reflection mirror.Cyber Safe Name:, Date: Question from an online-only Would you answer the friend _| question? Yes or No What is your favourite colour? Where do you go to school? Do you have a pet? am Do you like playing computer games? Which suburb do you live in? How many people in your family? What is your favourite song? What do you like to do on the weekend? What sport do you play? Who is your favourite actor? Do your parents take you to school? What do you want to do when you | grow up? | How old are you? 4. Lshould stop and THINK before sharing things about myself online: Not at all thinking takes too much time! ‘Sometimes, but only if | think I'l get in trouble. Always, because the information | share is never private online. Sometimes, because privacy is only important sometimes, aeon 2. Sometimes | share passwords with my friends: a. It's OK to share passwords with friends if we never fight and | trust them. b. It's never OK to share my passwords with anyone except my parents. J only share my password with my best friend. d. My password is just my name, so anyone can guess it anyway. ° 3. Sometimes | use my friend's name and post things pretending to be them as a joke: a. Yes, a joke is a joke, and | can pretend to be my friend for fun! b. No, but | probably would if | could figure out their password! c. Never, i's called identity theft and can cause big problems for both of us d. Yes, because | only go online for fun and so do my friends.. When I say something online in class or at home, | should: a. Say whatever | want. b. Aska teacher or parent about what's OK to say online. c. Use a fake name if | want to say anything hurtful d. Do whatever everyone else is doing — if i's fine for everyone, it’s fine forme. . How long I spend online: a. Can affect my health if it's too many hours a day, b. Can affect how | sleep c. Can help me lear about the world and help me with homework, d. Allof the above Giving private information to strangers or companies online is: a. No problem if! think they look like good people or companies. b. Nothing to worry about if! know they don't live near me. c. Never OK, no matter what the circumstances are. d. Always OK; | have nothing to hide. If can tell someone is being bullied online: a. I should just stay away from it —| don't want to be the next! Ignore it if | don't ike who's being bullied anyway. c. Think about what it would feel like if it was happening to me or my best friend and get help. d, Why does it matter? A bit of bullying toughens you up . Ltry to be positive and helpful online: a. Always — it’s important to treat others well online. Yes, being positive is a good habit to get into. c. Yes, even though | sometimes have to think carefully to make sure | say the right thing. d. Allofthe above, . If I'm allowed to buy or download things online: a. I don't bother checking with my parents, they don't understand! b. I check with my friends to see if something is good. c. I check with my parents each time because there are scams and tricks online as well as great stuff. use my instinct to tell if i's good or not. aMy Digital ReflectionMentor Teacher's Foodback ‘Aspect of the lesson ‘Your assessment Comments | Introduction to the lesson Comme cet tp renot Planning & organisation Very grrr. of materials, resources bGCe ee! 5 > Kran Of gpaee- ‘Communication with | wed exolachenl|- students; explanation, | questioning skills etc, | > ‘Selection of learning Gord combindtven activities Ly of Eathing, |~——__________) SA areng ant enoleoernclunt. Monitoring/assessment & Wecle adpage ment feedback of student por Che Coen learning throughout the |* > p eee ts lesson ae ae Conclusion of lesson; | transition to next lesson/session a id ‘Overall management of | Gowet woven Toren the lesson | anot mand gornent of Garntag ig learning goals for next teaching activity)