3 tagged teacher activities middle secondary

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    www.cybersmart.gov.au

    Teacher Resource

    TaggedMiddle Secondary Lesson Plans

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    2

    Lesson Plans

    This secon contains the teacher notes for lesson acvies, as well as the student les to assist you when

    selecng, planning and delivering these acvies.

    There are a range of acvies available. You should select the acvies which you feel are best suited to

    your students, delivery scenario, or which address issues of parcular relevance in your school currently. The

    acvies can be delivered in any order you prefer, and in many cases there are a range of opons for delivery.

    Each acvity is followed by a page (or more) that is not included in the student le. This page contains

    explanaons of the acvity, delivery opons, response exemplars and further assistance to ensure that you

    have all the tools you need when running the acvity.

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    Activity List

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    3

    Target

    This lesson is designed for

    delivery to middle secondary

    school students (year 9-10).

    Resources

    TaggedDVD

    Computer and data projector

    with appropriate sound

    equipment for screening

    Lesson plan les

    Timing

    45 mins - 1 hr

    Lesson Overview:

    Middle Secondary Students

    Structure and SequenceObjectives1. Dene cyberbullying, sexng and digital reputaon

    2. Demonstrate an understanding of how values

    shape ICT use personally and in the community

    3. Evaluate the social and legal implicaons of a range

    of online behaviours

    4. Demonstrate acquired knowledge of how toprotect themselves and others from cyberbullying,

    privacy and digital reputaon issues

    5. Analyse dierent ways in which damage to a digital

    reputaon occurs and how long it may last

    6. Describe how to exercise self-control and

    responsibility in managing relaonships online

    Viewing ofTaggedlm

    Slide presentaon

    Selecon of acvies

    #1-6

    A brief, open discussion

    of the lm

    Viewing of character

    interviews

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    4Included Activities

    Acvity Resources Required Esmated duraon Page

    1 Friend Request Printed acvies le 15 mins 5-6

    2 Timeline Pen, paper, ruler (oponal:coloured pens, pencils) 15 mins 7-8

    3 The Bystander Pen and paper 10 - 20 mins 9-10

    4 Whats the status?Pen and paper /

    printed acvies le10 mins 11-12

    5 Proles Pen and paper 10 mins 13-14

    6 The StartupPen and paper

    Internet access (oponal)15 mins 15-16

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    5

    Friend request

    Aer the events of the lm, some of the characters became

    un-friended. Three months later, Kate wants to reach out and

    become friends with the other characters again. Write her

    friend request to Jack, Raz and Em including a subject line

    and brief message to each.

    Do you think they will accept her friend request? Why?

    Send Em a friend request?

    Em will have to conrm your request. Please only send thisrequest if you know her personally.

    Include a personal message...

    Send Raz a friend request?

    Raz will have to conrm your request. Please only send thisrequest if you know her personally.

    Include a personal message...

    Send Jack a friend request?

    Jackwill have to conrm your request. Please only send thisrequest if you know him personally.

    Include a personal message...

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    Outcome Focus

    Online responsibility

    Evaluate online ethics

    Idenfy impact

    Resources

    Printed acvies le

    Duraon

    15 mins

    Friend request

    Teacher Notes:

    Wring as Kate, (the girl who is forced to change schools aer

    the events in Tagged), students are tasked with wring three

    friend requests to the other key characters in the lm.

    It is common for people to un-friend peers during mes of

    social diculty or falling out. This means that the person is

    excluded from the online social group they had belonged to,

    which can have similar eects as this experience in oine

    instances.

    The process of reaching out in this way may help students

    empathise with the dicules of this experience and reect

    on potenally harmful online acons.

    By answering:

    Do you think they will accept her friend request? Why?

    students have the opportunity to vicariously model their own

    online social behaviours from both points of view.

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    7Timeline

    Develop a basic meline of your lifeme, demonstrang

    how long things may last and showing the dierent stages

    in your life. Consider the good relaonships that last, the

    pey issues that dont, and the far-reaching implicaons of a

    digital reputaon through stages of adulthood.

    It is important that you work to scale.

    Feel free to colour-code, draw icons, rate for importance

    (graph), add categories, and other visual elements.

    Compare your meline with other students, nong dierences

    in their experiences and goals. How do your impressions of

    the last secon of topics compare with your friends? Were

    you surprised by any dierences in this secon? Who is right?

    How do you know?

    Examples of things you might include in

    your timeline Birth

    Your age now Siblings birthdays

    Your own important birthdays

    Your me at dierent schools

    The Year 2000

    Your me at university, or in your rst job

    Duraon of important friendships

    Periods of music preference

    Sports played

    Musical instruments played

    Computers/ consoles / phones owned

    Your rst trip overseas (even if its in the future!)

    Your career, or me of rerement

    Having children

    Eect of bad gossip

    Duraon of your digital reputaon

    Hurt of losing a friend

    Time something stays online

    birth

    high school

    uni?

    primary school

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    Outcome Focus

    Damage and duraon of digital

    reputaon

    Resources

    Pen, paper, ruler (oponal:

    coloured pens, pencils)

    Duraon

    15 mins

    Timeline

    Teacher Notes:

    Students are asked to draw a meline of their life experiences

    and ancipaons. Students may gain some perspecve

    from this exercise on the enduring nature of their digitalreputaons. However it also works as an exercise in resilience,

    teaching that any of their own bad experiences, ostracisaon,

    lost friendships and embarassments are tolerable relave to

    the long duraon and excing milestones in their lives.

    Delivery:

    You may wish to lead a discussion around the last secon of

    the elements on this list, and invite students to share other

    important milestones they have added to their melines.

    This may be a suitable homework exercise, parcularly with

    parental involvement.

    Compleng the acvity:

    It is important that students work to scale.

    Students may wish to colour-code, draw icons, rate for

    importance (graph), add categories, and other visual

    elements.

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    9The Bystander

    All that is necessary for the triumph of evil is thatgood men do nothing.This has oen been quoted by people when commenngon conicts and human rights abuses around the world, as

    well as during periods of social change and upheaval such as

    during historic campaigns for equal rights for women or for

    indigenous Australians.

    The nature of what is meant by evil is hard to dene, but

    for our purposes, lets say it refers to negave, self-serving

    intenons and acons that may harm others. When a person

    or a group of people act this way, history shows they will

    usually connue unl stopped.

    Discuss:

    So, what are the reasons good people somemes do

    nothing?

    And what does it take for a good person to nally act?

    Another useful way of looking at the role of the bystander andat power in relaonships is to consider the ancient proverb:

    There is no Queen without her subjects.A Queen, or any person with power and inuence, is a

    single person. They only have their powerful posion due to

    the complicity of their subjects the great many individual

    people willing to support and empower that single person.

    Likewise, a celebritys power comes solely from their support

    from a great many individuals. If a celebrity suddenly loses

    their fans, that celebrity also loses their power and inuence.

    At a classroom and friendship group level, this same theory

    can be applied to the most powerful and inuenal person in

    a group. This person may enjoy group support because they

    are funny, likable and caring. But somemes it is because they

    engender a fear of rejecon. They bully people and make

    others too frightened of the negave social consequences of

    disagreeing with them.

    Discuss:

    But is this bullying person to blame? Or are the people who

    give them power to blame?

    Write a 200 word discussion on the issues of power and

    group dynamics raised here. You may like to discuss the

    characters from the lm in your response.

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    10

    Outcome Focus

    Online Responsibility

    Resources

    Pen and paper

    Duraon10 - 20 mins

    The Bystander

    Teacher Notes:

    Possible answers to the quesons in this acvity might

    include:

    So, what are the reasons good people somemes do

    nothing? Fear

    Apathy

    Laziness

    Insecurity Selshness

    Ignorance

    Lack of empathy

    And what does it take for a good person to nally act?

    Empathy

    Courage

    Convicon

    Resilience

    Compassion

    Self belief

    Write a 200 word discussion on the issues of power and

    group dynamics raised here. You may like to discuss the

    characters from the lm in your response.

    Delivery opons:

    This may be suitable as a homework task

    It may be useful to collect the student work for response,

    or have them discuss it in groups, cing historical gures to

    support their points of view.

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    11Whats the status?Who wrote which status update? Match up the characters from Taggedwith the statements you

    think they wrote. You can add a comment from another of the characters in reacon to the update.

    ?????

    cops. not the best day hey.

    11 hours ago Like Comment

    ?????

    Just got unfriended, yeah, thanks a lot. Really mature.

    8 hours ago Like Comment

    ?????

    Cant stop crying.

    4 hours ago Like Comment

    ?????

    To the person who called me a drama queen i didnt start this! sick of lies.

    13 hours ago Like Comment

    ?????

    can evryone stop asking about the blog??? Its not mine!!!

    18 hours ago Like Comment

    Em

    Raz

    Chloe

    Jack

    Kate

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    Outcome Focus

    Online responsibility

    Idenfy impact

    Resources

    Pen and paper /

    printed acvies le

    Duraon

    10 mins

    Whats the status?

    Teacher Notes:

    Students are oered a range of status updates which have

    been wrien by the characters of the lm. They must then

    match up the status updates with the character they feelmost likely to have wrien it and why. Students can then add

    a comment from another of the characters in reacon to the

    update.

    The response comment should be wrien in a spirit of

    concilliaon, understanding and conict resoluon.

    Status updates

    Kate - Cant stop crying.

    Raz - Just got unfriended, yeah, thanks a lot. Really mature.

    Jack - cops. not the best day hey.

    Chloe - To the person who called me a drama queen i didnt

    start this! sick of lies.

    Em - can evryone stop asking about the blog??? Its not

    mine!!!

    Some of the discussion should reveal that there is considerable

    cross-over in terms of the responses of the characters. This

    will emphasise that the fallout from negave online aconsresults in many people feeling distressed and vicmised.

    Special aenon should be paid to the status Cant stop

    crying. Focus on how to oer support to people who express

    emoonal distress online, and to always take it seriously.

    Extension:

    Working in small groups, students can add comments to

    other students comment chains. Each pass le and then

    share their responses with the group at the end.

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    13Profles

    Which of the following do you think are okay to answer when

    wring your online prole? Are there dierent quesons you

    would answer for dierent types of sites?

    Your digital reputaon is made up of the informaon youshare online in dierent ways. Consider why you would not

    share informaon on some sites.

    What steps can you take to ensure that the informaon you

    share in a specic context is not shared in ways you do not

    approve of?

    Who would you not be willing to share this informaon

    with?

    First Name:

    Surname:

    Nickname:

    Age:

    Interests:

    Music:

    Polical views:

    Religion:

    Work:

    Hometown:

    Current Locaon:

    Languages Spoken:

    Favorite Quotes:

    Favorite Shows:

    Favorite Games:

    Sports played:

    Teams supported:

    IM contact:

    Fav websites:

    Music

    Fan Sites

    Gaming

    ForumsSocial

    Sites

    Job

    SitesNextBack

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    14

    Outcome Focus

    Cyberbullying, privacy and digital

    reputaon issues

    Understand ICT and community

    Resources

    Pen and paper

    Duraon

    10 mins

    Profles

    Teacher Notes:

    In this exercise, students are asked to nominate what

    informaon they would be willing to include when

    construcng their online prole for dierent types of sites.

    Students may not be aware that they are entrusng this

    informaon to third pares who can then inuence the

    security of their personal data.

    Discussion:

    You may wish to discuss the parallels between the construcon

    of online and oine personas.

    Consider:

    The perceived and real dierences between those

    types of sociees

    The security of disclosed personal informaon

    online and oine

    Behaviors for securing personal data (reluctance to

    oer more than necessary, asking why informaon

    is required, especially by unknown or corporate

    enes)

    Emphasise that this informaon can be available

    to unintended pares and across all of these sites

    - job, social and other - including to adults, known

    and unknown.

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    15The Startup

    It is the year 2015. You and two friends have developed an

    idea for a new social networking service.

    One of your team is working with the programmers to get the

    code ready for beta tesng. Another is working on graphics,icons and interface design. You have been selected to write

    the End User Agreement (EUA) and Privacy Policy. Bummer.

    Quickly write up a dra to present to your team at the next

    meeng. Make sure you cover some of these key quesons

    your partners have already raised:

    What dierent privacy sengs should be allowed?

    Who should get access to peoples proles (will we use a

    friend system)? Should I be able to see images and updatesfrom friends of friends?

    What kind of bio informaon should we collect and oer

    on the site (eg: gender, religion, height, weight, locaon,

    educaon, footy team)?

    We could make some money by selling some personal data

    to other companies for targeted adversing... should we?

    Should people be able to upload photos of anything theylike?

    What type of content should be restricted?

    Should people be able to tag other peoples photos?

    On your own:

    Invesgate the privacy sengs and user agreements you

    have signed up to with current social networking sites. Are

    there aspects you would like to change? Where can you getmore informaon on your sengs and privacy?

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    16

    Outcome Focus

    Evaluate online ethics

    Crical response to issues

    Resources

    Pen and paper

    Internet access (oponal)

    Duraon

    15 mins

    The Startup

    Teacher Notes:

    This acvity highlights personal responsibility towards the

    students private informaon and respcng the privacy

    concerns of their friends, which may be dierent from theirown.

    On Your Own:

    The On your own secon can be used as a homework

    acvity, as students may not have online access in class.

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