CyberSmart! : Lesson Plans : Private and Personal Information
Private and Personal Information
Download Student Activity Sheet(s) for printout in PDF Format
Overview
Students learn they can converse and share ideas and opinions with others in cyberspace. They adopt a
critical thinking process empowering them to protect themselves as they visit sites requesting private
identity information.
Objectives
Distinguish between private identity information and personal information
Recall that private identity information should not be communicated in cyberspace without
permission of a teacher or parent
Give examples of how the Internet can be used to communicate with others in cyberspace
ISTE® National Technology Standards
Performance Indicators # 2 and 3
Site Preview
Club Milk
NeoPets
UNICEF Voice of Youth Discussions
Playstation
Discovery Kids - African Safari Sweepstakes
Ask the experts your science questions
Ask an Ambassador
Free Library of Philadelphia
Online Resources
http://www.cybersmartcurriculum.org/lesson_plans/68_01.asp (1 of 3) [3/19/2008 10:03:47 PM]
CyberSmart! : Lesson Plans : Protecting Private Identity Information
Protecting Private Identity Information
Download Student Activity Sheet(s) for printout in PDF Format
Overview
Students review examples of private identity information and recall the safety rule about giving out such
information in cyberspace. They also explore private identity information in the context of selecting
passwords and look at some students' personal Web sites, evaluating how well each protects or reveals
private identity information.
Objectives
Relate reasons for protecting private identity information in cyberspace
Understand the importance of passwords and describe strategies for protecting them
Explain how to protect private identity information when designing personal Web sites
ISTE® National Technology Standards
Performance Indicator # 3
Site Preview
Site 1
Site 2
Site 3
Site 4
Online Resources
Visit sites providing background information on Private Identity Information.
Materials
Activity sheets (2)
http://www.cybersmartcurriculum.org/lesson_plans/68_02.asp (1 of 3) [3/19/2008 10:03:59 PM]
CyberSmart! : Lesson Plans : Play It Safe with Cyberpals
Play It Safe with Cyberpals
Download Student Activity Sheet(s) for printout in PDF Format
Overview
Exploring the concept of anonymity in cyberspace, students learn that cyberpals remain strangers to
them and that they must ask a parent or guardian before revealing private identity information or
planning to meet.
Objectives
Distinguish between cyberpals and face-to-face friends
Explain the rules for being safe when dealing with cyberpals
ISTE® National Technology Standards
Performance Indicator # 3
Site Preview
No Internet site is used in this lesson.
Online Resources
Visit sites providing background information on Cyberpals.
Materials
Activity sheets (2)
Introduce
Discuss with students what it means to be anonymous in cyberspace. Explain that a sense of
anonymity (knowing that others don't know who you are or where you live) can have positive
and negative aspects.
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CyberSmart! : Lesson Plans : Dealing with Online Bullies
Dealing with Online Bullies
Download Student Activity Sheet(s) for printout in PDF Format
Overview
Students reflect on the rewards of cyberspace and then consider bullying scenarios in which they
examine their personal comfort levels. They learn to recognize such feelings and responsibly handle the
unacceptable behavior of others.
Objectives
Discuss the rewards of going into cyberspace
Describe and compare comfortable and uncomfortable feelings
Identify strategies for responsibly dealing with online bullies
ISTE® National Technology Standards
Performance Indicator # 3
Site Preview
No Internet site is used in this lesson.
Online Resources
Visit sites providing background information on Feeling Comfortable.
Materials
Activity sheets (2)
Introduce
http://www.cybersmartcurriculum.org/lesson_plans/68_04.asp (1 of 3) [3/19/2008 10:04:22 PM]
CyberSmart! : Lesson Plans : Savvy Talk
Savvy Talk
Download Student Activity Sheet(s) for printout in PDF Format
Overview
Students explore the benefits of online chatting and messaging and consider scenarios in which they
might feel uncomfortable or, inadvertently, give away private identity information. They discuss safety
rules to apply when sending messages in cyberspace.
Objectives
Describe positive aspects of online chatting and messaging
Explain that people in cyberspace are not always who they seem to be
Recall rules for safe chatting and messaging
ISTE® National Technology Standards
Performance Indicators # 2 and 3
Site Preview
No Internet site is used in this lesson.
Online Resources
Visit sites providing background information on Chat and Message Safety.
Materials
Activity sheets (3)
Introduce
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CyberSmart! : Lesson Plans : Smart E-mailing and IMing too!
Smart E-mailing and IMing too!
Download Student Activity Sheet(s) for printout in PDF Format
Overview
Students consider the challenges of using E-mail and IM, discussing ways of handling them safely and
responsibly.
Objectives
Describe the challenges of using E-mail and IM
Describe how to handle E-mails and IMs received
Describe how to protect E-mail addresses
ISTE® National Technology Standards
Performance Indicator # 3
Site Preview
No Internet site is used in this lesson.
Online Resources
Visit sites providing background information on E-mail Safety.
Materials
Activity sheets (3)
Introduce
Discuss some possible ways to manage incoming postal mail. For example, someone may
review, sort, and distribute the mail, and may throw away junk mail without opening it.
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CyberSmart! : Lesson Plans : Power and Responsibility
Power and Responsibility
Download Student Activity Sheet(s) for printout in PDF Format
Overview
Students consider the power of the Internet to disseminate positive and negative ideas of individuals, as
well as large organizations. They relate the privileges and responsibilities of cyber citizenship to their
school's Acceptable Use Policy (AUP).
Objectives
Explain how the Internet is a powerful tool for disseminating both positive and negative ideas
Explain that it is difficult to tell if a Web site represents the opinion of one person or thousands of
people
Relate the privileges of cyber citizenship to the responsibility of adhering to an acceptable use
policy
ISTE® National Technology Standards
Performance Indicators # 2 and 3
Site Preview
No Internet site is used in this lesson.
Online Resources
Visit sites providing background information on Cyber Citizenship.
Materials
Activity sheets (2)
Your school district's Acceptable Use Policy and/or student contract
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CyberSmart! : Lesson Plans : Considering Copying
Considering Copying
Download Student Activity Sheet(s) for printout in PDF Format
Overview
Students consider possible ways to copy others' works using the Internet and learn that many forms of
copying are illegal or unethical.
Objectives
Give examples of copying original works that involve the Internet
Explain that the right to earn a living is protected by copyright laws but that fair uses are allowed
for students
Describe basic rules for avoiding plagiarism
Define hacking and identify as illegal
ISTE® National Technology Standards
Performance Indicators # 2 and 3
Site Preview
No Internet site is used in this lesson.
Online Resources
Visit sites providing background information on Respecting the Law.
Materials
Activity sheets (3)
Scissors, paper bag
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CyberSmart! : Lesson Plans : Can You Hack It?
Can You Hack It?
Download Student Activity Sheet(s) for printout in PDF Format
Overview
Students learn that computers and electronic files are property and explore the reasons for,
consequences, and ethics of teen hacking.
Objectives
Identify computers and electronic files as property
Recognize unauthorized entering of computer systems as unethical and illegal
Describe the effects of hacking on all involved
ISTE® National Technology Standards
Performance Indicator # 3
Site Preview
No Internet site is used in this lesson.
Online Resources
Visit sites providing background information on Computer Ethics.
Materials
Activity sheets (2)
Introduce
Have students imagine they have heard a rumor about "mischief night," in which young teens go
out after dark to damage property.
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CyberSmart! : Lesson Plans : Good Messaging Manners
Good Messaging Manners
Download Student Activity Sheet(s) for printout in PDF Format
Overview
Students learn guidelines for good manners in cyberspace, including tips for E-mail, instant messages,
chat, and message boards.
Objectives
Explain that new ways of communicating necessitate consideration of how people may react
Describe good manners common to all messages in cyberspace
Give examples of good manners specific to E-mail, chat, and instant messaging
ISTE® National Technology Standards
Performance Indicator # 2
Site Preview
No Internet site is used in this lesson.
Online Resources
Visit sites providing background information on Netiquette.
Materials
Activity sheets (3)
Introduce
Ask: What are some ways you can communicate in cyberspace? (E-mail, instant messaging, chat
rooms, message boards)
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CyberSmart! : Lesson Plans : Sticky Sites
Sticky Sites
Download Student Activity Sheet(s) for printout in PDF Format
Overview
Students explore why and how commercial Web sites attempt to attract and keep visitors.
Objectives
Define commercial sites
Explain what online advertisers mean by "stickiness"
Explain that sticky features are intended to ensure that visitors are exposed to advertising
messages frequently and for long periods of time
Analyze commercial sites, identifying features that increase "stickiness"
ISTE® National Technology Standards
Performance Indicator # 2
Site Preview
The use of these sites is for educational illustration purposes only and does not
constitute a recommendation or commercial endorsement. Before using these sites,
please evaluate them in light of your school's guidelines about limiting students'
exposure to consumer products and advertising. You may want to choose alternate
sites to illustrate this lesson.
Discovery Games
History Channel
Lego
K'NEX
SI Kids
Time For Kids
Webkinz
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CyberSmart! : Lesson Plans : Check the Privacy Policy
Check the Privacy Policy
Download Student Activity Sheet(s) for printout in PDF Format
Overview
Students evaluate Web site privacy policies with a checklist based on Federal Trade Commission rules
for compliance with the Children's Online Privacy Protection Act.
Objectives
Determine whether a site is required to post a children's privacy policy
Analyze privacy notices for compliance with FTC rules
ISTE® National Technology Standards
Performance Indicator # 2
Site Preview
The use of these sites is for educational illustration purposes only and does not
constitute a recommendation or commercial endorsement. Before using these sites,
please evaluate them in light of your school's guidelines about limiting students'
exposure to consumer products and advertising. You may want to choose alternate
sites to illustrate this lesson.
US Government kids portal
Nickelodeon Online
Epals
Student Center Network
TeenCentral.Net
KidsCom
Webkinz
Play Free Games! Win Big Prizes!
WeeWorld
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CyberSmart! : Lesson Plans : Privacy - What's the big deal?
Privacy - What's the big deal?
Download Student Activity Sheet(s) for printout in PDF Format
Overview
Students explore the concept of privacy in their everyday lives and as it relates to visiting Web sites.
Objectives
Explore the concept of privacy in a real-world setting and in cyberspace
Explain why companies collect information about visitors on their Web sites
Learn and use online privacy terms
ISTE® National Technology Standards
Performance Indicator # 2
Site Preview
No Internet site is used in this lesson.
Online Resources
Visit sites providing background information on Privacy.
Materials
Activity sheets (2)
Introduce
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CyberSmart! : Lesson Plans : Investigating Search Engines and Directories
Investigating Search Engines and Directories
Download Student Activity Sheet(s) for printout in PDF Format
Overview
Students learn how search engines, directories, and meta-search engines work and compare and contrast
their features.
Objectives
Compare search engines, directories, and meta-search engines
Describe the features of one or more specific search sites
Explain why smart searching includes trying more than one search site
ISTE® National Technology Standards
Performance Indicator # 8
Site Preview
Search Engines Sites
Ask.com
Google
Live.com
Quintura for Kids
Clusty
Directory Sites
About
Open Directory Project
Lycos
Yahoo!
Meta-Search Engine Sites
Dogpile
MetaCrawler
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CyberSmart! : Lesson Plans : Smart Keyword Searching
Smart Keyword Searching
Download Student Activity Sheet(s) for printout in PDF Format
Overview
When you know the specific information you need, keyword searching is the most effective method of
searching on the World Wide Web. Students learn strategies to increase the accuracy of their search.
They compare the number and kinds of sites obtained and make inferences about the effectiveness of
the strategies.
Objectives
Use more than one word and synonyms to refine a search
Make inferences to explain search results
ISTE® National Technology Standards
Performance Indicators # 8, 9 and 10
Site Preview
Google
AOL Search
AltaVista
Yahoo!
AllTheWeb
Online Resources
Visit sites providing background information on The Nuts and Bolts of Searching.
Materials
Activity sheets (3)
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CyberSmart! : Lesson Plans : Making Search Decisions
Making Search Decisions
Download Student Activity Sheet(s) for printout in PDF Format
Overview
Students interpret some powerful decision-making tips to increase their searching efficiency and then
apply them in school research scenarios. They also learn to look for advance search strategies offered at
most search sites.
Objectives
Interpret search tips that promote efficient Internet research
Apply search tips to typical school research scenarios
Explain that most sites offer advanced search strategies
ISTE® National Technology Standards
Performance Indicator # 8
Site Preview
Search Engines Sites
AltaVista
Ask.com
Excite
Google
MSN
Directory Sites
About
Open Directory Project
Lycos
Yahoo!
Info Please Homework Center
Multnomah County Library Homework site
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CyberSmart! : Lesson Plans : Identifying High-Quality Sites
Identifying High-Quality Sites
Download Student Activity Sheet(s) for printout in PDF Format
Overview
Students learn that, because anyone can publish on the Web, they must carefully evaluate the sites they
use for research. They review evaluation criteria and use a checklist to "grade" informational sites.
Objectives
Explain how the ease of publishing on the World Wide Web may affect the usefulness of some
sites' content
Interpret the criteria on a site evaluation checklist
Apply the checklist to a site, evaluating its usefulness
ISTE® National Technology Standards
Performance Indicators # 2 and 10
Site Preview
Wikipedia: Year-round School
We Waste Our Children's Time
The National Association of Year Round Education
Pros and Cons: Year Round Schooling
No summer vacation? Year round schooling
Year-Round School
Year-Round Education
Year-Round Schooling
Year-Round Discontent at Hollywood High
Going to School Year-round
Stop Year-Round School
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CyberSmart! : Lesson Plans : How to Cite a Site
How to Cite a Site
Download Student Activity Sheet(s) for printout in PDF Format
Overview
Students learn how to write bibliographic citations for online sources following the style recommended
by the Modern Language Association.
Objectives
Interpret bibliography citations for professional sites, online newspaper and magazine articles,
online reference databases, and home pages
Recall that citations should be recorded as each site is used
ISTE® National Technology Standards
Performance Indicator # 8
Site Preview
Chinese New Year
Roger Arliner Young
FBI - Kids & Youth Educational Page
American Civil War
An Atlas of Cyberspaces
http://www.cybersmartcurriculum.org/lesson_plans/68_19.asp (1 of 3) [3/19/2008 10:09:10 PM]
CyberSmart! : Lesson Plans : Online @ the Library
Online @ the Library
Download Student Activity Sheet(s) for printout in PDF Format
Overview
Students learn that there are often advantages to using the Internet from a school or public library and
investigate the specific services offered by their own library.
Objectives
Identify four possible advantages of using the Internet at a library
Investigate the specific Internet opportunities, and related restrictions, at their own library
ISTE® National Technology Standards
Performance Indicator # 8
Site Preview
No Internet site is used in this lesson.
Online Resources
View sites providing background information on libraries and the Internet.
Materials
Activity sheets (2)
Introduce
Discuss how people always used to go to the library to find information. In contrast, most people
today think first about using the Internet to find information.
Explain that, in many ways, the library is still the best place to do research.
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CyberSmart! : Lesson Plans : Great Moments in Communications
Great Moments in Communications
Download Student Activity Sheet(s) for printout in PDF Format
Overview
Students assemble a timeline to understand how communications technology has evolved, and relate the
invention of the Internet to earlier inventions.
Objectives
Assemble a timeline of communications inventions
Relate the development of the Internet to other great moments in communications history
ISTE® National Technology Standards
Performance Indicators # 2 and 9
Site Preview
No Internet site is used in this lesson.
Online Resources
Visit sites providing background information on Communications Inventions.
Materials
Activity sheets (3)
Scissors; adding machine tape (6 feet per student); paste
Introduce
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CyberSmart! : Lesson Plans : Cyberspace World
Cyberspace World
Download Student Activity Sheet(s) for printout in PDF Format
Overview
Students consider the concept of cyberspace as a place and learn that it can be defined as real people
communicating through computers connected to the Internet. They create a map to visually represent
that definition, taking into account the influences of population, language and geography around the
world.
Objectives
Explain that cyberspace is not a physical place but can be defined as real people communicating
through computers connected to the Internet
Draw a map to illustrate their understanding of the concept of cyberspace
Explain how variations in population, languages spoken, and geography are reflected in their
maps of cyberspace
ISTE® National Technology Standards
Performance Indicator # 2
Site Preview
No Internet site is used in this lesson.
Online Resources
Visit some background sites on understanding cyberspace.
Materials
Activity sheets (2)
Colored pencils
Atlases; world map
http://www.cybersmartcurriculum.org/lesson_plans/68_21.asp (1 of 3) [3/19/2008 10:10:24 PM]
CyberSmart! : Lesson Plans : Information Highways
Information Highways
Download Student Activity Sheet(s) for printout in PDF Format
Overview
Students model how information travels on the Internet and discover how the design of the Internet
allows it to grow easily and never completely break down.
Objectives
Define the Internet as a worldwide network of networks
Work with other students to model a portion of the Internet
Identify ways to connect to the Internet
Explain how packets and routers interact
ISTE® National Technology Standards
Performance Indicators # 2 and 9
Site Preview
No Internet site is used in this lesson.
Online Resources
Visit sites providing background information on how the Internet works.
Materials
Activity sheets (3)
String (48, 4-ft. pieces); paper drinking straws (10, cut into 1-in. pieces); scissors; fine-line
markers
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CyberSmart! : Lesson Plans : Debating the Future
Debating the Future
Download Student Activity Sheet(s) for printout in PDF Format
Overview
Students are presented with social issues related to the future use of the Internet, decide if they agree or
disagree, and support their views in a debate.
Objectives
Describe some social issues related to the future of the Internet
Present arguments predicting how the Internet will affect how people live in the future
ISTE® National Technology Standards
Performance Indicator # 2
Site Preview
No Internet site is used in this lesson.
Online Resources
Visit sites providing background information on the future of the Internet.
Materials
Activity sheets (2)
Introduce
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CyberSmart! : Lesson Plans : Debating the Future
Ask: What are some benefits you enjoy as the first Internet generation? Help students identify
Internet-related activities such as E-mailing friends, playing online games, and researching
information. Then ask them to consider how their parents might have had to achieve the same
goals years ago without benefit of the Internet. Guide them to understand that with such a new
and rapidly changing technology, adults have many concerns about the right ways to use it and in
what ways it will actually be helpful and perhaps in some ways harmful to children.
Explain that such questions about the ways people's lives are affected are called "social issues."
Teach 1
Distribute Activity Sheet 1.
Have students read and complete the page, pointing out that there are no right or wrong answers
and that it is very difficult to predict future trends in technology.
Invite volunteers to share their positions on each issue.
Teach 2
Distribute Activity Sheet 2.
Divide the class into four groups - one for each of the four questions on Activity Sheet 1. Then,
divide each group into two teams - one team to support a "yes" response and the other team to
support a "no" response.
Allow each team to plan their presentation and complete the activity sheet.
Teach 3
Conduct an abbreviated debate on the first question, allowing the opposing teams involved to
make a three-minute presentation from their notes.
Allow the remaining students to judge which team had the strongest arguments.
Repeat the same debate procedure for the remaining three questions.
Close
Ask: What are some social issues related to the future of the Internet?
Ask: What is one way the Internet might affect how people live in the future?
Extend
The following activity can be added for students who completed this lesson in a previous grade.
Have students choose one of the issues, develop arguments to support or refute, and then create
public service audio announcements, videos, posters, or fliers to inform others about the issue.
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CyberSmart! : Lesson Plans : Debating the Future
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© 2008 The CyberSmart Education Company. All Rights Reserved.
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http://www.cybersmartcurriculum.org/lesson_plans/68_24.asp (3 of 3) [3/19/2008 10:10:56 PM]
CyberSmart! : Lesson Plans : Information Highways
Introduce
Place two students at the center of the room with each student holding one end of a length of
string. Have students imagine that their classmates are computers.
To assess prior knowledge, ask: What does the string represent?
Teach 1
Distribute Activity Sheet 1 for students to read.
Point out that the metaphor of the information highway is not a perfect one. While roads and
highways are all located on the earth's surface, some Internet connections lie at the ocean bottom
or travel through the atmosphere.
Explain that every computer connected to the Internet is part of a network. A single home
computer is part of its Internet Server Provider's network.
Point out that some highways can handle more vehicles per hour than others. Similarly, some
Internet connections can handle more packets than others. Such connections are said to have a
high "bandwidth." In other words, the higher the bandwidth, the faster information moves. As
bandwidth increases, streaming video and faster downloading will become more available.
Teach 2
Distribute Activity Sheet 2.
With a supply of markers, take the class to an open area where they can safely create their model.
Read the directions to the class as they arrange themselves into the model. NOTE: The model
requires 25 students in groups of four plus one student representing the main router. If there are
more students in the class, add extra students/computers to some networks. If there are fewer
students, reduce some networks to only two students/computers.
Teach 3
Distribute Activity Sheet 3.
Have students relate their model to the diagram and explain how the Internet works. Invite
volunteers to share the answers to the questions:
Question 1: Packets can travel between any two computers on a network.
Question 2: A packet has to travel through three routers.
Question 3: A traffic jam can occur when more packets arrive at a router than it can
handle at that time.
Close
Ask: What is the Internet? (a worldwide network of networks)
Ask: What are packets? What do routers do with packets? (Packets are small pieces of
information that travel on the Internet. Routers are devices that determine the route a packet
takes.)
Ask: Which students in the model had only one connection to the Internet? (the "computers")
Which had more than one connection? (the "routers")
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CyberSmart! : Lesson Plans : Information Highways
Extend
The following activity can be added for students who completed this lesson in a previous grade.
Have students investigate the concept of bandwidth and how it varies from one part of the
Internet to another.
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© 2008 The CyberSmart Education Company. All Rights Reserved.
Site last updated: routine monthly basis
http://www.cybersmartcurriculum.org/lesson_plans/68_22.asp (3 of 3) [3/19/2008 10:10:41 PM]
CyberSmart! : Lesson Plans : Cyberspace World
Introduce
Have each student write down his or her own definition of "cyberspace" and invite volunteers to
share their definitions. Tell students that they will return to these definitions at the end of the
lesson.
Teach 1
Distribute the activity sheets. Read and discuss "Is cyberspace real?" guiding students to
understand that cyberspace is not a physical place and yet the interactions that take place there
involve real people.
Teach 2
Before completing the mapping activity, have the class brainstorm ways to approach the
challenge of visually representing cyberspace, including what symbols to use. For example, they
may visualize cyberspace as a loosely woven fabric or a cloud of dots.
Tell students to work lightly in regular pencil until they have finalized their plans for the map.
Teach 3
Have students return to their definitions of cyberspace and revise them as needed.
Display the maps and definitions together and allow volunteers to share their results.
Close
Ask: In what ways is cyberspace real? (It involves real people using real computers to
communicate real information and ideas)
Ask: What do your maps tell us about cyberspace?
Ask: What does cyberspace look like over the oceans?
Extend
The following activity can be added for students who completed this lesson in a previous grade.
Have students use search engines or directories to find Web sites containing interesting
information about the growth of cyberspace and the Internet.
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© 2008 The CyberSmart Education Company. All Rights Reserved.
Site last updated: routine monthly basis
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CyberSmart! : Lesson Plans : Cyberspace World
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CyberSmart! : Lesson Plans : Great Moments in Communications
Invite students to consider what makes the world seems smaller than it did one hundred years
ago. Ask: How do new ways of communicating make the world seem smaller? Guide students to
consider the increased speeds at which goods and people travel around the world and how much
easier and faster it is to send and receive messages and information.
Teach 1
Distribute the activity sheets.
With students, read and discuss each "great moment." Make sure they understand which BC date
is the earliest and that all dates not followed by an abbreviation are AD.
Teach 2
Distribute the remaining materials and tell students they will construct a timeline.
Have students cut apart the "great moments" boxes and put them in chronological order. Next,
have them sketch their timelines on the adding machine tape, showing where each event will go.
Suggest they use zigzag lines to represent long periods of time without events.
Have students paste the "great moments" on their timelines.
Teach 3
Have students examine their timelines and describe any relationships between the
communications inventions. Help them consider commonalities such as the printed word,
electricity, and sound, and such issues as distance, time, and dependence on other developments
and inventions.
Invite them to hypothesize which inventions had to happen in order for the Internet to exist. For
example, the Internet uses transatlantic cables, telephone lines, computer programs, television
(video) images, satellites, personal computers, and hypertext (information management through
links).
Close
Ask: Which ways of communicating were invented a very long time ago? Which are the most
recent?
Ask: Which prior invention was most important to the invention of the Internet? Students should
support their answers.
Extend
The following activity can be added for students who completed this lesson in a previous grade.
Have students interview someone who grew up before the invention of the Internet. Then ask
them to list five major changes that the Internet has brought about in daily life.
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CyberSmart! : Lesson Plans : Great Moments in Communications
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CyberSmart! : Lesson Plans : Online @ the Library
Teach 1
Distribute Activity Sheet 1.
Read and discuss "Here's what you can do online with a library card."
Tell students that their parents might be required to sign a permission form allowing them to use
the Internet from the library. There may be a time limit for being online. They might have to pay
for each page printed. Some libraries do not permit E-mail or chat.
When discussing subscription Web sites, tell students that the librarian may help them find Web
sites that collect articles on special topics such as literature, science, business, and health.
Teach 2
Remind students of the safety rule stated in "Be CyberSmart!"
Ask: What kinds of information are personal? (full name, address, parents' names, school name,
school address, E-mail address, phone numbers, passwords, calling card number, mother's
maiden name, parent's place of work, and photos in which you can be recognized)
Teach 3
Distribute Activity Sheet 2.
Decide whether students will investigate their school or public library. If you choose the school
library, arrange for the class to interview the school media specialist. If you choose the public
library, assign one student to conduct a telephone interview or a small delegation of students to
visit the library after school.
Have students complete the activity sheet and share their findings.
Close
Ask: What are four possible advantages of using the Internet at a library? (a free Internet
connection, a librarian for guidance, access to sites available only from the library or only to
people with a library card)
Ask: Which of these advantages are available in our library? What restrictions apply when using
the Internet through our library?
Extend
The following activity can be added for students who completed this lesson in a previous grade.
Have students fill out Activity Sheet 2 again, as the offerings at a library may change from year
to year. Also, as students mature, different sets of rules and restrictions will apply and they may
be interested in different library resources.
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CyberSmart! : Lesson Plans : Online @ the Library
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CyberSmart! : Lesson Plans : How to Cite a Site
Citation Machine
This is a link to an online citation
generator, chosen by a group of teachers as
their favorite. After much debate among
our teacher focus group, they decided that
since colleges use these shortcuts there is
not reason why MS/HS students couldn't
use them.
Online Resources
Visit sites providing background information on Homework Help.
Materials
Activity sheets (2)
Online computer access
Introduce (offline)
Tell students that, if they choose sources carefully, cyberspace can be a great place to collect the
information they need to write a report.
Have them relate some online sources of information that they may have used to write reports.
Discuss and define "bibliography." (a list describing the sources used for a report) Point out that a
bibliography should include all sources from which students took information - online as well as
offline.
Teach 1 (offline)
Distribute the activity sheets.
Explain that the angle brackets < and >, used before and after the URL, are on the comma and
period keys of their keyboards.
Tell students they should provide two dates for each source: the date the source was last updated
or "published" and the date the student used the site for research.
Ask: What generalizations can you make about punctuating the elements of any online citation?
(use periods after most elements in the citation; cite two different dates; use angle brackets
around the URL)
Teach 2 (online)
Take students to www.becybersmart.org and click on the diamond. Find the title of this lesson,
and open its links.
Assign each student or group of students one Web page.
Using the examples on the activity sheets as a guide, have them determine which type of site it is
and then write a bibliographic citation.
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CyberSmart! : Lesson Plans : How to Cite a Site
Have students compare citations to make sure they are complete and accurate.
Close (offline)
Ask: What kinds of information should be included in a bibliography of online sources? (author,
name of site, name of sponsor, date updated or published, dates used by student, and the site's
URL in brackets)
Ask: Why is it better to record your citations as you do research, rather than waiting until the
report is finished? (If you wait, then you may forget what sites you visited, when you visited
them, and what page in the site you used.)
Extend (online)
The following activity can be added for students who completed this lesson in a previous grade.
Have students collaborate to create a bibliography on a theme of their choice. They should search
for useful Web sites, then organize their citations into a single bibliography to distribute
throughout the school.
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CyberSmart! : Lesson Plans : Identifying High-Quality Sites
Online Resources
Visit sites providing background information on Evaluating Web Sites.
Materials
Activity sheets (3)
Online computer access
Introduce (offline)
Tell students that respected, award-winning books, magazines, and journals go through many
stages of development, involving authors, editors, copyeditors, designers, proofreaders, and
publishers. For this reason, students can be fairly sure that well-regarded print resources contain
accurate, useful information.
Ask: How is the way information that is published on the World Wide Web different from
printed books, magazines, and journals? Students may know that anyone can author and publish a
Web site, while traditional publishing has many layers of approval, including editing and fact
checking.
Teach 1 (offline)
Distribute Activity Sheet 1 for students to read.
Have students brainstorm a list of research topics needed for school or personal use. Explain that
a particular site might get a high score for one research need but not for another.
Teach 2 (offline)
Distribute Activity Sheets 2 and 3.
Discuss each criterion, making sure that students understand what the criteria mean and what to
look for in a site to answer the questions.
Teach 3 (online)
Take students to www.becybersmart.org and click on the diamond. Find the title of this lesson,
and open its links. Assign individuals or groups to one of the selected informational sites.
Have students use Activity Sheets 2 and 3 to evaluate the site, and encourage them to support
their answers in the "Details" column.
Have students compare the scores they gave for the various sites.
Close (offline)
Ask: Why should you be careful to evaluate sites before using their information in research
projects? (Anyone can publish material of any quality on the Web.)
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CyberSmart! : Lesson Plans : Identifying High-Quality Sites
Ask: Which of the questions in the checklist do you think are most important? Why? Students
should support their answers.
Ask: How will using a checklist to evaluate sites make you a better researcher? (It may prevent
them from using poor-quality sites and getting inaccurate information.)
Extend (offline)
The following activities can be added for students who completed this lesson in a previous grade.
Have students review this lesson, then choose and write an in-depth review of a site. Suggest that
they use the checklist criteria to help organize their comments.
For older students, initiate a discussion about the ease with which extremist points of view are
disseminated on the Web, including the difficulty of detecting hate sites, which often look
educational.
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CyberSmart! : Lesson Plans : Making Search Decisions
Meta-Search Engine Sites
Dogpile
MetaCrawler
HotBot
Online Resources
Visit sites providing background information on The Nuts and Bolts of Searching.
Materials
Activity sheets (2)
Online computer access
Introduce (offline)
Describe the following scenario to students: Your social studies class was assigned to write
research reports. Michael and Elena waited until the last few days. They must work smart to get
their reports done in time and have decided to do their research on the Internet.
Ask: How should they get started? (go to a site that offers searching and browsing)
Teach 1 (offline)
Distribute Activity Sheet 1.
As students read and discuss the search tips, have them give you additional examples for each.
Review or introduce the basic differences between search engines, directories, and meta-search
engines. Search engines index a huge number of sites automatically without human involvement;
to search the index, one submits keywords. Directories are indexed by humans who evaluate and
categorize each site; a directory can be searched by selecting increasingly specific subject
categories. Meta-search engines simultaneously submit keywords to several search engines.
NOTE: The lesson, "Investigating Search Engines and Directories," is a recommended
prerequisite to this lesson.
Teach 2 (online)
Distribute Activity Sheet 2.
Have students complete the online activity, linking to the recommended search sites from
www.becybersmart.org
Tell students that while search services rank their results by various criteria, they usually list first
the sites that are most likely to be useful.
Teach 3 (online)
Assign each student or group of students one of the search sites selected for this lesson and have
them locate and report on the advanced search features offered there.
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CyberSmart! : Lesson Plans : Making Search Decisions
Close (offline)
Ask: Which of the search tips do you find most useful and why?
Ask: How can advanced search features help you locate the information you need? (They can
customize a search to find exactly what you want.)
Extend (offline)
The following activity can be added for students who completed this lesson in a previous grade.
Working in pairs, have students take turns selecting search scenarios to navigate. Student 1 gives
a scenario from Column 1 from Activity Sheet 1 and adds a new topic or phrase, Student 2
conducts the search, trying to recall and use the strategy recommended for that scenario. Student
2 gets 10 points for each successful search that was completed without Student 1's help or hints.
Then they switch roles. The first student to accumulate 100 points wins.
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CyberSmart! : Lesson Plans : Smart Keyword Searching
Online computer access
Introduce (offline)
Have students discuss the following scenario: You and a friend are a team playing a computer
game. Your friend, who has never played before, must hold the controls. How can you help your
teammate make the best moves?
Help students discover that the more precisely they word their directions, the more skillfully their
teammate will navigate the controls.
Draw parallels between the above scenario and Internet searches: Only the search engine
software can sort through a database of web sites. However, you can direct the search engine by
carefully selecting commands.
Teach 1 (offline)
Distribute the activity sheets.
Have students read and discuss the first paragraph. Explain that a search engine roams the World
Wide Web examining sites, indexing the information it collects, and sorting through the index
based on the commands submitted at its own Web site.
Teach 2 (online)
Have students read the next paragraph, under "More Words Are Better," and follow the directions
to go online.
Assign students, individually or in groups, to link to one search site and complete the activity
sheet. Make sure students can find the number of Web pages retrieved, the location of which
varies from search engine to search engine, although it is always located somewhere on the first
search results page.
Teach 3 (offline)
Discuss students' answers to the questions under, "More Words are Better." For each search
engine site, have students report their results and inferences to the class. Students' should observe
that, in general, the more keywords they submit, the fewer sites will be retrieved and the more
likely it is the sites will have the information they want.
Have students share their answer to "Looking at the Numbers." Students may infer that a search
engine first finds sites have all the search terms, then only two of the terms, and, finally, only one
of the terms, They may also infer that search engines look for sites in which these terms are close
together or in the same order submitted. NOTE: Although every search engine works differently,
all these strategies are used by one search engine or another.
Have students share their answers to the questions under, "Use Synonyms." Although search
results will vary, many students will infer that the word "colonizing" was more effective at
retrieving sites about human habitation on Mars, while "living" retrieved many sites about the
possibility of other life forms on Mars.
Close (offline)
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CyberSmart! : Lesson Plans : Smart Keyword Searching
Ask: Why are more words better than one when submitting a search? (More words return less
sites that are closer to what one needs.)
Ask: How does using synonyms help when submitting a search? (A synonym for a word may
bring better results than the word itself. )
Extend (online)
The following activity can be added for students who completed this lesson in a previous grade:
Have students conduct a search on a topic of their choice utilizing plus and minus sign
commands in combination with search words.
Have students type a plus sign (+) in front of any keywords that must appear in the sites
retrieved. The more keywords added, the more specific the results will be.
Next have them type a minus (-) sign in front of keywords not wanted in the sites retrieved. This
strategy will also limit the number of sites retrieved.
Make sure students type a space before the sign but not between the sign and the word it modifies
(for example, +mercury +element -planet -car).
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CyberSmart! : Lesson Plans : Investigating Search Engines and Directories
Online Resources
Visit sites providing background information on Search Engines and Directories.
Materials
Activity sheets (3)
Online computer access
Introduce (offline)
Ask: What search sites have you used? What do you like about each? Students who identify a
particular site should explain why they use it. Reasons for using the site may or may not be
related to its search functions.
Tell students they will now look at some ways these sites differ.
Teach 1 (offline)
Distribute Activity Sheets 1 and 2.
Have students read and discuss "How does a search engine work?" Explain that a "spider"
periodically returns to recheck a site. In this way, the index is kept up to date.
After students read "How does a directory work?" point out that editors add new subject
categories and sites depending on the number of information requests recorded by their computer
for particular information.
Teach 2 (online)
Distribute Activity Sheet 3.
Take students to www.becybersmart.org and click on the diamond. Find the title of this lesson,
and open its links.
Have students investigate one or more search sites and record their findings on Activity Sheet 3.
Tell students that search sites do not always tell whether they are primarily a search engine,
directory, or meta-search engine. To answer Question 1, have students check the information
provided with the links for this lesson.
Teach 3 (offline)
Have students share the information they collected. If more than one student looked at the same
site, have them compare their data and impressions.
Close (offline)
Ask: How do search engines and directories differ? (Search engines are indexed by computer
programs and directories are indexed by people. Search engines usually have many more sites
indexed than do directories.)
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CyberSmart! : Lesson Plans : Investigating Search Engines and Directories
Ask: What was one feature of the site you visited? Have students refer to the data they recorded
on Activity Sheet 3.
Ask: Why is it a good idea to try more than one search site? (Because no one search site covers
the entire Web. Also, search sites offer different search options.)
Extend (offline)
The following activity can be added for students who completed this lesson in a previous grade.
Allow students to choose a simple keyword to submit to a search engine. Have them practice
being "editors" at a directory by evaluating the first five sites returned as results and assigning
each site to one of the subject categories from a popular directory.
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CyberSmart! : Lesson Plans : Privacy - What's the big deal?
Tell students, "Our principal has hired a research company to collect information that will help us
make the school better for you. Several "observers" will watch students and record where each of
you goes, how many times you go there, and how long you stay there, including to the water
fountain, your locker, the bathroom, the cafeteria, and to visit another student. You will be
identified only by a number. At the end of the day, the research company will put all the data
together and write a report to the principal."
Have students think about what you just told them and jot down any questions or concerns they
have or think other students might have.
Teach 1
Ask: What concerns do you have about this research? Guide students to consider whether the
collection of such data is fair or justified, who else might see it, whether the number can be
linked to their name by the principal, whether some of the information should remain private, and
whether they will be allowed to review the data collected about them.
Point out that these are the same kinds of concerns that parents, privacy organizations, watchdog
groups, and elected officials have about information collected by Web sites.
Teach 2
Distribute the activity sheet for students to read and discuss.
Have them relate the concepts about online privacy to the real world privacy scenario about their
school. (Is collecting such information fair? What are you being offered in return for such
information? Is the exchange worth it to you?)
Teach 3
Have students use the terms on the activity sheet to write a paragraph describing their own
definitions of privacy. Allow volunteers to share their results.
Close
Ask: What is an example of a privacy issue in the real world? In cyberspace?
Ask: Why do site owners want information about their visitors? (They use the information to
decide how to change the site, to decide how much to charge advertisers, and to customize a site
for each visitor to encourage them to buy more. Without your knowledge, some sites may also
share your information with others in exchange for more information about you or in exchange
for money.)
Ask: What is a cookie? Aggregate data? A third party? Anonymity?
Extend (online)
The following activity can be added for students who completed this lesson in a previous grade.
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CyberSmart! : Lesson Plans : Privacy - What's the big deal?
Have students go online to read the privacy policy at one of their favorite sites. Have them use
the glossary on the activity sheet to interpret what they read, specifically identifying how the site
says information will be collected and how it will be used. Ask students to react to this in light of
their new knowledge about privacy issues/concerns.
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CyberSmart! : Lesson Plans : Check the Privacy Policy
Club Penguin
Wizard Magic Cards
Online Resources
Visit sites providing background information on Privacy.
Materials
Activity sheets (2, two copies per student)
Online computer access
Introduce (offline)
Ask students for examples of Web sites that request private identity information. Allow
volunteers to describe the content of the site, what information was requested, and how they
handled the request.
Explain that the United States government passed the Children's Online Privacy Protection Act
(COPPA) in October, 1998. This law requires site owners to help protect the privacy of kids 13
and younger; they are also required to post and explain the elements of the privacy policy they're
using. NOTE: The act required the Federal Trade Commission to create a set of rules to be
followed in implementing the law. The checklist in this lesson is based on those rules.
Teach 1 (online)
Distribute one copy of the activity sheets.
Take students to www.becybersmart.org and click on the diamond. Find the title of this lesson,
and open its links. Choose a site to explore with the class.
Have students complete the checklist through Question 3. A "yes" response to the first three
questions indicates that the site is required to comply with COPPA. If this is the case, have
students complete the rest of the checklist, recording how the site complies in the "Details"
column.
NOTE: What CyberSmart! calls "private identity information," others may call "personal
information." CyberSmart! defines private identity information as any information that can be
used to discover one's identity. Personal information is defined as any information about the
person that cannot be used to discover his or her identity. By reading carefully, students should
be able to tell when a privacy policy is referring to information that can be used to identify an
individual.
Teach 2 (offline)
Have students look over their completed checklists. Explain that if the answers to Questions 4-17
are "yes," the site is in compliance with the rules. Additionally, if the answers to Questions 18
and 19 are "yes," then site is monitored and approved by watchdog organizations.
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CyberSmart! : Lesson Plans : Check the Privacy Policy
Point out that, in order to protect their private identity information, students should make a habit
of checking the privacy policy at the sites they visit.
Discuss strategies for dealing with a site that asks for more information than students feel
comfortable sharing or that does not post a clear policy. Remind students they can leave the site
or ask a parent or teacher to contact the site for more information. NOTE: The FTC also provides
an online Consumer Complaint Form for adults at www.ftc.gov.
Teach 3 (online)
Distribute a second copy of the activity sheets.
Assign individuals or groups to the remaining sites, have them complete the checklist, and share
their results with the class.
Close (offline)
Ask: What types of sites are required to post a children's privacy policy? (Sites that are intended
for kids 13 and under and that request private identity information.)
Ask: How do you use the CyberSmart! checklist to decide whether a site is following the law?
(Answer the first three questions to decide if it must follow the law. If so, check to see if each of
the rest of the questions can be answered "yes.")
Extend (online)
The following activity can be added for students who completed this lesson in a previous grade.
Have students use a copy of the checklist to evaluate sites they enjoy visiting. As they develop a
deeper understanding of the intent of COPPA, ask students to comment on how well a site meets
the criteria on the checklist.
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CyberSmart! : Lesson Plans : Sticky Sites
BarbieGirls
Club Penguin
Cartoon Doll Emporium
Online Resources
Visit sites providing background information on Recognizing Commercial Intentions.
Materials
Activity sheets (2, two copies of the second sheet per student)
Online computer access
Introduce (offline)
Have students individually list all the places they are exposed to advertising. Then make a class
list combining all their ideas. Guide them to consider television, radio, newspapers, magazines,
Web sites, billboards, advertising mailers, the sides of trucks and buses, subway posters,
handbills, sidewalk signs, storefronts, blimps, skywriting, T-shirts, coffee mugs, shopping bags,
and so on.
Explain that they will examine how some Web sites ensure that people are exposed to advertising
messages.
Teach 1 (offline)
Distribute Activity Sheet 1 and read and discuss the information with students.
Point out that a Web site is considered "commercial" if it advertises, promotes, or sells
something. NOTE: Typically, commercial Web sites have a URL ending with .com.
Teach 2 (online)
Distribute the first copy of Activity Sheet 2.
Take students to www.becybersmart.org and click on the diamond. Find the title of this lesson,
and open its links. Choose a site to explore with the class and, together, complete the activity
sheet.
Teach 3 (online)
Assign individuals or groups the remaining link(s) for this lesson.
Distribute the second copy of Activity Sheet 2 and have students complete the questions and
share their answers.
Close (offline)
Ask: What is a commercial Web site? (a site that advertises, promotes, or sells something)
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CyberSmart! : Lesson Plans : Sticky Sites
Ask: What is meant by "stickiness?" (Stickiness refers to a site's ability to keep visitors there for
long periods of time and to have them return frequently.)
Ask: Why do commercial sites try to be sticky? (so that more people will recognize and feel good
about the brands and eventually buy the advertised products)
Ask: Which features have you seen that make a site sticky?
Extend (offline)
The following activity can be added for students who completed this lesson in a previous grade.
Have students imagine that they are in charge of creating a commercial site to sell a product of
their choice. Have them work in teams to plan features that will make the site sticky and present
their plans to the class.
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CyberSmart! : Lesson Plans : Good Messaging Manners
Ask: Which of these communication methods are usually one-to-one? (E-mail and instant
messaging) Which are usually group communications? (chat rooms and message boards)
Tell students to keep this distinction in mind when thinking about the reasons for the good
manners tips in this lesson.
Teach 1
Distribute Activity Sheet 1.
For each of the tips listed, have students predict some possible consequences for people who do
not follow them.
Make sure students understand what is meant by a "flame war." Flame wars are the cyberspace
equivalent of a playground "put down" or bullying session. On the playground, they may lead to
a physical fight. Because this can't happen in cyberspace, some people are more prone to be rude
than when they are face to face.
Teach 2
Distribute Activity Sheets 2 and 3.
Have student complete the sheets, reminding them to also consider the general tips when
answering the questions.
Teach 3
Ask volunteers to share and discuss their responses with the class. Guide students to consider the
following in their discussion:
Juanita's forwarded E-mail: Students might say that Juanita had some very strong,
angry words for Elisa. She had confided an incident that embarrassed her and now
all their friends know about it and are teasing her. Juanita might tell Elisa that the
next time she wants to forward a message, she should ask the sender first.
Sean's chat room: Sean has several options. He can leave the chat room and find
one that is more civilized. He can ignore the offender and suggest that everyone
else does, too. Depending on the chat room, he may be able to report the offender.
Jared's instant messaging: Jared does not know the reason Samantha is not
replying. He has no visual cues to let him know whether Samantha has been called
away from the computer, is busy sending a message to someone else, is working on
a homework assignment that required all of her attention, or is angry with him. An
angry, impatient response from Jared is inappropriate to the situation. Not knowing
what is really going on, Jared should use good messaging manners and stop
sending the same message repeatedly.
Malcolm's message board: Malcolm has no way of knowing if Derek's posting was
an innocent error, or if Derek was purposely posting inaccurate messages as a
mean joke. In response, Malcolm might post a very angry message about Derek for
everyone who visits the message board to read. However, it would be good
messaging manners to assume it was an innocent mistake and calmly inform Derek
of its consequences.
Close
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CyberSmart! : Lesson Plans : Good Messaging Manners
Ask: Why do good manners vary depending on the method of communication? (because new
methods of communicating may create new situations that are not encountered in other methods)
Ask: What are some good manners tips common to all kinds of messages?
Ask: What is a good manners tip especially for E-mail? For instant messaging? For chat? For
message boards? Refer students to the lists on Activity Sheets 2 and 3.
Extend
The following activity can be added for students who completed this lesson in a previous grade.
Have students review the good manners tips taught in this lesson, share experiences of good or
bad manners encountered in cyberspace, and then add tips of their own to those already listed.
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CyberSmart! : Lesson Plans : Can You Hack It?
Ask: What is wrong about this? Why might kids do it?
Teach 1
Distribute Activity Sheet 1.
Have students read and complete the page individually or in small groups. NOTE: Postpone
discussion until students have read and completed Activity Sheet 2.
Teach 2
Distribute Activity Sheet 2 and have students read and discuss all except the activity.
Then have students revisit Activity Sheet 1 and make changes or additions.
Teach 3
Conduct the activity on Activity Sheet 2.
Explain that "peer court" is a way of keeping first-time juvenile offenders out of the juvenile
justice system. It focuses less on the law and how teens broke it and more on the rights and
wrongs of a person's actions. (Make sure students understand that teens who take this alternative
route must first acknowledge that they broke the law.) Peer court roles are taken by volunteer
high school students, except for that of the judge, who is a real judge. Members of the jury are
permitted to question the defendants and others. Sentences cannot include jail time or fines, but
may include writing assignments (such as letters of apology or research), restitution, attendance
at workshops or counseling sessions, home restrictions, and community service.
Make sure each student has a role in the mock peer court and then conduct the role play. Remind
students to focus on the ethical decisions made by the defendants.
Close
Ask: To whom do the computers you connect to on the Internet belong?
Ask: Why is it wrong to enter a computer without permission?
Ask: How does hacking affect the computer owner?
Extend
The following activity can be added for students who completed this lesson in a previous grade.
Have students use search engines to find cases of "hacktivism," in which activists seeking to
further a cause (for example, political or environmental) use the methods of hackers to enter
computer systems. Discuss the ethics of breaking the law to help bring about a good result.
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CyberSmart! : Lesson Plans : Can You Hack It?
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CyberSmart! : Lesson Plans : Considering Copying
Introduce
Have students imagine that they own a business in which they have spent a great amount of time
writing and designing a Web-based game, only to find that someone else has copied much of the
game for their own site. Ask: Is this okay? Is it fair? Is it legal?
Teach 1
Have one student cut apart Activity Sheet 1 and place the slips of paper in the paper bag.
Group students in pairs. Allow each pair to draw a slip of paper from the bag and discuss the
situation described.
Invite one pair of students at a time to role play the situation described. One student plays the
person described and the other plays the creator of the work being copied. NOTE: Postpone
discussion until students have read and applied the information on Activity Sheet 2 and 3.
Teach 2
Distribute Activity Sheet 2 and 3.
Tell students that many Web sites have copyright notices explaining who owns the material and
(sometimes) how it can be used.
Explain that some artistic works are in the public domain. Public domain works include
government documents and works whose copyright has run out. Such works are available for use
by anyone.
Teach 3
Have students revisit the situations on their slips of paper and revise their role play to reflect the
information on Activity Sheet 2 and 3. Guide students to consider the following:
Copying photos, animations, greeting cards: These are all copyrighted works and
should not be displayed on a personal site without obtaining permission.
Copying photos and paragraphs of text for a school report: School reports are
considered fair use, but the creators should be credited.
Copying and rearranging paragraphs of text for a school report: Rearranging
copied paragraphs is plagiarism, unless credit is given to each source. If the intent
was to make it the student's work, then the ideas would have to be put in the
student's own words.
Copying passwords to enter systems without permission or paying: This is illegal.
Copying and selling music files: In all cases these works are copyrighted and the
creators may have not given permission to copy them.
Copying and giving away software: The software creator is being denied a right to
earn a living because the friend would otherwise have to purchase the word
processor. This is illegal. Software typically comes with information about the
purposes for which copies can be made.
Copying movies for personal use: Movies are copyrighted works. By not paying to
see the movie, you are denying the creators a right to earn a living.
Close
Ask: What kinds of copyrighted works can be found on the Internet?
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CyberSmart! : Lesson Plans : Considering Copying
Ask: How does copyright law protect a person's right to earn a living?
Ask: When should you give credit to others in a school report?
Ask: What is hacking?
Extend
The following activity can be added for students who completed this lesson in a previous grade.
Have students visit informational Web sites to find and interpret copyright notices.
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CyberSmart! : Lesson Plans : Power and Responsibility
Introduce
Have students imagine that a class of younger students wants to contribute the money they raised
to a fund to prevent hunger. Ask: How could you use the Internet to help them? Allow students to
brainstorm ideas.
Teach 1
Distribute Activity Sheet 1.
Students may ask what kinds of lies are spread by hate sites. One example is historical revision in
which hate groups retell history to support their positions (such as that the Holocaust never took
place).
Teach 2
Distribute Activity Sheet 2 and your school district's Acceptable Use Policy (AUP) and/or
student contract.
Have students work in pairs to complete the sheet.
Teach 3
Ask volunteers to share and discuss their responses with the class. Guide students to consider the
following in their discussion:
Duane's E-mail: Because he is using the school network, Duane is subject to the
school's AUP rules. If the rude message is racist, sexist, or contains obscenities, it
may violate the rules.
Julia's E-Mail: Julia's message is inflammatory and threatening and probably
violates her school's AUP, but because Julia sent her message from home, she may
not be subject to discipline under the school's AUP.
Anthony's Web page: Most AUPs do not allow the school network to be used for
commercial purposes.
Randy's joke: If Randy sent the E-mail from the principal's account, he violated the
AUP. Even if he didn't, hoaxes are probably prohibited.
Close
Ask: What makes the Internet such a powerful tool for spreading ideas?
Ask: How can you tell if a Web site represents the opinion of one person or thousands of people?
Ask: According to your school's acceptable use policy, what are some responsibilities of being a
cyber citizen?
Extend (online)
The following activity can be added for students who completed this lesson in a previous grade.
Have students explore the capability of the Web to promote good deeds by searching for the sites
of charitable organizations.
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CyberSmart! : Lesson Plans : Power and Responsibility
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CyberSmart! : Lesson Plans : Smart E-mailing and IMing too!
Point out that E-mail and IM should be handled in similar ways.
Teach 1
Distribute Activity Sheet 1.
Have students complete the page individually or in small groups and then share their responses
with the rest of the class. NOTE: Postpone discussion until students have read and applied the
information presented on Activity Sheets 2 and 3.
Make sure students understand that some commercial Web sites are intentionally designed to be
difficult for the user to exit.
Teach 2
Distribute Activity Sheets 2 and 3 for students to read and discuss.
Teach 3
Allow students to revisit Activity Sheet 1 and explain how their answers might be changed or
enhanced.
Close
Ask: What are some challenges of E-mail and IM? (Recognizing who the message is from and
knowing how to handle spam, messages from strangers, and any message that makes me
uncomfortable.)
Ask: What is the safe way to handle messages you get? Responses should reflect the safety rules
on Activity Sheets 2 and 3.
Ask: How can you protect your E-mail address and those of your friends and family? Responses
should reflect the safety tips described on Activity Sheets 2 and 3.
Extend
The following activity can be added for students who completed this lesson in a previous grade.
Remind students that they were once less adept at handling themselves online. Invite them to
share some past experiences or problems related to E-mail. Allow them to explain how they
would handle the problem, now that they are older and more knowledgeable about safety issues.
Extend discussion on E-Mail and IM to include risk of worms and viruses. Explain to students
that introducing a worm or virus in their computer is most usually done through clicking on
unknown links in E-mail and IM messages; and that they could lose all their stuff on their
computer.
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CyberSmart! : Lesson Plans : Smart E-mailing and IMing too!
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CyberSmart! : Lesson Plans : Savvy Talk
Ask: How do you safely handle strangers who phone, knock at your door, or approach you on the
street? Students should describe some rules for protecting themselves from people whose
intentions, good or bad, are simply unknown. Rules should include being polite, but not giving
out private identity information, and walking away from strangers who make them
uncomfortable.
Point out that the rules for dealing with strangers in cyberspace are very similar.
Teach 1
Distribute Activity Sheets 1 and 2.
Have students complete the pages individually or in small groups and then share their responses
with the rest of the class. NOTE: Postpone discussion until students have read and applied the
information on Activity Sheet 3.
Teach 2
Distribute Activity Sheet 3 for students to read. Discuss the positive online experiences possible
in cyberspace, including staying in touch with friends and family, and sharing special interests
with people from around the world.
Ask: What kinds of facts about you are considered private identity information? (any information
that can be used to find a person in the real world-including full name, address, telephone
number, social security number, school name, school address, the names of sports teams,
teachers' names, and so on)
OPTIONAL: Point out that to "cyber" is shorthand for engaging in cybersex-a form of fantasy
sex that takes place in private chat rooms.
Make sure students fully understand the safety rules listed by asking them to make up a scenario
in which they would apply each rule.
Teach 3
Have students revisit Activity Sheets 1 and 2 and discuss how their answers might be improved.
Guide students to consider the following in their discussion.
Should Kaylee be nervous? Cybering is risky behavior because it takes place in
private, unmonitored chat rooms. Flirting with strangers is also risky since Kaylee
cannot know who she is really talking to and what his or her intentions may be.
Reiterate that students should listen for that "safety alarm" bell indicating they are
in an uncomfortable situation.
Questions about teachers' names: Kaylee should give only the first initial of her
teacher's name. Revealing more could help a stranger identify and locate her.
Kaylee's assumptions about HipHopMike: She might have assumed he was her age
because he liked the same music as she does. Point out how easy it is to forget that
the person online is a stranger, especially after you have chatted for a while.
Safety advice for Kaylee: Students should show their understanding of the rules on
Activity Sheet 3.
Why Daryl hesitates: He should know that his street address is private identity
information and can be used to find him. For this reason, he should ask his parents'
permission.
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CyberSmart! : Lesson Plans : Savvy Talk
Close
Ask: What are some positive reasons to chat and send messages in cyberspace?
Ask: Why should you remember that people in cyberspace are not always who they seem to be?
(to stay alert about protecting private identity information from people who are strangers)
Ask: What are the rules for safe chatting and messaging?
Extend
The following activity can be added for students who completed this lesson in a previous grade.
Invite students to share chat experiences in which they were asked for personal or private
information. Allow them to explain how they would handle the problem, now that they are more
knowledgeable about safety issues.
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CyberSmart! : Lesson Plans : Dealing with Online Bullies
Discuss with students some positive aspects of going into cyberspace. (finding information
quickly; meeting people with similar interests; communicating with people around the world;
having fun)
Explain that to really enjoy the power of the Internet, it is important for students to learn how to
responsibly handle any situation they might encounter in cyberspace.
Teach 1
Distribute Activity Sheet 1.
Have students complete the sheet and share their responses. NOTE: Postpone discussion until
students have read and applied the information on Activity Sheet 2.
Explain that, just as in the real world, good experiences in cyberspace are much more common
than bad ones. However, just as in the real world, there is bullying in cyberspace.
Teach 2
Distribute Activity Sheet 2 and, after students read "Feeling Uncomfortable," have them find all
the words in this paragraph and on Activity Sheet 1 that are used to describe such emotions.
Discuss with students some characteristics of bullying. (generally defined as a repeated activity
in which one member of a group is targeted for verbal abuse, spreading of hurtful rumors, and
threats of exclusion from the group; face-to-face bullying may involve physical aggression, while
online bullying cannot)
Ask: What do you think the people who are bullying Sondra and Andrew would say about their
behavior? (They might say they were only kidding, they didn't mean any harm, or it was just a
joke. Students publishing a Web site might also say that it is a matter of free speech. Point out
that whether or not the First Amendment permits it, bullying with a hate Web site is unkind and
hurtful. Moreover, it may be against school rules and grounds for disciplinary action.)
Optional: Tell students that using a school computer to bully would certainly be against school
rules. Furthermore, with sufficient duration and intensity, bullying can be considered
harassment-an illegal activity that can be investigated by the police.
Teach 3
Have students revisit Activity Sheet 1 and discuss how their answers might be changed or
enhanced. Guide students to consider the following in their discussion:
The Web site about Sondra: The angry girls have created a safety issue by
publishing Sondra's full name-private identity information. This information is
now available to strangers. Such bullying is wrong and unsafe and should be
reported to Sondra's parents and to her school. She should save a copy of the Web
page to provide to whomever she reports the incident to. How Sondra responds to
this bullying behavior will affect the outcome. Point out that it was smart to talk to
a friend about the problem.
Advice for Andrew: Andrew should save and print copies of all the E-mails and
show them to his parents or another trusted adult. Again, how he responds to this
incident will affect its outcome and that keeping his anxiety to himself is not as
effective as asking a friend or an adult for help.
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CyberSmart! : Lesson Plans : Dealing with Online Bullies
Close
Ask: What are some rewards of going into cyberspace?
Ask: How do you know when you are uncomfortable in cyberspace? Students should use the
words that mean "uncomfortable" to them.
Ask: What are some safety rules for dealing with online bullying?
Extend
The following activity can be added for students who completed this lesson in a previous grade.
Remind students that they were once less adept at handling themselves online. Invite them to
share some past personal experiences in which they felt uncomfortable in cyberspace. Allow
them to explain how they would handle the problem, now that they are older and more
knowledgeable about safety issues.
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CyberSmart! : Lesson Plans : Play It Safe with Cyberpals
Ask: What is good about being anonymous in cyberspace? (It may be easier to share personal
thoughts or problems without the fear of judgment from face-to-face friends. It provides an
opportunity to meet people who share their particular interests from all over the world. People
cannot judge others by their appearance.)
Ask: What is bad about being anonymous in cyberspace? (The visual cues you have in
face-to-face communication are missing. People can easily hide or misrepresent themselves and
pretend to be what they are not. You can never really be sure that the identifying information
provided is accurate. Revealing private identity information could result in a potentially
threatening situation.)
Teach 1
Distribute Activity Sheet 1.
Have students complete the sheet and share their responses. NOTE: Postpone discussion until
students have read and applied the information presented on Activity Sheet 2.
Teach 2
Distribute Activity Sheet 2.
After students read and discuss "Cyberpal or Face-to-face Friend" and "Be CyberSmart!" have
them return to their responses on Activity Sheet 1 and make changes or additions. Guide students
to consider the following in their discussion:
Jasmine and Nicole exchanging information: A cyberpal is still a stranger and they
should not give out private identity information without permission of a parent or
guardian.
Benefits of meeting: They might make a new face-to-face friend and have a good
time.
Drawbacks of meeting: They might not like one another. The other person might
be very different than they were led to expect. If they do become face-to-face
friends, Jasmine may lose out on some of the benefits of anonymity. Furthermore,
in some situations, meeting a stranger could be dangerous.
Whether Jasmine should meet Nicole: The safe answer is no, not without asking
permission of a parent or guardian and taking one of them along to the meeting.
When Jason should hear alarm bells: Students should know what information may
reveal their identities. When Jason's cyberpal asks about his school and teams he
plays on, he may be trying to get information that will allow him to find Jason,
opening Jason to a potentially dangerous situation. On the other hand, he might just
be a friendly person. You just don't know.
Ways Jason can stay safe: He could say "I'm not comfortable with telling you this
information. It's not safe." Jason can also block the person from communicating
with him, change his character in the game, and logoff. He should also tell his
parents or guardian that someone wants his private identity information. NOTE:
Sometimes such a request is due simply to ignorance about good manners in
cyberspace.
Teach 3
Have two students role-play being in a chat room for the class.
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CyberSmart! : Lesson Plans : Play It Safe with Cyberpals
Suggest that the two students have met online, like one another, and follow the same musical
group. They may want to role-play actual experiences they have had in cyberspace.
As the role-play progresses, and the cyberpals get to know one another, have one cyberpal ask for
the other's real name and phone number.
Have the class suggest responses that will keep the cyberpals safe.
Close
Ask: What are some differences between cyberpals and face-to-face friends? (You never know
for sure who a cyberpal is, even though you may have shared intimate feelings. There is a safety
issue at stake that is not the case with your face-to-face friends because a cyberpal is still a
stranger.)
Ask: What are two safety rules for dealing with cyberpals? (Never give them private identity
information or meet a cyberpal face-to-face without permission of a parent or guardian. If a
parent says yes, take them along to the meeting.)
Extend
The following activity can be added for students who completed this lesson in a previous grade.
Have students review the content of this lesson and then convey the "Be CyberSmart!" safety
rules in a fun poster or in a recorded public service announcement for radio or television.
Encourage them to create their own scenarios, either fictional or based on their own experiences,
which present a safety issue involving cyberpals.
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CyberSmart! : Lesson Plans : Protecting Private Identity Information
Online computer access
Introduce (offline)
Assess students' understanding of private identify information. Ask: What are some examples of
private identity information? (full name, postal address, name of school, school address, E-mail
address, phone number, passwords, calling card number, credit card number, Social Security
Number, maiden name, your parent's place of work, photos in which you can be recognized)
· Discuss an important safety rule-not to give out private identity information without permission
of a teacher, parent, or guardian.
Teach 1 (offline)
Distribute the activity sheets.
· Have students read and discuss the first paragraph under "Passwords." Ask: What might happen
if you loaned your password to a friend? (The friend might use the password and unknowingly do
something wrong in cyberspace. Then, you might get blamed for your friend's wrongdoing.)
Teach 2 (offline)
Have students read and discuss the scenario about Jesse. They should recognize that Jesse's
password is too obvious a choice, easily guessed, and therefore unsafe.
Have students read and discuss the scenario about Sondra. She chose her password by combining
part of her first name (so), her favorite activity (swim), and the numbers of her birth month (8)
and day (4). It is a safer choice because she used no complete personal identity information and
she combined letters and numbers.
Teach 3 (online)
Have students complete "Personal Web Sites" and share their impressions.
Close (offline)
Ask: How are safety rules similar in the real world and in cyberspace? Responses should include a
discussion of rules about giving out private identity information to strangers.
Ask: What should you think about when choosing a safe password? (not to use a password that is
easy to guess)
Ask: What should you do if you want to include a piece of private identity information on your
personal Web site? (Ask a parent, guardian, or teacher for permission.)
Extend (online)
The following activities can be added for students who completed this lesson in a previous grade.
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CyberSmart! : Lesson Plans : Protecting Private Identity Information
Have students design personal Web sites that do not reveal private identity information.
Depending on their technical skills, have them either use the computer or simply design on paper,
showing how one page relates to another in their site.
Alternatively, have students search for other personal Web sites and evaluate each site using the
criteria discussed in this lesson.
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CyberSmart! : Lesson Plans : Private and Personal Information
Visit sites providing background information on Private Identity Information.
Materials
Activity sheets (2)
Magazines to cut up; scissors; drawing paper; paste
Online computer access
Printer access (optional)
Introduce (offline)
Explain to students that some Web sites request information before allowing them to participate
in an online activity. Point out that they should stop and consider how providing such
information may affect their personal safety.
Tell students that they can stay safe and have fun, too.
Teach 1 (online)
Have students go to www.becybersmart.org and click on the diamond. Find the title of this
lesson, and open its link[s].
Call students attention to the kinds of information requested. Explain that when they get to such a
page, they should stop and consider how providing the information requested may affect their
personal safety.
Teach 2 (offline)
Distribute the activity sheets.
Have students relate what they read in "A Great Place to Share Ideas," to the site just visited.
Allow students to discuss their answers to "What should you do?"
Have students read "Private Identity Information" and "Personal Information," giving them time
to add examples of personal information. Discuss their examples, making sure students have not
included any Private Identity Information.
Teach 3 (offline)
Have students complete "Make A Collage."
Collect the collages and display them on a wall.
Close (offline)
Ask: How is what you have done in your collage similar to what you might do in cyberspace?
(They have revealed personal information about themselves but have not revealed their identities.)
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CyberSmart! : Lesson Plans : Private and Personal Information
Extend (offline)
The following activity can be added for students who completed this lesson in a previous grade.
Direct students to find examples of additional student Web sites that request information about
them. When locating sites, have students classify the information requested as private identity
information or personal information. Students may report their site findings and classifications to
the class.
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