understand how to show respect in social situations.
recognize the importance of tone in both face-to-face and online communications
What manners have you learned to use in your in-person community?
‘Chew with your mouth closed’
‘Say please and thank you’
‘Don’t interrupt – wait your turn to speak’
Cover your mouth when you sneeze
Try to talk clearly, and explain what you mean if someone. doesn’t understand.
Listen to what other people have to say.
Take turns talking.
Speak instead of shouting.
Don’t make fun of people.
Share These Videos: 2/1st grade Kindergarten
When you are apart of your online community, you also have to use proper manners.
Be polite
Never use all capital letters. This is called shouting and it is rude! Whatever :( Whatever!!! WHATEVER
Did I check for spelling mistakes? Check your spelling to show that you care about your email, and that you are not in a rush.
Check Before You Send Be sure to ask yourself the following questions before sending an email:
Once you press send, you can not delete the words sent.
Make your messages short
Would I say this message to someone’s face? Never send a text, email, comment, or post that you wouldn’t say to someone in person.
Use the same behaviors online that you would in real life
Never talk to strangers
Use emoticons/emoji to help relay the proper emotion
Never give out your personal information
Don't do anything that makes you feel uncomfortable
Only visit websites that you know are safe
Share Video: 2nd Grade Kindergarten First Grade
,Online manners are called Netiquette- The word "Netiquette" was created by putting the words internet and etiquette together. Netiquette is how you should act on the internet. It teaches you what you should and should not do while you are online. If you feel bad about doing something, then you probably shouldn't be doing it.
Preview Videos: 2nd grade 1st grade Kindergarten
Independent Practice - students return to their seats K-
consider what it means to go online and use the Internet.
compare and contrast how they are connected to different people an places, in person and on the Internet.
demonstrate an understanding of how people can connect on the Internet by drawing a map of their online community.
Vocabulary online: connected to the Internet Internet: a worldwide network that connects people using computers, phones, or other devices community: people who share a common neighborhood, background, or interests
In-Person Community - people you meet in person in your home community. Mark an X through the people that do not belong in each place.
Online Community - people also have a community of people they connect with online. INVITE students to think of any people they connect with online by using email or SKYPE with the help of a parent or other adult. Then invite them to think of people they would like to connect with online. Explain that as they get older and use the Internet more and more, these people will make up their online community. This online community could include people they see in person, like those on the list CIRCLES OF CONNECTIONS. It could also include people they seldom or never see in person, such as relatives and friends who live in another state or country.
What is the difference between your in-person community and your online community? Their online community includes people they may not see on a regular basis but with whom they could connect on the Internet.
When you go online, do you really go somewhere? Students might explain that their bodies don’t move, but that they might feel like they can visit places in their community.
Learning Objectives Students will be able to ... • identify and explore different features of an informational website. • understand that not everyone will rate a website the same way. • evaluate whether they like or dislike features of a site.
Key Vocabulary – subject: the topic that something (a website) is about link (noun): something you can click on to go to another part of the site rate: to judge how good
Do you like the following things? Give me a thumbs up or thumbs down.
Frozen
Clifford the Big Red Dog
Asparagus
Cotton Candy
Monster Jam
The Chocolate Touch
POINT OUT to students that different people can have different ideas about what colors, books, videos, and places they like. They can also have different ideas about what they like when it comes to books, movies, or even websites.
DEFINE the Key Vocabulary term subject.
Visit Starfall.com. Ask students the following questions:
describe the subject of the website
INVITE volunteers to name things they like or do not like about the site. Be sure that students visit many links on the site, not just the games sections. You may use the following questions to encourage student responses. ASK:
Do you like the subject of the site?
Do you like the way the site looks?
What about the colors and the pictures?
Do you understand the site?
How does your answer make you feel about the site?
ENCOURAGE students to observe that not everyone likes the same things about the website.
DEFINE the Key Vocabulary term link, and click on some links on the website.
How can you tell whether a website is a good site for you? Students should recognize that they can rate a site based on questions like the ones on their handouts. If they answered “yes” to all or most of the questions, the site is a good one for them.
What are some things that make a site good for you? Students should be able to name several criteria that help determine whether or not they like a site, including whether they like the subject and the pictures, whether they can read and understand the words on the site, and whether they find fun things to do on the site.
Will everyone answer the questions the same way? Why or why not? People will probably have different answers to at least some of the questions, because not everyone likes the same things.
Independent Practice:
Students may visit the links listed above.
DC - Digital Footprint
Note to teacher: click on images to view links Source Learning Objectives Students will be able to ... • learn that the information they put online leaves a digital footprint or “trail.” • explore what information is appropriate to be put online. • judge the nature of different types of digital footprints by following the information trails of two fictional animals.
Vocabulary digital footprint: the information about you on the Internet Internet trail: a path or track permanent: there forever
What information should you NOT share online?
Private information: • full name • address • phone number • age • birthday • school name
What information is OKAY to share online?
Personal information: • hobbies • favorite things
These animals decided it would be fun to put some information about themselves online. They went onto www.wildkingdom.com and posted information. The only problem is that they forgot to ask their mamas if it was okay.
Who can the detectives find out more about, and why?
Electra, because we now know where Electra lives, what she looks like, and private and personal information about her life. Point out to students that having a bigger digital footprint means the detectives can learn more about them too.
What kind of information is okay to share on the Internet? What kind of information is NOT okay to share on the Internet? Appropriate: personal information like interests, hobbies, and favorite things Inappropriate: private information like full name, address, phone number, age, birthday, school, name, and hurtful information about others
Learning Objectives Students will be able to ... • understand that being safe when they visit websites is similar to staying safe in real life. • learn to recognize websites that are good for them to visit. • recognize if they should ask an adult they trust before they visit a particular website.
Key Vocabulary – safe: free from danger or harm caution: to be careful right: something that’s appropriate and fitting
A “green” website is: • A good site for kids your age to visit •Fun, with things for you to do and see •Has appropriate words • Doesn’t let you talk to people you don’t know A “yellow” website is: • A site you are not sure is right for you • One that asks for information such as who you are, where you live, your phone number or email address, etc. • A place where you are allowed to communicate freely with others A “red” website is: • A site that is not right for you • A place you might have gone to by accident • Filled with things that are for older kids or adults
Review by asking for student volunteers to provide the color answer.
This site is just right for me. (GREEN)
I should get permission from an adult I trust. (YELLOW)
There are fun things for me to do and see. (GREEN)
This site is not right for me. (RED)
I’d like to go there, but I should be cautious.
The site has things for older kids or adults, but not for me. (RED)
Students will return to their seat to play these games. Discuss why we never reveal our location or create an account if we are able to play without it.
DC-Emails
Students will enter lab and work on typing bell work for 10 minutes. Call students to the carpet for whole group instruction. Students will be able to ...
understand that the Internet provides a means of communicating with real people.
describe how email messages are sent and received.
demonstrate an appreciation of how real people send messages to one another on the Internet through a role-playing activity.
To whom do you (sender) send messages to (receiver)? Why do you send messages?
aunts - invite them to a birthday
uncles - thank you letter
cousins - make plans
How does the message get to them?
Written notes passed by hand
Written letters sent through the mail
Telephone calls
Cell phone calls
Text messages
ASK: Have you ever sent or received an email?
Have you heard of email?
A message that travels through the Internet. It travels from the computer of the person who sends it to the computer of the person who receives it.
Explore Arthur's Email. Students will return to their seats to explore the ways of communication by clicking on these links.
Private and Personal Information
I can understand that staying safe online is similar to staying safe in the real world and why this is important (including keep personal information private, ask permission, only talk to people I know, and stay on appropriate sites). Whole Group: Gather students by smart-board. Click to Watch this video.
Independent Practice: Students return to their computers. Students may build their wild self while being a digital citizen. If time remains, they may complete a may-do.