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Rebecca Van Pelt

Candidate as Information Specialist

Flipped Classroom: Ethics/Cyber Safety

Georgia Southern University

FRIT 7734

Spring 2014

Flipped Classroom Lessons

NETS-S 3B: Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 3C: evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

ALA Standards 2:1: Student determines accuracy, relevance, and comprehensiveness. 2:2: Student distinguishes among fact, point of view, and opinion. 2:3: Student identifies inaccurate and misleading information. 2:4: Student selects information appropriate to the problem or question at hand. 6:1: Student accesses the quality of the process and products of personal information seeking.

Lesson 1: Ethics: Citing web resources Student activities/guidance: Students are given the following videos to view on how to cite web resources. http://youtu.be/sE574ZnC770 and http://youtu.be/35rzda83hd8 Students are then given, Citing web sources student worksheet APA 1: Documentation of internet resources to use as a reference when locating information required to cite web sources. The basic information necessary includes: author (if given), title of the webpage, title of the website, date published or last revised, publishing organization or owner of the site, date retrieved, and the web URL. Teachers model format for the students. Then teachers will give students Citing web sources Student worksheet APA 2: Locating information to cite web sources to help them locate the required information from web sources. Assessment: Complete worksheet: Citing web sources Student worksheet APA 2: Locating information to cite web sources. Students answer the essential question: o What information is required to document web sources?

Lesson 2: Evaluating web resources Student Activities/Guidance Have students complete a pre-assessment True/False worksheet Pass out the True or False Questions handout and have students mark a T or F after each statement True or False? a. If I can find it online, it must be true. (F) b. There is an email address listed in the website, so it must be a legitimate source! (F) c. There is a logo of the White House at the top of the page, so I can definitely trust this website. (F) d. The website looks really official. The information it offers must be true. (F) e. There are a lot of graphs and charts on the site. With all this information it must be true. (F) f. It is clear who wrote the content because there is contact information and the information seems current and errorfree. I can safely use this information for my homework assignment. (F) g. I should always compare the information I find online with at least 2 other sources. (T) h. I should always be a skeptic when it comes to information that I find online. (T) i. I should always think about whats missing from a website. (T) j. I should always review the sources (or author) of the website. (T) ______________________________________________________________________________ Have students watch the video Detecting Lies and Staying True http://youtu.be/fXFbQKz3anw While they watch the video, students should fill out the While You Watch worksheet. While You Watch List all the guidelines for evaluating and trusting online resources that are mentioned in the video. 1. ________________________________________________________________ 2. ________________________________________________________________ 3.________________________________________________________________ 4. ______________________________________________________________

From the worksheet, create a class list of tips on evaluating web resources. The list should include the following: o Be a skeptic o Dont be fooled by cool or professional looking sites o Ask o Whats the point of view of the site? o What is the site trying to get me to believe? o What opinions or ideas are missing? o Investigate the source o Who published the information o Follow the rule of 3: Compare 3 sources include one with an opposing view. o Always check the facts Students will watch the video, Credible Websites? http://youtu.be/AFEwwG7rq0E The students will be given a handout with the list of domains and their meanings. ______________________________________________________________________________ Domains Top Level Domain Extensions: .com commercial sites .net commonly used by Internet service providers, web-hosting companies or businesses .org primarily used by, but not limited to, non-profit organizations .gov government sites .mil military sites .edu educational sites .biz small business site .info used to signify a credible resource site Popular Country Domains: .au Australia .be Belgium .br Brazil

.ca Canada .ch Switzerland .cn China .fr France .uk United Kingdom .in India .jp Japan .mx Mexico .nz New Zealand ______________________________________________________________________________ Task: Students will be divided into groups of 3-4 and given the pretend assignment of having to write a scientific report on Could there be life on other planets? The students are to compare 3 web resources using the Source Comparison Tool as well as the URL handout to evaluate the validity of the sources. (Click on worksheet for full pdf)

Afterwards, the class will discuss which websites were the most trustworthy and useful and which were the least reliable and why. The students will choose to evaluate websites from the following list. Note: These are the questionable/biased websites o http://www.aliensthetruth.com o http://www.icr.org/article/can-life-exist-other-planets/ o http://www.nicap.org/articles/hillzeta.htm

o http://hubpages.com/hub/milky-way o http://www.chacha.com/question/is-there-life-on-other-planets o http://www.dvorak.org/blog/2006/08/02/nasa-needs-a-plan-for-telling-the-public-aboutlife-on-other-planets/ o www.gravitywarpdrive.com/Reticulan_EBE.htm Note: These are the creditable/objective websites o o o o o o o www.seti.org http://astobiology.nasa.gov/ask-an-astrobiologist/popular/ www.kepler.arc.nasa.gov/ www.nasa.gov/vision/earth/technologies/Life_Detector.html http://cosmiclog.msnbc.msn.com/archive/2009/09/16/2072217.aspx http://earthguide.ucsd.edu/virtualmuseum/litusyllabus.shtml http://www.alicesastroinfo.com/2009/12/answering-questions-life-on-other-planets/theuniverse

Post Assessment Have students revisit the True/False worksheet from the pre-assessment and make the necessary changes. Discuss this sheet with your group.

Lesson 3: Password Safety Student activities/guidance: Students will watch the YouTube video, Creating a Secure Password http://youtu.be/fFMGaUH6qh0 After watching the video, the students will complete the following activity.

Password Safety Activity 1 Monica Green lives in San Francisco with her family (father Frank, mother Margaret, brother John, sister Jessica and a dog Rover) at 914 Noe St. Her birthday is March 4, 1996. She is a Giants fan and loves hiking, skiing and reading books. She just finished reading Harry Potter and the Chambers of Secrets and really loved it! She just opened a new email account and is considering which password to use. Please help her choose between the following passwords: Password Green FrMa0304 914BoeSt Giants914 Harry0304 MoRo914 03041996 Sk@ta94 MG12s&h@LT Rating Weak Moderate Weak Moderate Moderate Moderate Weak Strong Strong Why Uses last name First 2 letters of father, mother, birthday month and day Street address Favorite baseball team and house number Uses part of favorite book, birthday month and day First 2 letters of first name, dog name, and house number Birth date Short for: skiing at Tahoe and birth year Short for: Monica Green likes to ski and hike at Lake Tahoe

Please make up 2 more safe passwords for her that will be easy for her to remember. Use these guidelines: Create a descriptive sentence. Choose first letters or first two letters. Change some letters to symbols. Make some letters upper case and some lower case.

The sentence

The password

1. 2. Strong passwords are based on a descriptive sentence that is easy to remember and difficult to decipher. Moderate passwords are passwords that are strong and not easy to guess by bad software but may be guessed by someone who knows you. Weak passwords commonly use personal information, are easy to crack and can be guessed by someone who knows you. Password Safety Activity 2 Split students into pairs and give them thirty seconds to a minute to create a password. Have two pairs of students go up to the white board/chalk board to write their passwords down. Let the class vote on which is the stronger password of the two, and have them give reasons as to why. Meanwhile, write down the winning password on a piece of paper. Then, erase the winning password from the board. Ask the winning team to recall their password from memory (check your notes to confirm). Give them a small prize if they can!

Go To Resources: http://www.Ikeepsafe.org Tips on internet safety (Student and Teacher)


http://library.ucol.ac.nz/~upload/Library%20Documents/APA_Beginners_Guide_6th_edition.pdf -How to site web resources using APA (Student and Teacher) http://www.lib.umd.edu/binaries/content/assets/public/usereducation/evaluating-web-sites-checklistform-spring-2014.pdf -Evaluating web resources checklist (Student and Teacher) http://windows.microsoft.com/en-us/windows-vista/tips-for-creating-a-strong-password -Tips for creating safe passwords (Student and Teacher) http://plagiarismcheck.org/ - Free plagiarism checker (Teacher) http://www.carolyncoil.com/teacher.htm - Teacher idea exchange (differentiation ideas)

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