Title: Online Safety

Duration:

 120 minutes
 Pre Vocabulary and Loggin – 20 minutes
 Module – 45 minutes
 Post Quiz – 15 minutes
 Smore Activities – 40 minutes

Target Grade: 7th Grade

Content Focus: Internet Safety

Appropriate Standards:

BCSII-10: Students will demonstrate an understanding of ethics and potential dangers related to the use
of the Internet

ELA7R2: The student understands and acquires new vocabulary and uses it correctly in reading and
writing.

ELA7LSV2: The student listens to and views various forms of text and media to gather and share
information, persuade others, and express and understand ideas

ISTE 2 (Student): Students recognize the rights, responsibilities, and opportunities of living, learning and
working in an interconnected digital world, and they act and model in the ways that are safe, legal and
ethical

Objectives:

Students to identify personal information that should not be released or others

Materials and Resources:

 Computer
 Access to Internet
 Everfi username and Password
 Headphones
 Vocabulary PowerPoint
 Microsoft Forms Quiz
 Smore

Procedures

1. Introduction of standards
2. Introduction to vocabulary (Project 2 – created on PowerPoint)
3. Demonstrate to the students how to login to Everfi (username and password are already setups)
(Project 1 – Already online)
4. Explain expectations and reasoning behind only doing Viral World
5. Students will then complete the Viral World modules
 6. After completing each of the modules, the students will take the Post Check quiz at the end of
the module.
7. The following day, students will visit the Online Safety S’more (Project 3 – web-based
application).
8. Students will complete the vocabulary quiz (Microsoft Forms) that is linked into the S’more.
9. After students have completed the quiz, the students will pair up and use the resources
provided; they will continue to learn about online safety.
10. Once the students have gone through each of the weblinks, the students in their pairs will
create a S’more to demonstrate their knowledge
11. When the students finish all their work, there are links on the S’more to games that will
emphasize their learning

Assessment Strategies

At the end of the module through Everfi, the students will take the Post Check Quiz. Next, the students
will take a vocabulary quiz based on the vocabulary introduced before the lesson and then was used
during the lesson. Students will create an online flyer based on the Everfi module and additional reading
that is included in the Online Safety S’more.

Impact

Students who properly listened and paid attention to the narratives throughout the module should be
able to pass the post check quiz with a minimum of 80. Also, students should be able to complete the
vocabulary with at least an 80% proficiency. The students will be demonstrating their understanding of
the materials through the creation of a flyer.

References

“Integration, of course, is the foundation of multimedia” (Packer and Jordan, 2012, p. xxxvi). Each of
pieces of the activity embodies the idea of integration by bringing in parts of art and technology
together through the development of each project. In the first project (Everfi), the interactivity between
server and user is based on how the user controls the actual performance based on their input (Wiener,
1954, p. 53) in Everfi the users control the feedback. In education, we have found that students learn in
a variety of different ways. As teachers and media specialist, it is our job to make sure that students
receive the information that is important to them. One way that we help students to learn is through
scaffolding. Research states that “effective scaffolding provides learners with a support structure that
aids them in attaining a higher level of achievement” (Sharpio, 2008. P. 30). Interactivity “implies
changing the words of the text in some way – adding to them, reorganizing them, engaging with them in
a way that affects their appearance on the screen” (Packer and Jordan, 2012, p. xxxvi). The PowerPoint
allows the students to view the vocabulary that was taken from another source and made to be
interactive by allowing them to be viewed differently in the presentation. Also, in the presentation and
the Online Safety S’more, students are able to user hyperlinked material to connect different media
elements together based on the definition given of hypermedia in the book, p. xxxv).Through the use of
various forms of multimedia, we are offering our students the opportunities to be successful in school.
Through the assignments, the students have an opportunity to participate in a “social society” online
without the risk of being in harm's way. However, Galloway and Rabinowitz (1992) state that “a virtual
space creates social situations without traditional rules of etiquette” (p. 347). Lastly, Kay and Goldberg
(1977) discuss hypermedia, but it can be said for all multimedia, “the kids love it!” (p. 177).

References

Packer, R., Jordan, K., Gibson, W., & Anderson, L. (2002). Multimedia: from Wagner to virtual
reality. New York: W.W. Norton & Company.

Shapiro, A. M. (2007). Hypermedia design as learner scaffolding. Educational Technology

Research and Development, 56(1), 29-44. doi:10.1007/s11423-007-9063-4