Curriculum Guide – Grade 4 Unit 1: Staying Safe in Cyberspace
Lesson: 1
Standard / Learners use skills, resources, and tools to pursue personal and aesthetic growth. (Source: Standards for the 21st Century Learner)Indicator / Use safe and ethical behaviors online.
Objective / Upon request, students will be able to identify at least three online safety rules in order to stay safe on the Internet.
Title / Unit 1; Lesson 1– Staying Safe in Cyberspace
Type / Acceleration / Instruction / Mastery
Learning Preferences / Field Dependent / Field Independent / Visual / Auditory / Tactile
Kinesthetic / Active / Reflective / Global / Sequential
AIM / Students will role play situations in which it might be okay to share private information and when it definitely is not safe to share.
Description / Lesson excerpted from the CyberSmart! Curriculum with permission.
(This is part one of the online safety lesson and includes the connect, inform, and practice components. Part two of the lesson follows.)
Connect – Introduce (offline)
· Ask: What does the word cyberspace mean?
· Ask: Have you ever been asked for information about yourself in cyberspace?
· Explain that today students will learn a safety rule to use in such situations.
Inform – Teach 1 (offline)
· Distribute the activity sheets.
· After reading the introduction on Activity Sheet 1, have students role-play the scenario described. Ask: What clues tell you that sharing private information might be okay in this situation? (They are with their parents; their parents know everyone there; their parents introduced them.)
Practice – Teach 2 (offline)
· Discuss each type of private information in the chart, making sure students understand each category. NOTE: CyberSmart recommends that students under 13 not give out any information that will reveal their identity without first getting permission from a teacher, parent, or guardian.
· After students read “Use the Rule” discuss the fact that many students know more about using the computer than their parents. Point out that this fact makes it even more important that they be responsible in cyberspace.
· When students read “A Few Words About Passwords,” reiterate that it is a safe idea to tell parents their passwords.
Apply:
· Students will answer the second page of the worksheet, “Take the Rule into Cyberspace”.
· Have students go to www.becybersmart.org/students and click on green triangle.
· Students will find the title of this lesson and choose one of the Web site links to explore.
· Have the students look where the Web page asks for private information and answer questions on worksheet.
Reflect:
· Have students brainstorm why it is important to not share personal information in cyberspace.
Resources / Activity Sheet 1: "Private Information" at http://cybersmartcurriculum.org/safetysecurity/lessons/4-5/private_information/
Reprinted with permission
Curriculum Guide – Grade 4 Unit 1: Staying Safe in Cyberspace
Lesson 2
Standard / Learners use skills, resources and tools to pursue personal and aesthetic growth. (Source: Standards for the 21st Century Learner)Indicator / Use safe and ethical behaviors online.
Objective / Upon request, students will identify at least two behaviors that could be considered cyber bullying and explain how the behaviors are harmful.
Title / Unit 1; Lesson 2: Cyber bullying
Type: / Acceleration / Instruction / Mastery
Learning Preferences / Field Dependent / Field Independent / Visual / Auditory / Tactile
Kinesthetic / Active / Reflective / Global / Sequential
AIM / Students identify behaviors that could be considered cyber-bullying and explain how the behaviors are harmful.
Description / Note:
· Students identify and analyze behaviors that could be considered cyber bullying. (2 day lesson)
· This is part one of the online safety lesson and includes the connect, inform and practice components. Part two of the lesson follows.
Connect – Introduce
· Have students share all the ways they enjoy going online and using communications technologies such as cell phones. Discuss positive feelings they enjoy when they use children's Web sites associated with their favorite movies, TV shows, sports, and games.
· Discuss all the enjoyable and productive ways they use cell phones and the Internet to stay in touch with friends, family, and their school.
Inform – Teach 1: What's the Problem?
· Discuss with students ways that cyberspace can be a harmful environment. Record students answers.
· Show students one of the YouTube clips below.
· Phineas and Ferb Rules of the Cyberspace Road Public Service Annoucement: http://www.youtube.com/watch?v=rTepOt8sLug
· Do’s and Don’ts of social networks: http://www.youtube.com/watch?v=hqezbib5qpQ
· Discuss videos during or after viewing.
Practice–
· Distribute the activity sheets. Have students read the scenario about Rani and Aruna receiving mean messages via a children's game Web site.
· Have students write their answers to the two questions under What's the Problem? Look for responses that show empathy for Rani and Aruna and acknowledgement that the messages are unfair to the girls and should be stopped.
Extension:
· Create a scenario that demonstrates cyber bullying. Give an appropriate solution to the problem.
Reflection:
· What are some online behaviors that could be harmful to others?
Resources / Activity Sheet 1: "The Power of Words" at http://cybersmartcurriculum.org/cyberbullying/lessons/4-5/the_power_of_words/
Curriculum Guide – Grade 4 Unit 1: Staying Safe in Cyberspace
Lesson: 3
Standard / Learners use skills, resources and tools to pursue personal and aesthetic growth. (Source: Standards for the 21st Century Learner)Indicator / Use safe and ethical behaviors online.
Objective / Upon request, students will be able to illustrate one solution to cyber bullying by creating a cartoon.
Title / Unit 1; Lesson 3: No Bullying Allowed!
Type / Acceleration / Instruction / Mastery
Learning Preferences / Field Dependent / Field Independent / Visual / Auditory / Tactile
Kinesthetic / Active / Reflective / Global / Sequential
AIM / Students will generate solutions for dealing with a cyber-bullying situation on a children's game Web site.
Description / Note:
· Students will generate solutions for dealing with a cyber bullying situation on a children's game Web site. (Day 2)
Practice – Teach 2: Think About It
· Have students read the Think About It section on their activity sheets. Point out that text-based messages can be more confusing or even scarier than face-to-face messages because face-to-face cues are absent.
· Invite students to share their own stories. Ask: Have you seen mean messages sent to you or others online? Tell about it, but do not use real names.
Apply – Teach 3: Find Solutions
· Lead a brainstorming session by listing all students' ideas on the board or chart paper. Remind students that they are not to pass judgment on other students' ideas at this point.
· Have students discuss the entire list and decide which solutions are fair to all concerned and respectful of the rights of others.
· Assign each of the best solutions to a small group of students and allow them time to plan a role play and then present it to the rest of the class.
· Ask: Imagine that the person who sent the bad messages is a classmate at school. What should this person say to Rani and Aruna? What can this person do to show that he or she wants to make up for the harm they caused? (Amends can be made by offering to do something helpful for Rani and Aruna.)
Reflect – Teach 4: Take Action
· Have students follow the directions on their activity sheets. Ask: What works for you when you need to calm down right away? Allow students to practice some of these techniques at transition times during the school day (for example, when students come back from lunch).
· Use desktop publishing applications to convert students' cartoons into comic books and distribute in print or by e-mail. Or use Web 2.0 tools to share the cartoons on a school Web page, a blog, or a wiki.
Resources / Activity Sheet 1: "The Power of Words" at http://cybersmartcurriculum.org/cyberbullying/lessons/4-5/the_power_of_words/
Curriculum Guide – Grade 4 Unit 2: Journeys
Lesson: 1
Standard / Learners use skills, resources and tools to pursue personal and aesthetic growth. (Source: Standards for the 21st Century Learner)Indicator / Read widely and fluently to make connections with self, the world, and previous reading.
Objective / Upon teacher request, students will be able to identify at least three similarities and three differences in order to compare and contrast various types of journeys.
Title / Unit 2; Lesson 1: Defining Journeys
Type / Acceleration / Instruction / Mastery
Learning Preferences / Field Dependent / Field Independent / Visual / Auditory / Tactile
Kinesthetic / Active / Reflective / Global / Sequential
AIM / Upon teacher request, students will be able to identify at least three similarities and three differences in order to compare and contrast various types of journeys.
Description / Note:
· This unit provides an opportunity for students to read about various types of journeys. The Houghton Mifflin bibliography is a starting point for the LMS from which rich read-aloud and suggested titles lists can be developed.
· If possible, coordinate with the classroom teacher to share read alouds during Library classes at the same time the Journey’s unit is being taught in the classroom.
· Create a display of books that concentrate on various journeys and adventures that characters have taken. Consider using the bibliography in the resource section.
· Develop a bibliography of similar books available at the public library and make available to students at the display area.
Connect:
· Post definition for students to see and have students begin to discuss what it means using their prior knowledge (this is a review of students first reading theme in Houghton Mifflin).
· Journey– the act of traveling from one place to another (dictionary.com)
Inform:
· Share with students that they will begin their own journey by exploring reading strategies within various types of texts.
· Present the book display to students and explain that you will be sharing some stories of various journeys and adventures that characters have taken.
· Share the story How to Make an Apple Pie and See the World by Marjorie Priceman as a read aloud. If this book is unavailable, consider using another book from the bibliography provided.
· Make connections with the theme journeys.
· Next, show the Tumblebook, A Camping Spree with Mr. Magee by Chris Van Dusan. Continue to make connections with the theme journeys.
Practice:
· Display the Venn diagram and ask students to compare and contrast the two different stories and the journeys that were taken.
· Model making one comparison between the two stories’ journeys and record on the Venn diagram students will be completing.
· Come up with two more comparisons as a whole class.
Apply:
· Have students independently complete the Venn diagram using the two stories discussed. This can be done using a mind-mapping software or using a graphic organizer.
· Students should add at least three additional comparisons in all sections of the Venn diagram.
Reflect:
· Have students share the key similarities among the two stories’ journeys.
· Do you have to travel the world in order to have taken a journey?
Resources / Graphic Organizer:
Venn diagram
Tumblebook:
A Camping Spree with Mr. Magee by Chris Van Dusan
Houghton Mifflin Bibliography:
Below Level:
· Pigs Ahoy by David McPhail
Penguin 1995 (32p) also paperback
Stowaway pigs wreak hilarious havoc on a cruise ship.
· The Lost Lake by Allen Say
Houghton 1989 (32p)
Luke and his father set off on a camping trip deep into the mountains.
· The Way Home by Nan Parson Rossiter
Dutton 1990 (32p)
A boy and his father rescue an injured Canadian goose.
· Train to Somewhere by Eve Bunting
Clarion 1996 (32p)
Marianne travels west on an Orphan Train hoping to meet her mother.
· Stringbean's Trip to the Shining Sea by Vera B. Williams
Scholastic 1998 (48p) also paperback
Stringbean Coe describes his trip to the West Coast with his big brother, Fred, and their dog, Potato.
Classic
· The Return of Freddy LeGrand by Jon Agee
Farrar 1992 (32p) also paperback
Freddy LeGrand runs out of gas on his transatlantic flight and arrives in Paris on a bicycle.
On Level:
· Dashing Through the Snow: The Story of the Jr. Iditarod by Sherry Shahan
Millbrook 1997 (48p)
The Junior Iditarod is an annual dogsled race held in Alaska for young people.
· Peacebound Trains by Haemi Balgassi
Clarion 1996 (32p)
During the Korean War, Sumi anxiously waits at the train station for the return of his mother, a soldier.
· Racing a Ghost Ship: The Incredible Journey of Great American II by Rich Wilson
Walker 1996 (48p)
Wilson sails from San Francisco around Cape Horn to Boston.
· My Name Is Not Gussie by Mikki Machlin
Houghton 1999 (32p)
Grandmother Gussie relates her youthful experiences journeying with her family from Russia to America in the early 1900s.
Above Level:
· Longwalker's Journey by Beatrice O. Harrell
Dial 1999 (144p)
A Choctaw family is forced to leave its Mississippi home for Indian territory.
· A Titanic Journey Across the Sea 1912 By Laurie Lawlor
Mistrel 1999 (202p)
Two young sisters leave Sweden for America on board the Titanic.
· Stagecoach: The Ride of a Century by A. Richard Mansir
Charlesbridge 1999 (32p)
The history of the stagecoach is recounted through historical documents, maps, and journal entries.
Curriculum Guide – Grade 4 Unit 2: Journeys
Lesson 2
Standard / Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new situations, and create knowledge.(Source: Standards for the 21st Century Learner)
Indicator / Use safe and ethical behaviors online.
Objective / Upon request, students will be able to identify one reason that rules are important when using a wiki in order to participate and comment ethically in an online discussion forum.
Title / Ethical Use of Wikis
Type / Acceleration / Instruction / Mastery
Learning Preferences / Field Dependent / Field Independent / Visual / Auditory / Tactile