Day/Date:

Lesson # in sequence:  Lesson #1

Grade Level:  5^th grade

Curriculum Materials Needed: Laptops, access to the internet

Central Focus for Learning Segment: Using the internet in the way that is responsibly and safe for everyone. Having them understand how to use the internet and find credible sources.
CS Framework/Standards Concept Objective(s):

CS Framework/Standards Practices Objective(s):

Total lesson time: 1 hour

In this common era, there are more people and students who are using the internet. So, it’s the beginning step in understanding cyber safety, having the building blocks to understand that everything on the internet is not always credible and to be aware of their internet safety and responsibility.

We will start with a classroom discussion on what the students know about the internet. Making a list/chart of how often they use the internet, definition of terms such as:

1.     social media

2.      cyber

3.     passwords

4.      technology

We will also discuss how to access the internet and what types of devices are used. How far technology has advanced. We will focus about 5-10 minutes making list of everything they know about the internet.

Adaptations for student support: For deaf students, provide a transcript to have them follow along. Give students who have the privilege to be on the internet explain in further detail the internet. Students who are disinterested or who have a hard time focusing, will be asked to show their artistic side and create a “computer” out of materials.

Have the students divide up into small groups or tables and give them a list of websites with articles that they could look up. Articles talking about people irresponsibly using the internet to spread misinformation and how to simply recognize if a website is credible. Each small group will have an article that they will then teach smaller groups about it. Each group will rotate depending on the number and will explain their article to the other groups and vice versa. Until every group has gone, then will return for a class discussion on all the articles. Afterwards we will set guidelines and rules for being responsible online. These rules will be hung in the classroom throughout the rest of the year and be referred back to throughout the week.

Adaptations for student support: For students who have a hard time reading or focusing to read, there will be highlighted points on the article that will help the students focus on key points. Therefore, they do not have to read the whole article. For students who have visual problems, audio recordings or the teacher will read aloud to the student to understand.

Have the students take out their journals to begin journaling. I will explain the process of journaling, what is expected and how many sentences should be in a paragraph. This will take up about 20 minutes. 5 minutes to explain and 15 to actually do the writing part. Have them summarize or reflect on what they learned about the lesson, let them now that they will be read but not graded until the final essay at the end of the unit. If needed help getting started there will be questions provided. They will be working on the

Assessing for understanding: Reading the journals to see what their thoughts were on the topic. If there were parts in the lesson, they clearly did not understand and if there were areas that needed to be touched on throughout the week.

Adaptations for student support: Students who again have difficulty writing will have the option to audio record themselves discussing the article in a more storytelling way. They will have prompts given to them at the station to allow a start to where their story will go, then they will be asked to transcribe it. Students will have freedom at this time to openly discuss the topic.