e-Safety Lesson plans
MAY 2020
eSafety lesson plan. SLO
Liceul Tehnologic Octavian Goga Jibou, Romania
This lesson plan aims to educate secondary-age students about the risks of using social networks and how to use them safely.
The activities were done online using GOOGLE CLASSROOM
Lesson aim:
For students to think critically about their own social networking use by examining some safe and potentially unsafe choices online.
Learning objectives
Students should:
1. be able to identify responsible and risky choices and behaviours taking place on a social networking profile
2. understand how to manage their own reputation online
3. know where to report inappropriate behaviour on social networking sites.
Activity 1: watching the videos
Activity 2: discussion, completing answers in Google Docs
https://docs.google.com/document/d/1EYBPLZ8SvLe98ByMHYi_Z3F3JADGmV5_3pQNSNFbVno/edit?usp=sharing
How to be safe and smart online
1. Why is privacy important online? How can you be private on social networking sites?
2. Would you be worried for a friend if they had 1,000 or more friends or followers on their social networking site? If so, why?
3. Have you ever posted anything online that you immediately regretted? If so, why?
4. Do you share your location on social networking sites to ‘check in’ or to tag photos? If you do, do you think this is risky behaviour? What can you do to keep this information safe?
5. Does advertising bother you on social networking sites? How do they get there?
6. Do you have a good online reputation? How would you know if you did?
Agrupamento de Escolas de Idães, Portugal
Teacher: Pedro Pereira
eSafety READINGFLIFE and CLIL.docx
Hilstad skole, Norway:
Lesson plan eSafety.docx
INSTITUT CONSELL DE CENT - SPAIN
e-Safety Lesson Plan 1
Objectives: Raise the students’ awareness on the different ways they share their privacy online, and help them find ways to use online media more safely.
Participants: Two teachers and a class of 20
Material: Photocopies, projector, pens
Times: 5 1-hour sessions
1) Look at these logos. How many of them can you identify? Which of these platforms do you use? Which one is a local adaptation of a more well-known one?
2) What does GAFAM mean? Can you identify the companies represented in this acronym in the picture above?
3) Think of the companies above whose services you use. What personal information about yourself do they keep?
4) Has this ever happened to you?
a) A topic you have raised in a real-life conversation appears in posts in your social media feed.
b) When you show interest in a particular product or service on Google, you get lots of ads of that product or service.
c) Your friends’ posts are the first to appear in your feed when you open your favourite social media platform network.
d) Your profile pictures on social media have been modified by means of an online filter.
5) Your data and your attention mean big business for these companies, so they are interested in your cultural interests, your acquaintances, the place where you live, the place you go to on holiday, your aesthetic choices, your taste in music, your income, etc.
Here is information about how these companies have burgeoned through the years:
How big tech companies have grown from 2005 to 2020
How the most popular instant messenger companies have grown from 1995 to 2020
How the most popular social media platforms have grown from 1997 to 2020
And here you can learn about how powerful they are and how they manage to make us their ideal customers:
These Tech Giants Seem Unstoppable!
https://youtu.be/3cuILtoQbZE
Santiago Bilinkis: Cómo nos manipulan en las redes sociales
https://youtu.be/8nKCA9h-7BA
Do you think what they do to our privacy and feelings to sell their products and their publicity is ethically right?
6) Webquest: On these sites, find out what the main alternatives to GAFAM are.
https://www.dsxhub.org/how-to-free-yourself-from-the-gafam-all-the-alternatives-to-the-giants-of-the-web/
https://xes.cat/nosiguisgafam
https://blog.desdelinux.net/gafam-versus-comunidad-software-libre-control-soberania/
Alternative(s) to Instagram: …………………..………
Alternative(s) to WhatsApp: …………………..………
Alternative(s) to Gmail: …………………..………
Alternative(s) to ………………….. : ................................
7) Open a shared account on at least one of those networks and post contents on them that you’ll share with the rest of your class.
8) In groups, discuss what is different in these sites and why, according to you, they are a better or a worse choice, giving reasons for your conclusions.
e-Safety Lesson Plan 2
Objectives:
- Raise students’ awareness of the boundaries between cyberbullying and healthy online practices.
- Use restorative approaches to develop empathy and include victims of cyberbullying in their groups o communities.
Participants: 2 teachers and a class of 20 students
Materials: Photocopies with the statements for discussion on exercise 1, a projector to watch the videos and 4 mobile phones to record the roleplays.
Time: 3 1-hour sessions
1) Class discussion:
Identify which of these facts are CYBERBULLYING. If there are nuances to one or more of the sentences, say in what cases and under what conditions they can be so.
- Sending texts and emails to your friend where you laugh at how fat he is
- Sending memes that make fun of your friend’s favourite singer
- Posting messages or images where you remind a person that they have done you wrong
- Imitating others online so that your friends can laugh at them
- Greeting others online who are new to an online group you belong to
- Excluding others from any event online because you don’t like them
- Showing your boyfriend’s pictures online without his consent
- Tagging people in pictures against their wishes
- Tagging your parents in your own holiday pictures
- Tagging your friend’s parents in pictures where she is with her boyfriend at a party
- Insisting on inviting your shy friend to a group on WhatsApp where he knows no one
- Threatening another person to do something such as sending revealing images
- Searching online for old friends from nursery school and try to befriend them on Facebook or follow them on Instagram.
2) We watch this video and check whether the acts above are cyberbullying or not.
What constitutes cyberbullying?
3) We watch a video where Connor, a cyberbully, describes what he did to his victim and how he feels about it: Connor's Story
4) Roleplay: We divide the class into 4 groups of 5 students. One of them records the conversation to later play it to the rest of the class in another session, each in the order given here.
Group 1 will enact Connor’s second conversation with the principal, this time with his parents.
Group 2 will enact Connor’s conversation with his friends after his conversation with the principal.
Group 3 will enact Connor’s conversation with the boy he has cyberbullied, apologising to him.
Group 4 will enact Connor’s group of friends inviting the bullied boy to have a stroll with them, apologising for having been an active part of what happened, inviting him to the movies and tying to make him be part of the group if he wants to.