TITLE OF THE LEARNING EXPERIENCE: Cybernetiquette by Melissa Morris

1. LEARNING CONTEXT
MST Standard 2: Students will access, generate, process and transfer information using appropriate technologies. 1-information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. *Access needed information from printed media, electronic databases, and community resources. 2-knowledge of the impacts and limits of information systems is essential to its effective and ethical use. *Demonstrate ability to evaluate information. ELA Standard 1: Students will read, write, and speak for information and understanding. 2.1-present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts.

This learning experience will teach students the basics of safety on the Internet. This learning experience will be a perfect beginning to any Internet activity whether it is within a technology curriculum or other content area. This connects to all areas where instruction will lead to exploration of the Internet. (*This Learning Experience is tied to the Title III unit called Keypals: Communicating Across the Information Superhighway by the same author)

Students need a basic working knowledge of the computer. They need to know how to use the keyboard and the mouse. Students will need basic reading skills to be able to read and comprehend. (See Instructional Modifications)

2. PROCEDURE
1) The teacher will begin a discussion about the Internet and find out how many students have had experience using it. 2) Ask students to find a partner and discuss what they know about the Internet and email. Have the partners share what they know. Chart the information on a KWL chart (Know-Want to Know-Learned). 3) Ask students to find a new partner and discuss what questions they have about the Internet and email. Have partners share what they have questions about. Chart the information on a KWL chart. 4) Explain that we are going to be learning about Safety on the Internet. Relate safety on the Internet to safety in the real world. In a Venn Diagram compare and contrast the similarities and differences of safety on the Internet and safety in the Real World. 5) Set up an Internet computer and have partners rotate through the disney cybernetiquette site (CYBERNETIQUETTE.DISNEY.COM). The students will follow the written directions provided. The students will go through each cartoon and then create Venn Diagrams for one of them. The Venn Diagram will compare the cartoon with the Internet safety topic that was illustrated. 6) After all students have completed the Internet cartoons and Venn Diagram, complete the KWL chart as a class. Discuss any surprises or interesting information that was learned. As an option students can write about what they learned. This would provide individual accountability.

3. INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS
Instructional-this experience is easily adaptable to many levels and abilities. Due to the fact that much of this experience is completed with a partner it can automatically compensate for many potential problems. The foreseeable is that it may not generalize to an older group due to the juvenile nature of the cartoons. However, older students may actually have fun with it and understand the analogies better. Environmental-computers with Internet access can be hard to come by. This experience was taught with only one computer with Internet access and the students rotated through with their partner. Another option is to view the cartoons as a class utilizing an overhead presenter.

4. TIME REQUIRED
Planning-it should take roughly 15-30 minutes to plan this lesson. Implementation-the initial lesson should take 45 minutes. It will take each partner group approximately 15 minutes to go through the 3 cartoons. Assessment-assessing the products should take=/-30 minutes.

5. RESOURCES
Students-computer with Internet access, Venn diagram, graphic organizer, paper and pencil. Teacher-computer with Internet access, KWL chart, Venn Diagram chart, markers.

6. ASSESSMENT PLAN
Students will be assess based on the Venn Diagrams and writing (optional) they produce. The Venn Diagram products will be assessed using a rubric (available upon request).

7. STUDENT WORK

8. REFLECTION