How Will Assessment And Instruction Be Organized For Learning? | Ophea Teaching Tools

    How Will Assessment And Instruction Be Organized For Learning?

    Lesson 1: Netiquette

    By the end of this lesson, students will be able to

    • identify both the appropriate and inappropriate uses of communicating through the use of technology and the risks associated with inappropriate use;
    • communicate effectively to define netiquette and its importance in the world of technology;
    • recognize the similarities and differences between bullying online and offline;
    • identify ways to respond to cyberbullying; and
    • apply critical and creative thinking skills to reflect on the intended audience and messaging in the Connect[ED] video.

    Health and Physical Education Curriculum Expectations - 1.3, C1.2, C1.3
    Language: Media Curriculum Expectations - 1.1, 1.2

    Know before you go

    Checkpoint 1

    Can the students demonstrate their knowledge and understanding of the Internet by identifying the proper way of using technology as a form of communication?

    • Teacher Resource 3: Anecdotal Recording Chart – Netiquette, Bullying and Media

    Checkpoint 2

    Can students recognize the difference between bullying online and bullying in real life?

    • Teacher Resource 3: Anecdotal Recording Chart – Netiquette, Bullying and Media

    Checkpoint 3

    Can students identify ways to respond to bullying?

    • Teacher Resource 3: Anecdotal Recording Chart – Netiquette, Bullying and Media

    Checkpoint 4

    Can students identify the intended audience and messaging in the Connect[ED] video?

    • Teacher Resource 3: Anecdotal Recording Chart – Netiquette, Bullying and Media

     

    Lesson 2: Online Privacy and Security; Cyberbullying

    By the end of this lesson, students will be able to:

    • identify when it is appropriate to give out personal information online and describe the risks and consequences that may potentially occur if this information is shared;
    • describe different types of online bullying that can occur and how to respond appropriately to this type of bullying;
    • reflect on the purpose and audience of a piece of media; and
    • express opinions on the issues presented in the video.

    Health and Physical Education Curriculum Expectations - 1.3, C1.2, C1.3
    Language: Media Curriculum Expectations – 1.1, 1.3

    Know before you go

    Checkpoint 1

    Can the students identify types of private information that should not be given out online?

    • Teacher Resource 3: Anecdotal Recording Chart – Netiquette, Bullying and Media

    Checkpoint 2

    Can students review and express their opinions on the risks associated with sharing personal information online?

    • Student Resource 3: Exit Card
    • Teacher Resource 3: Anecdotal Recording Chart – Netiquette, Bullying and Media

    Checkpoint 3

    Are students able to express their opinions on the purpose and audience of a piece of media?

    • Teacher Resource 3: Anecdotal Recording Chart – Netiquette, Bullying and Media
    • Student Resource 3: Exit Card

    Checkpoint 4

    Can students identify the differences and similarities between bullying and cyberbullying?

    • Teacher Resource 6: Anecdotal Recording Chart – Cyberbullying, Online Privacy and Security

    Checkpoint 5

    Can students reflect on their understanding of cyberbullying? What can happen if you are not safe online? What to do if you or someone else is being bullied?

    • Teacher Resource 6: Anecdotal Recording Chart – Cyberbullying , Online Privacy and Security

     

    Lesson 3: Making Decisions

    By the end of this lesson, students will be able to:

    • understand how to read a website for its intended purpose and audience by analyzing the website kidshelpphone.ca;
    • use critical and creative thinking to apply a decision-making process to a scenario from the Connect[ED] Grade 4 video Episode: Being Safer and Smarter Online;
    • communicate effectively the risks associated with using the Internet and cell phones and describe precautions and strategies for using these technologies safely; and
    • describe various types of bullying.

    Health and Physical Education Curriculum Expectations - 1.3, 1.5, C1.2, C1.3, C2.2
    Language: Media Curriculum Expectations - 1.1, 1.2, 1.3

    Know before you go

    Checkpoint 1

    Can students apply a decision-making model to a scenario from the video?

    • Teacher Resource 9: Anecdotal Recording Chart – Decision Making

    Checkpoint 2

    Can students recognize websites that are reliable?

    • Teacher feedback based on information gathered from Student Resource 4: Media Triangle

    Checkpoint 3

    Can students describe the risks associated with using technology and the strategies and precautions required to use technology safely?

    • Teacher Resource 3: Anecdotal Recording Chart – Netiquette, Bullying and Media

    Checkpoint 4

    Can students recognize the difference between bullying and cyberbullying?

    • Teacher Resource 6: Anecdotal Recording Chart – Cyberbullying, Online Privacy and Security

     

    Lesson 4: Online Safety Choice Board

    By the end of this lesson, students will be able to:

    • apply critical thinking skills as they demonstrate an understanding of the safe use of technology and the consequences of misuse;
    • demonstrate the ability to apply health knowledge and living skills such as decision making and assessing risk as it relates to their personal health and well-being; and
    • apply critical and creative thinking skills to create a piece of media.

    Health and Physical Education Curriculum Expectations - 1.3, 1.5, C1.2, C1.3, C2.2
    Language: Media Curriculum Expectations – 3.1, 3.4

    Know before you go

    Checkpoint 1

    Can students combine critical thinking and decision-making skills to demonstrate their knowledge of the safe use of technology and the risks associated with misuse using a medium of their choice?

    • Teacher Resource 11: Healthy Living Choice Board Rubric

    Checkpoint 2

    Can students produce a media product for a specific purpose and audience, using a simple media form and appropriate conventions and techniques?

    • Teacher Resource 11: Healthy Living Choice Board Rubric