Making a Good Decision | Ophea Teaching Tools

    Making a Good Decision

    Grade 7
    Lesson 4 of 5
    30 minutes
    Curriculum expectations: C1.1, C2.2, 1.3, 1.4, 1.5
    Topics: Healthy Living
    Learning Goals
    By the end of this lesson, students will be able to:

    • apply interpersonal skills as they examine the Mirror Image script and describe benefits and dangers that are associated with the use of computers and other technologies, and identify protective responses; and
    • apply critical thinking skills as they assess the impact of different types of bullying or harassment demonstrated in the Mirror Image script on others, and identify ways of preventing or resolving such incidents.
    Facility
    Classroom, Computer Lab
    Minds On

    In small groups, have students discuss the Mirror Image game and reflect on the section they completed on Student Resource: Cyber Organizer from Lesson 2 on the positive and negative choices the characters made. Have each group identify one part in the game that could potentially be a turning point, where a different action, decision or choice would change the outcome in a positive way.

    A&E - Minds On

    Teacher observation of students' demonstrated application of interpersonal skills as they describe benefits and dangers, for themselves and others, that are associated with the use of computers and other technologies, and identify protective responses; and students' application of critical thinking skills as they assess the impact of different types of bullying or harassment on others, and identify ways of preventing or resolving such incidents

    Action

    Script Writing

    Working in small groups have students brainstorm a list of potential outcomes for the story. Working individually, students select one positive outcome, or create their own, and write a 2-3 minute role play on their positive outcome to the story.

    Review with the students the areas on Student Resource: Self/Peer Assessment to ensure they are aware of all the key components required prior to the development of the script.

    Role Play Practice

    Allow time for students to practice their role play prior to the next period when they will present their role play to the class.

    A&E - Action

    Teacher observation of students' demonstrated application of interpersonal skills as they describe benefits and dangers, for themselves and others, that are associated with the use of computers and other technologies, and identify protective responses; and students' application of critical thinking skills as they assess the impact of different types of bullying or harassment on others, and identify ways of preventing or resolving such incidents

    Consolidation

    Students self assess their preparation to present their role play during the next period. Students share a thumbs up if they feel they are ready, thumbs middle if they believe they need more time, thumbs down if they feel it will be a challenge to present next class.

    A&E - Consolidation

    Teacher observation of students’ self-assessment of their preparation to present their role plays during the next class

    Ideas for Extension

    Careers in Cyberpolicing To Support: Choices into Action

    Have students examine the job description of a Cybercrime Specialist and further investigate the description requirements needed to qualify for employment in this field. See Student Resource: Cybercrime Specialist.

    Have students discuss why or why wouldn't they choose to pursue a career in this area. This is a good opportunity to invite someone in from the community (e.g., police, Kids Help Phone) involved in Internet safety or identifying high-tech crimes and have them talk about this area as a potential area of employment with the class.