The Lesson
Adapted from MediaSmarts
LESSON PLAN
Title: Identity Online and You
Audience: Grades 6-9 Guidance Classes/Health (Also under values/identity within Social Studies)
Objectives:
• an understanding of the Internet's unique capacity to mine data and track individual users.
• an understanding of the issues surrounding the protection of children's privacy on the Internet.
• K.4.7.A.1 Compare attitudes and behaviours that contribute to a sense of belonging.
• K.4.7.B.1a Identify socially acceptable behaviours for dealing with new situations and/or change
• K.5.7.E.3b Identify the effects of social influences on sexuality and gender roles.
• K.5.6.B.3 Identify the positive and negative influences of media (including promoting active living)
• K.5.S1.E.2a Identify the components for building and maintaining healthy, close relationships (e.g., effective communication and decision-making skills, respect, trust, love...)
ACTIVATE
Begin by asking students:
• How many of you visit sites for fun on the Internet?
• What types of sites and activities do you enjoy best? (social media?)
• Have any students ever been asked to submit personal information, such as their name, age, address, hobbies, favourite colour, etc., to a website?
• When and why did they have to submit it?
• What information was requested?
• Did they mind submitting this information? Why or why not?• Are they honest when they submit this information?
• Do they have "friends" they haven't met in person via social media sites?
• Do they ever use a pseudonym online? In chat rooms?
• Have they ever said things under their pseudonym that they wouldn't in person? to a friend? with their parents watching?
ACQUIRE
Guided Discussion:
Identity and privacy are big issues on the Internet, especially when it comes to kids. In 2010 the Wall Street Journal researched the information-gathering methods of 50 children's sites and found that they were more likely to track their users' behaviour than websites aimed at adults. While social media sites like Facebook have age restrictions, many youth fabricate birth dates so that they will have access to everything online.
Brainstorm:
• ages
• names
• birth dates
• email addresses
• phone numbers
• postal addresses
• biological sex
• interests
• hobbies
Ask students to rank this information, from items they think are most often solicited on kids' commercial websites, to those they believe to be least often solicited by online marketers. Discuss the types of information that students believe to be most often requested. Why might this information be valuable to marketers? What do they post on their social media webpages? What kind of pictures do they upload? Do they have identifying information or fake information? Did they not want the teacher to write their information on the board in front of the class? Why? Did it feel vulnerable for the entire class to see all this about students? How does this compare to their information on social media?
Students should be aware that personal information is a valuable commodity. Some kids' sites are supported through the selling of information gathered from young visitors to third parties such as marketing firms. Others use their understanding of kids' insecurities, preferences and lifestyles to maximize the marketing potential of their sites. "Mistakes" or posts can be permanent if someone else saves your pictures, posts or personal information. Encourage them to share similar situations that they may have encountered while online.
Provide hand outs including the following questions:
• Regarding privacy policies, have any students ever read a privacy policy on a website? (Most likely, many students have not.)
• For those that have read Web-based privacy policies, which sites were they on? Were there any surprises?
• Why are privacy policies important?
• Are there any additional points that students feel kids should know about when they visit commercial children's sites?
Class Discussion Questions:
What do they post on their social media webpages?
What kind of pictures do they upload?
Do they have identifying information or fake information?
Did they not want the teacher to write their information on the board in front of the class? Why?
Did it feel vulnerable for the entire class to see all this about students?
How does this compare to their information on social media?
What about:
• Online registration forms, that ask kids to sign up in order to become club members or access "fun" areas on a site
• Quizzes and surveys that are used to determine the preferences and attitudes of young consumers
• Contests, in which kids are required (or encouraged) to submit personal information to enter or win prizes
• E-cards, where friends' email addresses are submitted to a website so that the company can send them e- cards and greetings
• Chat environments, where children may be asked for personal information in order to join a chat room, or where children may inadvertently post personal information while chatting
• Cookies, files that track users when they enter a site and record the areas they visit; these files can be used by marketers to create customer profiles and deliver customized information to young visitors, and in some cases even track you after you leave the site
APPLY
Students will be divided into two camps: those arguing in favour of technology use for children and those who are apprehensive or against it. Students will be asked to think in terms of identity(s) online specifically. Who are they on the internet? Does this change? How? Cyber bullying? Students will begin to research privacy, bullying and identity issues based on their assigned "camp". As a head start, students will be directed to www.liusz.weebly.com to view the teacher's website.
On this website under "The Debate" link, students will be encouraged to view and read the articles, videos, photos provided by the teacher. Students will have class time to begin this but will also be expected to research from home. Students will prepare 3 main talking points each (including supporting evidence) and will be expected to present for 3-6 minutes on this issue in class. Students are permitted one cue card to utilize but otherwise should be able to present a well developed case while engaging with the audience. Speeches will be scheduled in a "for" then "against" format. The audience is to take notes including interesting or relevant sources discussed.
The presentations will likely take the duration of 2 classes.
ASSESS
Firstly, students will be assessed on their presentations: Argumentation, Persuasiveness and Clarity.
Secondly, students will take notes during the speeches, (will get a check mark for notes credit/participation).
Lastly, students will then decide "what camp" they are in after hearing both sides of the debate.
Students will provide their decision in the form of a written, or recorded project of their choice. Students are expected to make their opinion clear and provide evidence to support their stance. Students will be given class time to work on this but will choose a reasonable deadline.
LESSON PLAN
Title: Identity Online and You
Audience: Grades 6-9 Guidance Classes/Health (Also under values/identity within Social Studies)
Objectives:
• an understanding of the Internet's unique capacity to mine data and track individual users.
• an understanding of the issues surrounding the protection of children's privacy on the Internet.
• K.4.7.A.1 Compare attitudes and behaviours that contribute to a sense of belonging.
• K.4.7.B.1a Identify socially acceptable behaviours for dealing with new situations and/or change
• K.5.7.E.3b Identify the effects of social influences on sexuality and gender roles.
• K.5.6.B.3 Identify the positive and negative influences of media (including promoting active living)
• K.5.S1.E.2a Identify the components for building and maintaining healthy, close relationships (e.g., effective communication and decision-making skills, respect, trust, love...)
ACTIVATE
Begin by asking students:
• How many of you visit sites for fun on the Internet?
• What types of sites and activities do you enjoy best? (social media?)
• Have any students ever been asked to submit personal information, such as their name, age, address, hobbies, favourite colour, etc., to a website?
• When and why did they have to submit it?
• What information was requested?
• Did they mind submitting this information? Why or why not?• Are they honest when they submit this information?
• Do they have "friends" they haven't met in person via social media sites?
• Do they ever use a pseudonym online? In chat rooms?
• Have they ever said things under their pseudonym that they wouldn't in person? to a friend? with their parents watching?
ACQUIRE
Guided Discussion:
Identity and privacy are big issues on the Internet, especially when it comes to kids. In 2010 the Wall Street Journal researched the information-gathering methods of 50 children's sites and found that they were more likely to track their users' behaviour than websites aimed at adults. While social media sites like Facebook have age restrictions, many youth fabricate birth dates so that they will have access to everything online.
Brainstorm:
- What kinds of "personally identifiable" information are collected by websites? How is this information collected? What might marketers do with this information? What have you posted on your Facebook, Instagram, Twitter account?
- Write the following types of personal information on the board:
• ages
• names
• birth dates
• email addresses
• phone numbers
• postal addresses
• biological sex
• interests
• hobbies
Ask students to rank this information, from items they think are most often solicited on kids' commercial websites, to those they believe to be least often solicited by online marketers. Discuss the types of information that students believe to be most often requested. Why might this information be valuable to marketers? What do they post on their social media webpages? What kind of pictures do they upload? Do they have identifying information or fake information? Did they not want the teacher to write their information on the board in front of the class? Why? Did it feel vulnerable for the entire class to see all this about students? How does this compare to their information on social media?
Students should be aware that personal information is a valuable commodity. Some kids' sites are supported through the selling of information gathered from young visitors to third parties such as marketing firms. Others use their understanding of kids' insecurities, preferences and lifestyles to maximize the marketing potential of their sites. "Mistakes" or posts can be permanent if someone else saves your pictures, posts or personal information. Encourage them to share similar situations that they may have encountered while online.
Provide hand outs including the following questions:
• Regarding privacy policies, have any students ever read a privacy policy on a website? (Most likely, many students have not.)
• For those that have read Web-based privacy policies, which sites were they on? Were there any surprises?
• Why are privacy policies important?
• Are there any additional points that students feel kids should know about when they visit commercial children's sites?
Class Discussion Questions:
What do they post on their social media webpages?
What kind of pictures do they upload?
Do they have identifying information or fake information?
Did they not want the teacher to write their information on the board in front of the class? Why?
Did it feel vulnerable for the entire class to see all this about students?
How does this compare to their information on social media?
What about:
• Online registration forms, that ask kids to sign up in order to become club members or access "fun" areas on a site
• Quizzes and surveys that are used to determine the preferences and attitudes of young consumers
• Contests, in which kids are required (or encouraged) to submit personal information to enter or win prizes
• E-cards, where friends' email addresses are submitted to a website so that the company can send them e- cards and greetings
• Chat environments, where children may be asked for personal information in order to join a chat room, or where children may inadvertently post personal information while chatting
• Cookies, files that track users when they enter a site and record the areas they visit; these files can be used by marketers to create customer profiles and deliver customized information to young visitors, and in some cases even track you after you leave the site
APPLY
Students will be divided into two camps: those arguing in favour of technology use for children and those who are apprehensive or against it. Students will be asked to think in terms of identity(s) online specifically. Who are they on the internet? Does this change? How? Cyber bullying? Students will begin to research privacy, bullying and identity issues based on their assigned "camp". As a head start, students will be directed to www.liusz.weebly.com to view the teacher's website.
On this website under "The Debate" link, students will be encouraged to view and read the articles, videos, photos provided by the teacher. Students will have class time to begin this but will also be expected to research from home. Students will prepare 3 main talking points each (including supporting evidence) and will be expected to present for 3-6 minutes on this issue in class. Students are permitted one cue card to utilize but otherwise should be able to present a well developed case while engaging with the audience. Speeches will be scheduled in a "for" then "against" format. The audience is to take notes including interesting or relevant sources discussed.
The presentations will likely take the duration of 2 classes.
ASSESS
Firstly, students will be assessed on their presentations: Argumentation, Persuasiveness and Clarity.
Secondly, students will take notes during the speeches, (will get a check mark for notes credit/participation).
Lastly, students will then decide "what camp" they are in after hearing both sides of the debate.
Students will provide their decision in the form of a written, or recorded project of their choice. Students are expected to make their opinion clear and provide evidence to support their stance. Students will be given class time to work on this but will choose a reasonable deadline.