Download Student Activity Sheet(s) for printout in PDF Format
Overview
Students consider some online scenarios and examine their personal comfort
levels. They learn to recognize such feelings and responsibly manage their
actions in cyberspace.
Objectives
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Explain that, just like in the real world, there are good and bad
places and people in cyberspace |
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Describe and compare comfortable and uncomfortable feelings |
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Identify strategies for responsibly managing online situations |
ISTE® National Technology Standards
Site Preview
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No Internet site is used in this lesson. |
Online Resources
Materials
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Activity sheets (3) |
Introduce
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Have students imagine that one morning their principal announces,
"Today instead of classes, we're having an all-day picnic at the park."
Ask: How would you feel?
(relaxed; happy; at ease; confident) |
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Next, have students imagine that suddenly their teacher says, "We're
having a surprise math test today. Take out a pencil and paper." Ask:
How would you feel? (confused; caught offguard;
shocked; weird; nauseated; upset; stupid; afraid; angry) Discuss their
responses, helping them conclude that those feelings could be categorized
as uncomfortable. |
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Tell students they may experience online situations in which they
feel comfortable or uncomfortable, and that they will learn how to
manage their actions accordingly. |
Teach 1
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Distribute Activity Sheet 1 and 2. |
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Have students complete the sheets individually or in small groups
and then share their responses. NOTE: Postpone discussion until students
have read and applied the information on Activity Sheet 3. |
Teach 2
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Distribute and help students read Activity Sheet 3. |
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Discuss Jan's use of the words embarrassed,
upset, afraid, and scared
to show how uncomfortable she felt. Explore with students other words
that might also be used, such as guilty, ashamed,
or confused. |
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Reinforce that it is always better to talk to someone than to keep
uncomfortable feelings to oneself. Explain that most adults understand
that their children can't control what others say on the Internet
and that it is easy to accidentally find upsetting material there. |
Teach 3
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Have students revisit Activity Sheet 1 and 2 and discuss how their
answers might be changed or enhanced. |
Close
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Ask: How are people and
places in cyberspace like in the real world? (There are good
and bad people and places in cyberspace and in the real world.) |
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Ask: What are some words
that describe feeling comfortable and uncomfortable? |
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Ask: What should you do
when you get an uncomfortable feeling in cyberspace? (log off;
block; ignore; hit the back button; say, "No;" tell a trusted adult) |
Extend
The following activity can be added for students who completed this lesson
in a previous grade.
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Have students make posters titled, "How Are You Feeling in Cyberspace?"
Direct them to divide a large sheet of drawing paper into a grid of
large boxes. Have students write the word for a comfortable or uncomfortable
feeling in each box and illustrate the word with an expressive face.
Then have students write a slogan at the bottom of the poster indicating
that kids should take action when they are uncomfortable in cyberspace. |
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Be Comfortable