Stage 1: Desired Results

Standard 2b: Students engage in positive, safe, legal and ethical behavior when using technology, including
social interactions online or when using networked devices.

Understanding/goals- Students will understand:

● How to engage positively when using technology
● How to avoid plagiarism
● How to understand proper netiquette
● How to use proper netiquette
● How to avoid strangers online that will potentially lead to catfishing

Essential questions:
● How can you act positively, safely, legally and ethically online?
● What ways can you avoid plagiarism online?
● What ways can you be respectful towards your classmates?
● What is netiquette?
● How can you encourage others to use proper “netiquette”?
● How can you avoid strangers online that can potentially lead to catfishing?

Student Objective(outcomes)- Students will be able to:

● Students will be able to post and interact online respectfully and legally. They will be able to use
technology in a positive way and behave ethically through technology.

Stage 2: Assessment Evidence

Performance Tasks:
● Students will be assigned to research and learn more about certain topics of each part of the standard
○ Examples: Cyberbullying, Catfishing, Plagiarism, Netiquette, and How to Act Online
● Students will present in any form they find the most attentive and the easiest to understand for about 3-5
minutes

Other evidence:
● In groups of 2 or 3, students will be the “teachers”. They will get to pick what format they want to use, but
will be presenting information to the rest of the class. For example, a group of students could be assigned
the topic of cyberbullying and then make a powerpoint to present in front of the class. Or if they were
assigned netiquette, they could perform a skit of what to do and not to do when posting online.
 Stage 3: Learning Plan

Learning activities:
● Length of Activity= 4 days/4 class periods that are 40-45 minutes long each
● Introduction: ( Day 1, 20 minutes presentation)
○ Introduce the activity of presentations like powerpoints or skits
○ Allow students to pick 1 or 2 of their peers to form a group
○ Students pick which topic they want to present
■ First come, First Serve
○ Present an example from another standard
○ Handout an outline and rubric to help students with what is needed for their research and in their
presentation
● Body: ( Day 1-3, 1 hour to work/research, presentations 45 minutes)
○ Give students time after introduction to work on researching
○ Day 2, work day for students to wrap up research and begin putting together their presentation
○ Day 3, students present their projects
○ Teacher will write down the different topics on seperate pieces of paper, put them in a cup (for
randomization) and have a student pick a piece of paper out of a container to decide who goes first
○ Students will present their topics
○ As the students present, their peers will write down what they found important about the topic
■ Students will write down 2 glows and grows on a sheet of paper prepared by the teacher
● Conclusion: (Day 4, 30 minutes)
○ Students will reflect on the presentations they witnessed
○ Teacher will facilitate discussion to check on understanding
○ Discussion should take up about 30 minutes to completely dissect and debrief what the students
just learned