Introduction
This is a digital citizenship WebQuest created for Standard Five students.
In this digital world, it is very easy to lose your integrity because of the anonymity that your screen brings.
However whatever you create and publish on the internet stays there forever, always hovering over your head like cheap Christmas lights.
Therefore you should always be mindful of how you behave on the internet so that you will not regret whatever you post.
This WebQuest seeks to teach you ways you can practice digital safety through the use of fun, interactive activities.
So, I just have one question to ask:
Would you like to know how to safely navigate the internet?
Task
Are you ready to learn about Digital Safety?
Okay, here is what you need to know about this WebQuest.
There are four major activities that you must complete in this WebQuest. They include:
- The first activity involves the creation of a digital web poster that details how each social media platform is interconnected to each other.
- The second activity involves the viewing of an attached video. After you have watched the video, you will be required to write down what you have learnt from the resource.
- The third activity includes a handout that you will use in order to demonstrate what is appropriate or not safe to post.
- In the fourth activity, you will you be required to analyze a website's safety through the use of a handout.
Process
The First Activity:
- In a group of five, discuss the social media platforms that you participate in, for example: are you a member of Facebook? Do you have a twitter account, Snapchat account or Instagram handle?
- On Post It Notes, write down all the apps and media you are a part of, then as a group discuss how these social media platforms, apps or media are related. For example, YouTube is owned by Google, Snapchat is owned by Facebook, etc.
- Using a piece of Bristol Board, you must arrange and glue the platforms, apps and media as an ecosystem. Using string, you can connect these platforms together so that they are interconnected with each other based on the information you have gathered in the second step.
- Answer these following questions in your group: What are the relationships between those connected with the string? How does one platform influence another? Are they connected through our actions?
The Second Activity:
- Please watch the video provided below in your group.
-
Discuss in your group, the themes and ideas presented in the video. How does someone ensure that they are safe on the internet? What should someone do if someone dangerous approaches them on the internet?
The Third Activity:
- Please see and complete the attached handout about whether or not something is appropriate to post on the internet
- Discuss amongst your classmates, how these actions can harm others and what we can do to prevent such harmful behavior.
|
SCENARIO |
APPROPRIATE | UNAPPROPRIATE |
| Your friend posts a group picture of their shopping spree | ||
| Your father posts a negative rant about Venezuelan immigrants in Trinidad | ||
| A stranger asks for your number online | ||
| Your best friend posts an ugly picture of you without your consent | ||
| Your aunt posts a racist statement on Facebook | ||
| You post a racy picture of yourself on Instagram |
The Fourth Activity
- Please visit the website: https://www.esafety.gov.au/educators/classroom-resources/yes-project
- Once you have reviewed the website, complete the tables below:
- After completing the tables, discuss how you could amend the website if there are major missing components.
| Encryption | Yes or No |
| Is the website encrypted? | |
| Is there a locked symbol near the URL? | |
| Can the S be deleted from the HTTPS? |
| Privacy Policies | Yes or No |
| Is there a privacy Policy in this website? | |
| If there is a privacy policy, is it written in simple terms? |
Evaluation
Rubric for First Activity
Group Names:
| Category | Excellent (10) | Average (8-9) | Acceptable (5-10) | Unacceptable (0-5) | TOTAL |
| Creativity | The group presented their work in a VERY creative or original way. | There was some creativity in the group's presentation | There was an acceptable amount of creativity in the group's presentation | The information was presented with no creativity. | |
| Participation | Every group member contributed to the presentation. | Most members contributed to the group presentation. | Some members contributed to the group presentation. | Little participation from most members | |
| Discussion | Content is rich with clear thought, expressed in an orderly manner. | Average analysis and insight by members | General competence expressed in the discussion | Minimal statements and little to no insight |
Rubric for Second Activity
Group Names:
| Category | Excellent (10) | Average (8-9) | Acceptable (5-10) | Unacceptable (0-5) | Total |
| Demonstration of knowledge | Group shows a great demonstration of knowledge and understanding of the video | Group shows some knowledge and understanding of the video | There was an acceptable amount of knowledge demonstrate from the group | There was no knowledge demonstrated | |
| Generating learning within the group | The discussion in the group generated a deeper discussion | There was some learning achieved from the discussion of the group | There was minimal learning achieved from the discussion | There was no learning achieved |
Rubric for Third Activity
Student's Name:
| Category | Excellent (9-10) | Average (6-8) | Unacceptable (0-5) | TOTAL |
| Preparation | Student read the table thoroughly and completed the information in an insightful manner | Student completed most of the information in the table. | Student did not complete the table. | |
| Speaking | Student participated in the classroom discussion with three or more thoughtful contributions | Student made 2 thoughtful contribution to the classroom discussion. | Student did not make any thoughtful contributions to the classroom discussion. | |
| Listening | Student listened to the discussion in a respectful manner | Student listened carefully and respectfully most of the time. | Student did not listen in a respectful manner and was quite rude occasionally. |
Rubric for Fourth Activity
Student's Name:
| Category | Excellent (9-10) | Average (6-8) | Unacceptable (0-5) | Total |
| Preparation | Student visited the provided website and listened to all of the instructions in the table. | Student visited the website but listened to most of the instructions. | Student did not visit the website and they did not listen to the instructions. | |
| Knowledge | Student understood the assignment and completed the table in a manner that reflected their knowledge. | Student understood most of the assignment but there was some misunderstandings involved. | Student did not understand the assignment. |
Conclusion
You're at the end and you did a great job! There is more to learn about digital safety and you should take the time to learn more about this topic. You can visit the websites dealing with Digital Safety and you can even ask your teacher for additional information!
Congratulations on completing this WebQuest !
Credits
"Yes Project". Esafety Commissioner. https://www.esafety.gov.au/educators/classroom-resources/yes-project. Accessed 30 November, 2020.
Teacher Page
These lessons were designed to interactively teach students in Standard Five about digital citizenship. Using Ribble’s S3 Domain of Be Safe, these three lessons were created in alignment with the three elements of this domain:
- Digital Law,
- Digital Rights and Responsibility
- Digital Security and Privacy.
These activities were created for Standard Five students so that they can learn three things:
- Recognize the rules they should follow to safely navigate the internet
- Comprehend how social media platforms are interconnected to each other
- Demonstrate procedures that they use in order to protect their information and data.