Grades 5-6

Digital Handbook for Students

Mrs. Farnon

Burbank Technology Teacher

MCS

Internet Safety & Digital Citizenship

2020-21 Handbook

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Internet Safety & Digital Citizenship Handbook

This Handbook will give you important information about Internet Safety.

• The internet is a very important educational tool. When used properly, the internet can provide new information, spark creativity, and connect us to the larger world. But, with great power comes great responsibility.
• Students must learn to use the internet in productive, safe, and respectful ways.
• Modesto City Schools requires that every student learns about Internet Safety and agrees to follow the rules for Responsible Use Policy (RUP).

Track your progress:

My Dig. Cit. Week Student Tracker

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PASSWORDS - page 1

Essential Question:

When and Where does a strong password help protect your privacy?

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Students learn how to create secure passwords in order to protect their private information and accounts online.

Vocabulary Words

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• Password Protection: The requirement that visitors use a password when they access a website so that only certain people can view the site and participate in its online activities

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• Characters: Letters, numbers or symbols used to create a strong password ( A 1 ! )

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Phrase: a simple string of words

(example: i live in modesto ).

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• Security: Freedom from danger. Online, “security” refers to protecting one’s private information & protecting a computer from viruses or “malware”

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• Screen Name: The online name you choose to log in with or to post on a website

Learning Objectives

Students will:

• Identify the characteristics of strong passwords

• Apply characteristics of strong passwords to create new passwords

• Create secure passwords with their family members

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PASSWORDS - page 2

PASSWORDS-Videos

Grade 6: Password Video

Grade 5: Password Video

• Passwords protect your online accounts from being stolen or used by others. For example, creating strong passwords will help protect your social networking profiles.

• The older you get, the more important password security will become to you.
• In the future, when you are older or adults. strong passwords will help protect your bank accounts & online store accounts.

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PASSWORDS - page 3

Strong Passwords

Power Up your password!

1. Start with a phrase. Think of a quote or group of words that will be easy to remember.
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2. Write down just the first letter of each word in the phrase.
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3. Capitalize some of the letters.

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4. Add one or two memorable numbers and symbols.
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5. Memorize it. Repeat your new password in your head so it sticks.

Password Do’s and Don’ts

DO’s

• DO share your password only with your parents.

• DO create passwords with at least 8 characters.

• DO use combinations of letters, numbers, and symbols, which are harder to crack than just words.

• DO change your password regularly – at least every six months.

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DON’Ts

• DON’T give a password to anyone else – not even your friends.

• DON’T write down your passwords where others can see them.

• DON’T use passwords that are easy for people you know to guess, like your nickname or your pet’s name.

• DON’T use any private identity information in your password.

• DON’T use a word as a password, considering using 2 random words or, even better - a phrase!

Play a Game!

i live in modesto.

i l i m

I l i M

#IliM10

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ONLINE SAFETY - page 1

Vocabulary Words

Essential Question:

What information about you is OK to share online?

Students learn to think critically about the user information that some websites request or require. They learn the difference between private information and personal information, distinguishing what is safe and unsafe to share online.

Learning Objectives

Students will:

• Learn about the benefits of sharing information online, but also about the safety and security risks of sharing certain types of information

• Understand what type of information can put them at risk for identity theft and other scams

• Distinguish between personal information, which is safe to share online, and private information, which is unsafe to share.

Play a Game!

• Register (online): To enter your information in order to sign up and get access to a website, game, or app.

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• Identity Theft:

When a thief steals someone’s private information in order to pretend to be that person.

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ONLINE SAFETY - page 2

ONLINE SAFETY-Videos

Grade 6: Safety Video

Grade 5: Safety Video

What is Identity Theft?

• Using someone else’s private information to pretend to be that person.

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ONLINE SAFETY - page 3

UNSAFE to Share- Private Information

1. First and last name (full name)
2. Your age and gender
3. Your date of birth
4. You home address
5. Phone numbers
6. Your student ID number
7. Usernames & Passwords
8. Email address
9. Place you were born
10. Social Security number
11. Mother’s maiden name

SAFE to Share- Personal Information

1. Your first name
2. Your favorite food, team, or band
3. What pets you have
4. Your opinion (though your opinion should be shared respectfully.

Online Safety Tips:

*When you use chat rooms or videos game, use a creative nickname instead of your real name.

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*Don’t tell a stranger your private information, such as your home address or school.

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*Don’t send pictures to people you don’t know.

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*Always delete email from people you don’t know.

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*Some people may not be who they say they are on the internet. Do not agree to meet anyone you don’t know in real life.

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*Tell a trusted grown up if you feel scared, unhappy, or uncomfortable about anything you see online.

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*If you are scared or uncomfortable, talk to a trusted adult. If you are in danger, call 911.

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DIGITAL CITIZENSHIP - pg 1

Essential Question:

How do digital citizens take responsibility for themselves, their communities, and their world?

Key Vocabulary:

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• Digital Citizen: Someone who navigates the possibilities and pitfalls of the digital world safely, responsibly, and respectfully

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• Responsibility: A state of feeling or being accountable to something or someone

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• Community: A group of people with a common background or with shared interests within society

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Students explore what it means to be responsible and respectful to their offline and online communities as a step toward learning how to be good digital citizens.

Learning Objectives

Students will be able to ...

• participate responsibly and respectfully in an online community.

• Learn that good digital citizens navigate the digital world responsibly and respectfully

• reflect on the characteristics that make someone an upstanding citizen.

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DIG. CIT. - Videos

Grade 5: Dig. Cit. Video

Grade 6: Dig. Cit. Video

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• Take your responsibilities — online and offline — seriously, because being responsible is crucial to being good members of the community and to becoming good digital citizens.

• As digital citizens, students have responsibilities to themselves, their friends and family, and the larger community in the online world.
• Students are responsible for their own behavior, whether it is in the offline world or in the digital (online) world.

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DIGITAL CITIZENSHIP - pg. 3

Play a Game!

How do we connect with our community online?

• Class Meetings on Schoology or Microsoft Teams
• Send messages on Schoology or Microsoft Teams
• Send emails to your teachers and Principal
• Play games together & share funny videos
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“What are some examples of how you can be a good member in an online community?

• Welcome all members.
• Follow the rules or guidelines of the group/community.
• Encourage others to follow the community’s guidelines as well.

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“Is there a responsibility that you have to others both online and offline?”

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Some people mention the Golden Rule:

“Treat others as you would like to be treated.”

• You should always should be kind to others, both online and offline.

• As digital citizens, students have responsibilities to yourselves, your friends and family, and the larger community in the online world.
• Students are responsible for their own behavior, whether it is in the offline world or in the digital (online) world.
• Take your responsibilities — online and offline — seriously, because being responsible is crucial to being good members of the community and to becoming good digital citizens.

Recap:

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MEDIA LITERACY - page 1

Essential Question:

“How can I show respect for people’s work?”

Students learn that although the internet makes it very easy, copying the work of others and presenting it as one’s own is called plagiarism. They also learn about circumstances in which it is permissible to use the work of others.

Key Vocabulary:

Attribute giving credit to the person who created something, such such as listing the author?۪s name and date, or a citation

Copyright legal protection that a creators have over the things they create

Intellectual property the ownership of something you create, giving you a right to how others use it

License a clear way to define the type of copyright creative work has so others know how they can use it

Plagiarism using someone?۪s creative work without providing attribution

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Learning Objectives

Students will be able to ...

• define plagiarism and describe its consequences.
• explain how giving credit is a sign of respect for people’s work.
• articulate when it is acceptable to use people’s work, and how to write a citation.

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MEDIA LITERACY - Videos

Grade 5: Media Lit. Video

Grade 6: Media Lit. Video

Do you think copyright is important?

What does it matter who gets the credit for something?

• If someone puts in the effort and time to create something, that person deserves to get the credit and have a say in how it gets used.

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MEDIA LITERACY - page 3

Some helpful notes for clarifying misunderstandings:

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• Copyright: It does not matter if a work is hard copy or digital, it is still protected by copyright. A regular copyright (with this symbol) means you must get permission from the creator to use the work.

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• License: Creators can choose what kind of copyright license they want. They can determine how strict or open to be about others using, sharing, altering, or making money from their work. Creative Commons is a copyright license that allows for flexibility in how others use the work (such as to copy, alter, or make money from it).

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• Plagiarism: When you don't provide attribution to the creator of the work, it's like stealing.

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A bibliography is a key part of any research project. It is the part that tells others which sources you used to gather the information used in the project. It allows others to decide for themselves whether those sources are trustworthy.

• Listing a source’s citation, which often includes the author, title, and the date that the source was published, not only helps people locate that source elsewhere, but is also a sign of respect.

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“Why would someone reading your paper want to know what sources you used?”

• To make sure what I wrote is true
• To make sure I got my information from a trustworthy source
• In case they are interested in finding out more about the subject

“How do people reading your report figure out what sources you used?”

• People can look at the sources listed in the report’s bibliography.

Play a Game!

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MEDIA LITERACY -page 4

Reading News Online

What are the important parts of an online news article?

• Every part of an online news article has a name and a purpose. Reading news online can be tricky because there's a lot of stuff that may look like news, but it's not. So it's important to learn the difference!

Why do you think it's important to know the different parts of an online news article and website?

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• To help me understand the article, because they tell you what the article is about, or so you know which parts are the article and which aren't. It’s important to be informed and understand how online news articles work.

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DIGITAL FOOTPRINT -pg. 1

Key Vocabulary:

Digital footprint a record of what you do online, including the sites you visit and the things you post; it can also include things that others post that involve you.

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Responsibility a duty you have to yourself or others

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Invisible audience anyone who can see information about you or posted by you online

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Oversharing: sharing personal feelings, information, or experiences that later make someone feel uncomfortable or regretful

Essential Question:

How does our online activity affect the digital footprints of ourselves and others?

Students learn that a digital footprint can affect your online reputation for a long time. But kids don't always realize that digital footprints aren't just a personal matter. Students learn how they can contribute to a positive digital reputation, both for themselves and for others.

Learning Objectives:

Students will be able to….

• Define the term "digital footprint" and identify the online activities that contribute to it.
• Identify ways they are—and are not—in control of their digital footprints.
• Understand what responsibilities they have for the digital footprints of themselves and others.

Let’s watch a video that will help us think about many ways that we connect online to others.

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DIG. FOOTPRINT- videos

Grade 5: Dig. Footprint Video

Grade 6: Dig. Footprint Video

• A digital footprint is a record of what we do online, including the sites we visit and the things we post.

• It can also include things that others post, like pictures of us or comments about us.

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DIGITAL FOOTPRINT -pg. 3

Play a Game!

• Given that our digital footprints last a longtime and that we're not always in control of what becomes part of our footprint, there are some responsibilities we have when it comes to being online.
• A responsibility is something that we should think about before we act.
• In this case, we have a responsibility to ourselves and to others before we do something online.

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RESPONSIBILITIES TO OURSELVES

• Show your best self when you're online
• Only post things you're comfortable showing

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RESPONSIBILITIES TO OTHERS

• Get permission before posting a pic of someone or tagging them
• Treat others online how you would want to be treated

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CYBERBULLYING - pg. 1

Key Vocabulary:

Bully: the person who is doing the bullying

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Bullying: unwanted and aggressive verbal, social, or physical behavior towards another

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Bystander: someone who sees a bullying or cyberbullying situation, but doesn?۪t do anything to stop it

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Cyberbullying: using digital devices, sites, and apps to intimidate, harm, and upset someone

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Empathy: to imagine the feelings that someone else is experiencing

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Target: the person who is on the receiving end of the bullying

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Upstander: a person who supports and stands up for someone else

Essential Question:

What is cyberbullying and how can we be Upstanders when we see cyberbullying?

Students consider that while they are enjoying their favorite websites, they may encounter messages from other kids that can make them feel angry, hurt, sad, or fearful. They explore ways to handle cyberbullying and how to respond in the face of upsetting language online.

Learning Objectives

Students will be able to …

• Recognize what cyberbullying is.
• empathize with those who have received mean and hurtful messages.
• judge what it means to cross the line from harmless to harmful communication online.
• generate solutions for dealing with cyberbullying.

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CYBERBULLYING -pg 2

Grade 5: Cyberbullying Video

Grade 6: Cyberbullying Video

* Bullying or cyberbullying situations always include a target (the person being bullied) and a bully (the person doing the bullying).

* The bullying or cyberbullying can occur for many different reasons.

* The target and the bully are usually not the only ones involved in a cyberbullying situation.

* There are also the people who see it. These people can either be bystanders or upstanders.

* A bystander observes a conflict or unacceptable behavior, but does not take part in it.

* An upstander does try to stop it.

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CYBERBULLYING - pg 3

- These are all important to know in case you experience or see a cyberbullying situation.

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Another really important thing to know is EMPATHY.

- Empathy is when you imagine the feelings that someone else is experiencing.

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“Why do you think this is important if there's a situation involving cyberbullying? Why would it be helpful to have empathy?”

It's important because if the bully empathizes with the target, the bully would stop. It is also important because:

- Empathy could motivate someone to be an upstander instead of a bystander.

- If you try to empathize with the bully, it could help you understand why the bully is acting that way.

Reasons why cyberbullying occurs:

• Someone acts or looks differently than others. Someone is angry or resentful toward another person. Someone is jealous of another person.
• Someone feels bad because he or she has been bullied.

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Ways to respond if you are cyberbullied:

• *Ignore the messages.
• *Block the bully.
• *Use reporting tools.
• *Take a screenshot of messages.
• *Talk to a friend. Tell a trusted adult.

Play a Game!

Ways to be an upstander:

• Reach out to the target to see how he or she is feeling and listen to him or her.
• Inform a teacher, a coach, a parent, or another trusted adult.
• Encourage the target to not respond or retaliate.
• Encourage the target to reach out to a trusted adult.

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Rules of Responsible Use - pg 1

I will use the electronic device with Care.

• I will log off and shutdown the laptop everyday (when you shutdown your computer, it can get updates).
• I will charge my laptop every night.
• I will keep the laptop in a safe place.
• I will not damage the device by: removing keys, stickers or other parts of the device.
• I will not write on the device or on the screen.
• I will not have food or drinks on or near the device.
• I will notify my school if the device is broken, stolen, or lost.

I will use digital tools with respect.

*I will only use my own school account that has been assigned to me on the device.

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*I will use school device(s) for educational purposes only. Adding your personal accounts and information should be avoided.

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*I will not share my school account usernames and passwords.

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*I will not use or say inappropriate language or post inappropriate emojis through the use of the microphone, chat boxes or during virtual learning.

*I will not send offensive messages, emojis or pictures through email, messages, or chat boxes.

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Before Class Meetings or Conferences:

During Class Meetings or Conferences:

Virtual Meeting Etiquette (polite behavior) for a Digital Citizen

Virtual Meeting Etiquette (polite behavior) for a Digital Citizen

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Rules of Responsible Use - pg 3

The use of school system technological resources, including access to the Internet is a privilege, not a right.

* Students who use MCS computers, electronic devices, or access the school network/Internet must comply with the Rules for Responsible Use.

* The Rules for Responsible Use are found in the Student Code of Student Conduct and MCS board policies. The Rules for Responsible Use are also the behavior expectations your school has given to you.

* Students are responsible for their behavior and communications when MCS technology devices and digital resources.

* Students have the responsibility to respect others in the school community and on the Internet.

* Students are expected to follow the accepted rules of network etiquette such as interacting in ethical, respectful, and academically honest ways during student instruction (both in the classroom and online learning).

* Users should have no expectation of privacy regarding their use of District property and technology resources. In general, communications or transmissions made through MCS technology devices and resources should never be considered private or confidential.

* The District reserves the right to monitor the use of its network and all technology devices to:

• ensure the safety and integrity of its network,
• diagnose problems
• investigate reports of illegal or impermissible activity
• ensure user compliance with state and federal laws and the District's policies.

Student Code of Conduct (Espanol)

Violating the use of Technology, Network, and Electronic Information Policy

22. VIOLATING THE USE OF TECHNOLOGY, NETWORK, AND ELECTRONIC INFORMATION POLICY (E.C. 48900, sub-section k and t) (BP 6163.4)

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Grades TK-6 on page 33 of Student Handbook Conduct Code

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Grades K-3:

• Behavioral interventions and/or other alternative means of correction.

Grades 4-6:

1st Offense: Warning to student and/or loss of network and computer use.

2nd Offense: 1-day suspension and loss of network and computer use.

3rd Offense: 3-day suspension and possible recommendation for alternative education program.

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Game Time!

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EXTRA VIDEOS!

EXTRA VIDEOS BY GOOGLE!

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Smart Tech Tips!

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Thank you!

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