Grade+3

=__Term 1 Focus: Internet Safety__ =

[|Privacy Playground] is an online game designed for ages 8-10. In the game the CyberPigs play on their favourite Web site and encounter marketing ploys, spam and a close encounter with a not-too-friendly wolf. The purpose of the game is to teach kids how to spot online marketing strategies, protect their personal information and avoid online predators. The accompanying Teacher's Guide explains how to play the game, gives background information on the issues of online marketing, spam and children's privacy and provides activities and handouts for classroom use.

What is the purpose of this game? Who is the intended audience? (identify purpose and audience, 1.1)

What lesson do we learn from the story of the CyberPigs and the Big Bad Wolf? (use overt and implied messages, 1.2) Overt: Not everyone on the Internet is telling the truth about themselves Implied: Giving too much information about yourself to strangers on the Internet is dangerous

Why do parents/teachers worry about Internet safety? What online rules do you know? (express personal opinions, 1.3)

Privacy Playground was designed for students ages 8-11. Who else would like it/not like it? (younger children, teenagers, parents) Why? Why not? (identify different audience responses, 1.4)

How do we know the intended audience is 8-11 year olds? Do younger children need to know about Internet safety? How would you change the game to appeal to teenagers? (identify point of view, 1.5)

Why would a website called the Media Awareness Network produce a game like Privacy Playground? Why would they choose an online game to teach their message about Internet safety? (identify producer, 1.6)

The CyberPigs want to play games on a website called Virtual Pigsty. What are some elements of this website that draw Lil, Les and Mo in? (pig points, games, surveys) Can you think of other websites that have similar elements? How can you identify a commercial website? (identify elements, 2.1)

Think about this statement: //Advertisers love to get kids to do their work for them, and talk their parents into buying them things.// How does this statement apply to commercial websites? (identify techniques, 2.2)

Students will create a pamphlet outlining Internet safety rules using Microsoft Publisher. While planning their pamphlets, they will be prompted to consider the following:

What is the purpose (to educate about Internet safety) and who is the audience for your pamphlet? (parents, children, teenagers) (3.1) Why is a pamphlet an appropriate form for sharing information about Internet safety? What other forms might suit the purpose/audience? (Would a poster, slide show, or skit be effective?)(3.2) <span style="font-family: 'Comic Sans MS',cursive;">What features of a pamphlet would make it easier to communicate your ideas? (headings, illustrations, captions, font sizes, colour, etc...) (3.3)

<span style="font-family: 'Comic Sans MS',cursive;">Extension Activities:
<span style="font-family: 'Comic Sans MS',cursive;">Visit [|SafeKids.com] to read and discuss their 10 rules for online safety. <span style="font-family: 'Comic Sans MS',cursive;">[|Bad Guy Patrol] is a website created by Alberta Children's Services which teaches children how to spot bad guys on the Internet in an interactive question/answer game. <span style="font-family: 'Comic Sans MS',cursive;">Using [|Bitstrips for Schools] students can create a 3 panel comic strip which highlights an Internet safety rule.

<span style="font-family: 'Comic Sans MS',cursive;">Teacher prompts for metacognition:
<span style="font-family: 'Comic Sans MS',cursive;">How did your understanding of online marketing and protecting personal information help you to make sense of Internet safety rules and create your pamphlet ? (4.1) <span style="font-family: 'Comic Sans MS',cursive;">How did your language skills (in reading, writing, listening and speaking) help you to make sense of Internet safety rules and create your pamphlet? (4.2) = = =<span style="font-family: 'Comic Sans MS',cursive;">__Term 2 Focus: Logos__ = <span style="font-family: 'Comic Sans MS',cursive;">//Wear a t-shirt with a identifiable logo for the introductory lesson.//

<span style="font-family: 'Comic Sans MS',cursive;">Teacher prompts to guide discussion:
<span style="font-family: 'Comic Sans MS',cursive;">Ask any students in the class who have logos on their t-shirts to stand up and prompt the class to look for hidden ads on their clothing: What is the purpose of these hidden ads? Who are these ads intended for? (identify purpose and audience, 1.1)

<span style="font-family: 'Comic Sans MS',cursive;">Pointing to logo on own t-shirt: What message(s) am I sending by wearing this (Nike) t-shirt? <span style="font-family: 'Comic Sans MS',cursive;">(identify overt and implied messages, 1.2) <span style="font-family: 'Comic Sans MS',cursive;">Overt: I like this company's products <span style="font-family: 'Comic Sans MS',cursive;">Implied: I am athletic

<span style="font-family: 'Comic Sans MS',cursive;">How does this logo make you feel when you look at it? Do logos affect how you feel about yourself and others? <span style="font-family: 'Comic Sans MS',cursive;">What makes you want something with a particular logo? (express personal opinions, 1.3)

<span style="font-family: 'Comic Sans MS',cursive;">How do you decide if something is "cool" to wear? Are some logos "cool" for both adults and children to wear? Are some logos meant for just boys or just girls to wear? (identify different audience responses, 1.4)

<span style="font-family: 'Comic Sans MS',cursive;">What might a parent or teacher think about you if you are wearing a t-shirt with a skateboarding logo or a logo for a heavy metal band? How would their opinion be different from that of a friend or a classmates? (identify point of view, 1.5)

<span style="font-family: 'Comic Sans MS',cursive;">Where do we often find logos? Why do you think there are so many logos on clothing? (identify producers, 1.6)

<span style="font-family: 'Comic Sans MS',cursive;">What words or images come to mind when you look at a popular logo? How do these words or images influence what you think about the product? Do television or magazine ads influence what you think about a product more or less than logos? (identify elements of media form, 2.1)

<span style="font-family: 'Comic Sans MS',cursive;">[|Be The Ad Detective] is an interactive online activity in which students are asked to be Ad Detectives and look for hidden ads in photographs. Students are asked to think about where companies place their ads and why. (identify techniques, 2.2)

<span style="font-family: 'Comic Sans MS',cursive;">Creating a media text (3.4):
<span style="font-family: 'Comic Sans MS',cursive;">Students will design logos for your class, a school sports team, an environment club, and a book club. As students design their logos they will be prompted to consider the following:

<span style="font-family: 'Comic Sans MS',cursive;">What is the purpose (advertising for school groups) and who is the audience for your logo (classmates, other students)? (3.1) <span style="font-family: 'Comic Sans MS',cursive;">How would your logo be best used to suit the purpose? (on clothing, on school items like pencil cases and backpacks, etc...) (3.2) <span style="font-family: 'Comic Sans MS',cursive;">What techniques will you use to make your logo eye-catching and memorable? (colour, font, image(3.3)

<span style="font-family: 'Comic Sans MS',cursive;">Extension Activities:
<span style="font-family: 'Comic Sans MS',cursive;">[|Prunella's Prediction] is an Arthur episode available through the GPL (DVD ART- Arthur Nerves of Steal) in which Prunella feels pressured to have the latest fashion trend (Flash Pants). In guided discussion, students are asked if they can relate to being teased about their clothes or peer pressure to have certain clothing. <span style="font-family: 'Comic Sans MS',cursive;">Use a free online logo creator to design a logo for your own name. Try [|Cool Text] or search "free logo generator" in Google. Be careful- these sites do use advertising and some sites ask you to buy the finished logo. <span style="font-family: 'Comic Sans MS',cursive;">Use the animation button on Kid Pix 4 to create an animated logo. Choose symbols and letters and click play to animate.

<span style="font-family: 'Comic Sans MS',cursive;">Teacher prompts for metacognition:
<span style="font-family: 'Comic Sans MS',cursive;">How did your understanding of advertising techniques help you to make sense of and create logos? (4.1) <span style="font-family: 'Comic Sans MS',cursive;">How did your language skills (in reading, writing, listening and speaking) help you to make sense of and create logos? (4.2)