Lesson Plan for Implementing NETSSTemplate I

(More Directed Learning Activities)

Template with guiding questions

Teacher(s)
Name
Kristy Cossey
Position

Kindergarten Teacher

School/District

Albion Public School

E-mail

Kcossey52@student.SE.edu

Phone

918-285-6044

Grade Level(s)

Kindergarten

Content Area

Internet Safety

Time line

Spring 2016

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? )

Content Standards

Standard 12: The student will apply safe and proper use of tools, machines, materials,
processes and technical concepts.

NETS*S Standards:

5. Digital Citizenship Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.
C. Demonstrate personal responsibility for lifelong learning

Overview (a short summary of the lesson or unit including assignment or expected or possible products)
This lesson will focus on the digital citizenship issue of Internet safety for beginning users of the internet. By the end
of this lesson, the students will learn the three main rules of using the internet and what to do if they encounter an
unsafe place on the internet. The students will create a visual representation (semantic map) of the three main rules
of using the internet.

Always ask permission

Only talk to people you know

Stick to places that are just right for you

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? What questions can you ask students to help them focus on important aspects of the
topic? What background or prior knowledge will you expect students to bring to this topic and build on?)

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What is internet safety?

What do you know about internet safety?
What are the three rules when using the internet?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?)
1. The students will be paired, in groups of two, to create a visual representation (semantic map) of the three
main rules of using the internet. This item will be graded based on a rubric.
2. The students, working in groups of four, will conduct a picture sort of safe/unsafe places while using the
internet. This item will be graded based on student participation.

Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)
1. The students will watch a video from Common Sense Education called My Online Neighborhood.
2. There will be a student handout of the three main rules of internet safety that the students will receive
after watching the video. The teacher will create this student hand out before this lesson begins.

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How
can you find out if students have this foundation? What difficulties might students have?)
The teacher will ask the students questions about what they know about internet safety to activate any prior
knowledge they may have on the topic. The teacher will show a video on internet safety (see above My Online
Neighborhood for hyperlink). Some students may have difficulty with this lesson as they may have never been
introduced to using the internet and/or a computer.

Management (How and where will your students work? Classroom, lab, groups, etc?
The students will work paired, in groups of two, for the first assignment of conducting a visual representation
(semantic map). The students will work in groups of four for the picture sort. All parts of this lesson will take place
in the classroom.

Instruction and Activities (What instructional strategies will you use with this lesson? How will your
learning environment support these activities? What is your role? What are the students' roles in the
lesson? How can the technology support your teaching? What engaged and worthwhile learning activities
and tasks will your students complete? How will they build knowledge and skills? Will students be
expected to collaborate with each other and others? How will you facilitate the collaboration?)

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The teacher will discuss the topic of internet safety to the students in great detail. The students will actively
participate in the discussion and ask any questions that they may have on the topic. I will be using a video to show
the students how internet safety is conducted and the three main rules of internet safety. The students will create
a visual representation (semantic map) of the three main rules to internet safety and they will participate in a
picture sort of safe/unsafe places while using the internet.

Differentiation (How will you differentiate content and process to accommodate various learning styles
and abilities? How will you help students learn independently and with others? How will you provide
extensions and opportunities for enrichment? What assistive technologies will you need to provide?)
1. The teacher will have the struggling readers or ELLs paired in a way that they will have the opportunity to
achieve the assignment.
2. The teacher will provide modeling and repeated instructions on each given assignment.
3. No known assistive technologies are needed at this time.

Closure and Reflection (Will there be a closing event? Will students be asked to reflect upon their work?
Will students be asked to provide feedback on the assignment itself? What will be your process for
answering the following questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)
The students will hang their visual representation (semantic map) on the bulletin board for other students and
school personnel to view. For the picture sort, each group of students will explain to the class of their peers, why
each picture went under the category of safe/unsafe places while using the internet and what you should do if you
encounter an unsafe place. The teacher will take notes of what is effective/not effective for future use in the
classroom.

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