Level 2 (8-10 year olds): Lesson 1 Organizing question: Who are my friends? Lesson overview This lesson introduces students to the picture book Faux Paw Goes to the Games and assists students to explore the concepts of identity, friendship and the appropriate use of computers and the Internet. Curriculum connections US: Language Arts, Health, Social Studies, Media Literacy, Art IB: English, Health and Personal Development, Social Education, The Arts Objectives This lesson will use the picture book Faux Paw Goes to the Games to help students: - identify key events in order to understand the plot of the picture book - identify some of the key messages in the picture book - consider the concept of friendship and related responsibilities -consider appropriate uses of the Internet. Resources for lessons

- Faux Paw Goes to the Games picture book - Worksheet 1: Storyboard frames

Learning Experiences or Activities UTuning In Show students the cover of the book Faux Paw Goes to the Games. Ask students what they see on the cover.

Use a graphic organizer such as the Y chart below and record suggestions on the whiteboard. For example: Images I see on the cover of the book

- a flag with a paw print resembling Olympic Games symbol - animals (e. g. panda, cat, dog)

- a sports ground Text on the cover - empty stadiums Predictions - names of authors/illustrators - a torch about the plot - the title of the book Faux Paw Goes to the Games - Subtitles: ‘Keeping children safe online’ ‘Balancing real life with screen time’ Have each student use Worksheet 1 to draw the first two frames of a storyboard predicting the beginning of the story Faux Paw Goes to the Games. Leave the book in a prominent position in the classroom, so students can look through it when they have free time.

UFinding out/investigating Read the picture book, Faux Paw Goes to the Games, to the class. After listening to the story, ask students to explain:

- Who the main characters are (Faux Paw, Tai Shan, Kittyface) - what Faux Paw was invited to do at the Great Animal Olympics - what kept distracting Faux Paw and why he was distracted - their favorite and least favorite parts of the picture book. Why? - what happened first in the story? What happened next? - what are the key messages of the story?

Create a plot profile by having students identify the key events in the story. List key events along the horizontal axis of a large graph. On the vertical axis create a rating scale that shows the level of tension for each event. Mark each event with an X to show the level of tension. Join each X to form a line graph. For example:

Extreme tension

Moderate tension

A little tension X

No tension X X Faux Paw Faux Paw Faux Paw introduces explains his is invited himself talents and to light the

interests great flame Re-read the story, prompting and questioning students to think about the following:

- What is each character like? - What things can Faux Paw do well? How do you know? - What are the Great Animal Olympics? Where are they held? - What things did Faux Paw and Tai Shan plan to do in China? - How long did Faux Paw play games? How do you know? Why

did he play for such a long time? What do you think about playing for such a long time?

- How do you know Tai Shan was a good friend to Faux Paw? - How did the story end? - Do you know what happened to Kittyface? Why do you think this?

In pairs, have students role-play Faux Paw and a friend discussing why Faux Paw did not go to torch lighting practice; then swap roles. As a class, discuss what students learned during role-plays about Faux Paw and about friendship.

In pairs, have students take one another on a short blindfold walk in a safe area of the playground. (Select pairs carefully to ensure maximum levels of trust.) Explain the need for each person to take care of and ensure the safety of their partner. Provide a small prize or sticker for each person when they return safely to the teacher. UOrganizing ideas Discuss the blindfold activity. Ask students to talk about whether they trusted their partner when they were blindfolded. Why or why not?

- How did they feel about being blindfolded? - How did they feel about their partner leading them around? - Did their feelings change between the beginning and the end of

their walk? If so, how and why did they change? - What does the word trust mean? - Did students trust their partners? - Ask students how they might feel if they were to do the blindfold

walk with someone they did not know. Create a class graffiti board and encourage students to write and draw responses to the question: What is a friend? Discuss graffiti board contributions.

- What things do you do with friends? - How do you know someone is a friend?

Again discuss what makes someone a friend. Where possible, help students link their ideas to the concepts of trust, caring and responsibility. USharing, learning, taking action and reflecting True or False Game List statements about friends, for example:

- We all need friends. - Friends care for one another. - Friends live near each other. - Friends always like the same things. - Parents should choose our friends.

As a class discuss whether the statements are true or false. Encourage students to provide examples from the book or from real life. Online resources for additional information Worst Best Friends lesson plans, Australian Children’s Television Foundation HUhttp://www.actf.com.au/learning_centre/school_resources/productions/wbf/lesson_plans/friends_forever.htmU

Level 2 (8-10 year olds): Lesson 2 Organizing question: How do I communicate effectively with friends? Lesson overview This lesson uses the picture book Faux Paw Goes to the Games to assist students in exploring the concepts of effective communication, investigate communication tools and modes of communication, practice using effective communication skills and to consider appropriate use of the Internet. Curriculum connections US: Language Arts, Health, Social Studies, Media Literacy, Art IB: English, Health and Personal Development, Social Education, The Arts Objectives This lesson uses the picture book Faux Paw Goes to the Games to help students: - identify some of the key messages - understand the human need to communicate - develop a greater understanding of skills needed for effective communication - practice using communication skills - develop cooperative and collaborative learning skills - identify, classify and compare and contrast past and emerging communication tools - raise questions about the appropriate use of the Internet. Resources for lessons Faux Paw Goes to the Games Worksheet 2: Communications tools Learning Experiences or Activities UTuning In Read the picture book, Faux Paw Goes to the Games, to the class. Look through the book and locate illustrations that make use of signs and symbols. Discuss how signs and symbols are used to help communicate meanings by using the references in the picture book. Ask students to think about the meaning of the word ‘communicate’. Use print and online dictionaries to define the word. Record and display meanings. Brainstorm a class list of colloquialisms, sayings, proverbs or words and phrases that can have multiple meanings. Some examples are: ‘blue’ for mistake, ‘tin lid’ for kid, ‘dead horse’ for sauce, ‘have a Captain Cook’ for have a look, ‘pull up your socks’, ‘a stitch in time saves nine’, ‘the early bird catches the worm’.

Discuss how confusion may arise during a conversation if not everyone understands word meanings in the same way. Allow students to talk about occasions when this may have happened to them. Encourage them to consider those people who might experience particular difficulties such as recently arrived immigrants, young children, tourists and people who have learning disabilities. Ask students to suggest ways to avoid confusion for these groups of people. In pairs, have students create picture dictionaries with drawings and labels, that compare and contrast alternate meanings of words and phrases from the brainstorm list. UFinding out/investigating

Seat the class in a circle and explain the game Telephone, where a message is whispered by one person who whispers it to the next person in the circle, and so on, until the message returns to the original person. At this point the original message is compared with the final uttering of the message.

Play the game several times using messages of varied length and complexity, then discuss the effectiveness of the passing of the

messages. Consider what things contribute to effective and ineffective communication of the messages. Pair students and have them sit back-to-back with a drawing pad and pencil. Ask one student from each pair to draw a shape using six straight lines. He or she then gives verbal instructions to the partner who attempts to recreate it without seeing the drawing. The person attempting to recreate the drawing is not allowed to ask questions, but must rely only on their ability to interpret the instructions provided. Allow a few minutes for partners to show each other their drawings and to discuss the results. Following this discussion, instruct partners to return to the back-to-back position. This time students swap roles. However when the time comes for partners to attempt to reconstruct the other’s drawing, instead of providing verbal instructions, the one attempting to create the shape may ask yes or no questions about the drawing. After about 5 minutes allow partners to show each other their drawings and discuss the results.

As a class discuss the difficulties and successes experienced by students during the drawing activities. Consider factors that hindered or helped in drawing the unknown shapes. Ask students what some of the tools and strategies are that help facilitate effective communication. Choose a non-verbal method of communication and assign a period of class time (1-3hrs) where only this form of communication can be used. During this time, students should complete a range of usual classroom activities. Discuss the implications of this activity and record any additional ideas about the tools and strategies that helped facilitate effective communication. UOrganizing ideas Have students work in small groups to complete a Y chart that explores effective communication. For example:

What does good communication look like?

What does good What does good communication feel like? Communication sound like? Consider the methods of communication used in Faux Paw Goes to the Games. Re-read the book with the class, listing examples of the communication modes used by the characters. For example: a mobile phone to send sms, email, face-to-face conversation, letter or invitation. Brainstorm modes of communication that have been used throughout

history until now, such as rock carvings, mail, town crier, books, sign language, newspapers, television, telephone, radio, morse code, the Internet, or telegrams. Provide research opportunities for students (e.g. library time) to locate print or electronic resources that will help them add to the list. Display Worksheet 2, and as a class discuss each illustration. Provide a label for each communication tool shown. Distribute the worksheets and have students cut out the illustrations. Have students sort their illustrations of communication tools or modes into two groups, then share and discuss groupings. Encourage varied groupings, for example:

- those that can send messages long distances and those that require the sender and receiver to be near to one another

- those that send messages quickly and those that convey messages slowly

- those that are old and those that are new - those that require handwriting and those that do not - those that require electricity and those that do not

Use a PMI chart, such as the one below, to examine communication modes or tools in order to identify advantages (plus), disadvantages (minus) and things that are interesting for each one. Communication

tool or mode PLUS

advantages MINUS

disadvantagesINTERESTING

talking face-to-face

rock carvings handwritten note telephone mobile phone morse code radio town crier Ask students how they would most like their friends at school to communicate with them on a daily basis. Why?

Hold a secret ballot in which class members vote for the communication method they believe is most effective in facilitating daily communication between school friends. Create a class graph showing the communication methods most class members believe will facilitate effective communication between school friends on a daily basis. USharing, learning, taking action and reflecting Invite an interpreter and a deaf person or group of people to visit the class. Prior to the visit assist students to develop a list of appropriate questions to ask about the role of interpreters, the skills they need, how they gain their skills and the tools and strategies they believe are important for effective communication. Ask students to explain the activities they have participated in and to review things they have learned about communicating with the guests. Encourage students to practice communicating effectively with the guests when sharing information, during discussions and when asking questions. If appropriate provide opportunities for the guests to teach students skills that will help them to communicate with people who are deaf or who have difficulty hearing. Ask each student to select a different communication tool or mode and then create a poster to advertise it. As a class, examine some advertisements (posters, brochures and/or billboards) to assist students in using signs, symbols, words and other images to persuade consumers to use the tool as their preferred tool of communication. Encourage students to develop creative and humorous posters. Have students work in small groups to create a verbal presentation explaining the benefits of and strategies for effective communication. Students can present their speeches to another class or their parents. Encourage students to review and reflect upon the many activities they have participated in as they develop their presentations. Support materials that help communicate their ideas effectively can be used. Online resources for additional information Auslan Signbank HUhttp://www.auslan.org.au/index.cfm?skinname=content&page=6U Investigating communication tools and modes HUhttp://www.ncrtec.org/tl/camp/techno/techno6.htmU HUhttp://inventors.about.com/library/inventors/bl_history_of_communication.htmU

HUhttp://library.thinkquest.org/CR0211582/communication.htmU HUhttp://www.enchantedlearning.com/inventors/communication.shtmlU

Level 2 (8-10 year olds): Lesson 3 Organizing question: How do I make choices or decisions that will help me to use my leisure time wisely and to keep healthy and safe?

Lesson overview This lesson uses the picture book Faux Paw Goes to the Games to explore issues related to the concepts of real world versus virtual activities; and decision-making skills to achieve a balanced lifestyle and safe Internet use. Curriculum connections US: Language Arts, Health, Social Studies, Media Literacy, Art IB: English, Health and Personal Development, Social Education, The Arts Objectives This lesson uses the picture book Faux Paw Goes to the Games to help students: - identify the key messages - develop cooperative and collaborative learning skills - consider how a range of activities can contribute to a balanced lifestyle - consider similarities and differences between real world and online friendships - develop knowledge and skills that will enable them to make sensible decisions about the appropriate use of the Internet. Resources for lessons

- Faux Paw Goes to the Games picture book - Worksheet 3: Survey of online activities

Learning Experiences or Activities UTuning In Ask students to work in pairs to read the book Faux Paw Goes to the Games and to list activities Faux Paw enjoys and can do well. (This requires a class set of the book.) In the same pairs, have students create a poster they can present to the class that highlights some of the things they enjoy and do well. Refer to the book Faux Paw Goes to the Games, and as a class, use a data chart to record some of the problems Faux Paw creates or encounters during the story. Discuss reasons for Faux Paw’s problems and record ideas on the chart. For example: Faux Paw’s problems

Reasons for the problem

He is distracted when he sees an Internet café When he checks his emails he is distracted by games

He lets Tai Shan down by not going to the Forbidden City

Kittyface tempts him to play ‘Worlds of Cat Wars’

He listens to Kittyface He thinks that meeting someone online is safe. He does not understand the difference between an online ‘friend’ and a real world friend.

He plays for a long time He does not stop playing to eat, drink or sleep

He is captivated by the game because he is winning. He forgets important things in the real world.

Ask students what leisure activities they participate in and how much time they believe they spend using computers and the Internet compared with other activities. Create a class chart and record estimates, for example:

Estimated number of hours per day on or using:

Name

computer Internet watching TV

sleeping reading outdoor activities

Kelly

1 hr 30 mins 1 hr 8 hrs 30 mins 2 hrs

Sera

Discuss the advantages and disadvantages of screen based activities compared with outdoor activities in relation to keeping fit and healthy. Discuss the importance of health and wellbeing and a balanced lifestyle.

Finding out/investigating Conduct a magazine picture search to find pictures of children engaged in as many different leisure activities as possible.

Consider the advantages and disadvantages of on-screen activities compared with those engaged in with real world friends. As a class, discuss the need to make sensible choices and decisions about the use of computers and in particular use of the Internet. Re-read the book Faux Paw Goes to the Games. As you read, pause to consider choices and decisions made by Faux Paw. Ask:

- Does Faux Paw make wise choices? Why or why not? - What are some ways Faux Paw places his health and safety at risk? - What are some of the effects or consequences of his choices? What

other problems could arise because of his choices? - What might have happened if Faux Paw did not have good friends to

take care of him?

Ask students to identify the people who help them to make sensible decisions about using computers and the Internet. Using Worksheet 3, have students construct a simple survey to investigate the amount of time they spend on screen based leisure activities. Have students complete the survey at home over a one week period. Organizing ideas Use the data from the home survey to construct a large graph with the class to show how many hours students actually spend viewing or using screens. Compare and discuss the total hours of use each day; for each type of screen and discuss the other activities students participate in during their free time.

Explore positives and negatives associated with using screens and display suggestions on a ‘T’ chart (see below). Encourage students to refer to their responses from worksheet 1.

Using screens

Positives

Negatives

- learn new things - ‘meet’ people online - have fun - develop computer skills - chat with friends - low cost entertainment

- miss meals - forget to have a drink - lose sleep time - miss out on activities that keep you

healthy and fit - miss out on face-to-face activities

with friends - neglect school work or homework - not helping with chores at home - Internet use costs money - get sore neck and shoulders or over-

use injuries/RSI - eyes get dry - eye sight affected - see scary or inappropriate content

Ask students once again to consider who can help them to make sensible decisions about using computers and the Internet? Have students interview adults in their community such as parents, teachers, local doctor or librarian to find out what rules they think kids should follow when using the Internet that will help to keep them healthy and safe. As a class, list the rules suggested by adults and add any others that students might have come up with themselves. Encourage students to investigate websites to find out what rules are suggested. For example: SafeKids.com. Hhttp://www.safekids.com/kidsrules.htm Hhttp://www.kidsmart.org.uk/yp/smart/default.aspx Hhttp://www.childnet-int.org/sorted/top10.aspx Hhttp://www.wisekids.org.uk/online_safety_tips_kids.htm Hhttp://www.sass.ca/safety.htm

Hhttp://www.netalert.gov.au/advice/publications/family_help_sheets/01877-Internet-Safety-House-Rules.pdf http://www.netsmartz.org Sharing, learning, taking action and reflecting In small groups, have students refer to the rules they have discovered during their investigations, and use them as the basis for five rules they think are suitable for their own age group to stay safe when using the Internet. Assist students to frame rules using positive wording. For example:

1. Spend an equal amount or more time involved in active leisure pursuits as you do online.

2. Spend an equal amount or more time with real world friends as you do with online friends.

3. Finish homework and chores before you watch TV, play video games, use the computer or go online.

4. Only believe what you see on a screen if you have checked it with a trusted adult.

Provide opportunities for the class to plan a game day. Encourage students to plan indoor and outdoor activities that are both passive and active; and to consider a balance of screen-based and a range of other activities. Arrange for parents to take photographs of the students participating in a variety of activities throughout the day. Assist pairs of students to use software such as PowerPoint to convey a message about keeping healthy and safe and the value of interacting with real world friends face-to-face when making decisions and choices related to leisure activities. Online resources for additional information http://www.cybersmartkids.com.au/chat_kids.htm

Level 2 (8-10 year olds): Lesson 4 Organizing question:

! How do I make sensible decisions when communicating by email and using the Internet to visit websites?

oes Lesson overview This lesson uses the picture book Faux Paw Gto the Games to encourage students to make responsible decisions about maintaining a balanced lifestyle including healthy leisure activities and staying safe online.

Curriculum connections US: Language Arts, Health, Social Studies, Media Literacy, Art IB: English, Health and Personal Development, Social Education, The Arts Objectives This lesson uses the picture book Faux Paw Goes to the Games to help students: - identify the key messages - develop knowledge and skills for effective personal communication using handwritten letters - develop awareness of and practice using a range of effective face-to-face and online communication skills - develop cooperative and collaborative learning skills - developing understandings about appropriate use of the Internet. Resources for lessons Worksheet 4: Website evaluation Learning Experiences or Activities Tuning In Send each student a short, personal, handwritten letter through the postal service. Address letters to the school so you can control delivery to all students on the same day. Arrange for the Principal or a member of the school administration staff to bring the mail to the classroom. Provide time for students to read their letters. Discuss the content and the format used to write letters. Demonstrate the format on the whiteboard by drafting a letter from the class. Consider placement of the date, addresses, appropriate salutations, closing, signature and general etiquette involved in writing informal, personal letters.

Teacher reference: http://www.letterwritingguide.com/ http://www.usingenglish.com/resources/letter-writing.html Provide time and materials for students to write letters of reply encouraging them to respond to the content of your letter and to use the format you have demonstrated. Discuss reasons people write letters and ask students how often they receive letters in the mail. Establish a class letterbox and pair students as pen pals. Provide opportunities each day or two for students to write to their pen pals. Students can take turns to deliver the ‘mail’. Encourage students to write letters to one another outside school. Ask students to explain the term email. Use print and online dictionaries to confirm the definition. Finding out/investigating Ask students to survey the mail that is delivered to their homes for one week. Students should keep a record of the type of items delivered. Have students ask their parents if they receive emails at home or work, and whether they receive more or less emails than traditional mail. Ask them to find out what their parents consider to be the advantages and disadvantages of email and traditional mail. Discuss and record students’ findings on the whiteboard. Ask students to create a concept map linking ideas that are connected in some way that shows what they know about email. Travels through used to send cyberspace messages can add

attachments

email

can be sent over long distances

Encourage students to examine one another’s concept maps and have them share what they know about email. Ensure students understand that when computers are connected to the Internet (either with wires or cables or wirelessly) they can be used to communicate with people or to share information throughout the world. Emphasize that you are not always aware who is sending and receiving information. Refer to the picture book Faux Paw goes to the Games to help students list ways communication or information sharing can take place. For example: through email, chat, websites, social networking sites and games. Organizing ideas Ask students how emails get from one person to another. Discuss how people send emails and who can receive and read them. Compare the transit or delivery of emails with mail that is posted in the traditional way. Class flow charts could be used to trace and compare the transit of an email with the transit of a letter from one child’s home to another child’s home. Consider who the senders and receivers are in each case, and how each person can be sure about the other person’s identity. Create a Venn diagram showing similarities and differences between the two forms of communication, for example: Needs an Internet connection no longer used much for everyday communication can easily be read by other people often slow

Can be business or personal Is usually typed

Can be handwritten large numbers of emails can be a nuisance

handled by real people is received quickly

Mail that is posted traditionally

Email

Discuss the Venn diagram and some of the key issues that arise in relation to emerging uses of email and other emerging communication methods. For example, messages that are transmitted electronically, such as email, can be public since they pass through numerous servers. They may be read or received by large numbers of people, who you may or may not know. It is easy for those who received such messages to make copies and to forward them on to others. It is easy for anyone who uses a computer to read messages that are not intended for them. Ask students to give reasons why ‘email etiquette’ is needed to ensure effective communication.

- unintended readers may receive and read an email - because emails are sent and received almost instantaneously,

writers may rush the process, and not spend enough time thinking about what to write, resulting in unclear meaning or a message that seems rude

- if a reader receives a rude email he or she might not stop to think clearly, and might send a response straight back while still upset

- since emails seem less formal, punctuation and spelling might become sloppy, leading to poor communication

- people get so many emails they may not have time to read them all or they may read them quickly and misunderstand them

- large numbers of emails take up space on computer memory - because emails are easy to send, people often send on or

forward jokes and pictures or videos that also take up memory Develop a class list of email etiquette. For example:

- Keep emails short - Fill in the subject line thoughtfully - Be polite or courteous - Use upper and lower case letters properly - Use punctuation. - Leave spaces between paragraphs - Read what you have written before you send it - Send emails when necessary, but selectively - Send jokes only occasionally and to people who don’t mind - Take care that jokes and other email content is not rude or offensive - Do not send angry or insulting emails - Avoid pictures and large attachments - Don't write words in all capital letters, as many people consider this to

be SHOUTING! Sharing, learning, taking action and reflecting

Teach each of your students how to send and receive emails to one another, with an emphasis on using the ‘email etiquette’ list developed by the class. Have students who already use email, assist in teaching others. Discuss the use of emoticons as one way of helping to communicate effectively. Make a class list of emoticons known by students, for example: :-) smiley :-D big smile, laugh :-( sad ;-) winking B-) smiley with bee-eye sun glasses Encourage students to talk about their favorite websites. Revisit the earlier discussion about the public nature of the Internet and the vast range of websites that can be visited or accessed. Consider whether they are all equally worth visiting. Have students work in pairs to visit and engage with the ABC rollercoaster website: Hhttp://www.abc.net.au/rollercoaster/info/ Have each pair of students use worksheet 4 to record information about the ABC rollercoaster website and to use their findings to evaluate whether this website is suitable for children in their age group. When students have had opportunities to visit the website and collect information, discuss their findings using the following questions to guide discussion and analysis:

- What is this site about? What is its purpose? (Does it aim to inform, persuade, trick you, sell things, entertain, teach?)

- What information is on the site? - What things are there for users to do on the site? - Are there things to buy? - Are there chat rooms or message boards? What are these? - Do you need to sign up for anything or give personal information? Why

might this be a problem? - Find the house rules? What are these? Why do you think they are on

this site? - Who are the target audiences for the site? - When was the information on the site posted or put together? When

was it last updated? Why is this information helpful? During the discussions record some key comments that review the quality of the site. Have each pair of students write a review of the website which will be sent to ABC. Teach them how to attach the review to an email and have them send it

to another pair of classmates to be checked and revised to ensure the message is clear. When each pair of students is happy that they have polished their review, have them email it to the teacher for final approval. Once approved, have students send the review to ABC using the link that follows: Hhttp://www.abc.net.au/children/guestbook/ Online resources for additional information Learning about netiquette when using email including emoticons Hhttp://scs.une.edu.au/talented/teep/tedvep5.htm Using emoticons Hhttp://www.muller-godschalk.com/emoticon.html Make a cybersafe poster Hhttp://www.cybersmartkids.com.au/graffiti/Graffiti.jsp

Level 2 (8-10 year olds): Lesson 5

! Organizing question: ! How can I use the Internet safely to learn, communicate and have fun?

Lesson overview This lesson aims to explore the issues relating to real world and virtual world experiences. It explores the relationship between real world and online friends, and ownership and copyright issues associated with Internet use. The choices students may be presented with when online are addressed and the decision-making processes students may experience are explored. Curriculum connections US: Language Arts, Health, Social Studies, Media Literacy, Art IB: English, Health and Personal Development, Social Education, The Arts Objectives This lesson uses the picture book Faux Paw Goes to the Games to help students: - identify the key messages - develop a greater understanding of skills needed for effective communication - practice using communication skills - develop cooperative and collaborative learning skills - develop awareness that online acquaintances may present misleading information about them and may misrepresent who they are - develop awareness of the need to protect personal privacy when online - develop research skills in relation to critical evaluation of online information sources - developing understandings about appropriate use of the Internet. Resources for lessons Worksheet 5: Critical website analysis

Learning Experiences or activities Tuning in Re-read the book Faux Paw goes to the Games and review ways that communication or information sharing can take place online. For example: through email, chat, websites, social networking sites and games. Remind students that when computers are connected to the Internet (either with wires or cables or wirelessly) they can be used to communicate with people or to share information throughout the world. Emphasize that you cannot always be sure who is sending and who is receiving information. Ask students to think about how they can find out about a person when they first meet them. For example: by observing facial expressions, body language, clothing choices and so on. Introduce the idea of cyberpals: define cyberpals as people you meet online but not face-to-face. Brainstorm with the class ways that cyberpals and face-to-face friends are similar and different.

Write details about how the subjects ( cyberpal & face to face ) are different in the outer circle. Write details about how the subjects are similar in the inner circle.

Ask students to consider how you find out about people you meet online. Make the point that you generally rely on people to be honest in telling you about themselves. Find out how many students know about or have used an avatar when communicating or playing online. Refer to the book and point out that Kittyface misrepresents who he is by using a misleading avatar. Definition: “An avatar is a graphical representation of an HInternetH user. Users can select an avatar when they participate in HchatH forums to distinguish themselves from other users, or to give themselves an appearance. Avatars fulfill a similar role to nicknames, which are also used in online chat scenarios, however, an avatar is a virtual 3D HobjectH.”

Finding out/investigating Play the game yourself and provide an opportunity for students to play Privacy Playground by visiting the website: Hhttp://www.media-awareness.ca/english/games/privacy_playground/ After playing the game discuss with students what they have discovered about the Internet and what they have learned about the need to keep personal information private. Ask:

- Is it okay to give out personal information so you can enter a contest? Why or why not? What if the prizes are fantastic?

- Is it okay to fill out surveys or other forms when you are online? - Have you visited websites where you can play games, or have fun but

to do so means you are playing with objects or characters that are related to things you can buy? Why would people produce games or activities like this?

- When you first meet someone new in the real world, do you usually give out your personal information? Why or why not?

- Should you give out your personal information to people you meet online? Why or why not? What if they seem really friendly? What if they seem trustworthy?

- What is spam? How can giving out your email address lead to lots of spam?

- What are some of the problems that can happen when people get your personal information?

Have students create an avatar using software such as Kidpix or Paint or by drawing/painting. Have them think about body-shape, skin-tone, the color and style of hair, eye color and clothes. Provide opportunities for students to send notes and letters to classmates during class time via the class letter-box and using only their avatar as a signature. Reinforce the need for letters to contain only positive messages. Have students guess who sent them messages and reply to the sender based upon their guess. After a day or two, hold a class discussion about what students discovered about the anonymity of avatars. Reinforce that these messages have been shared within a safe classroom between classmates. What have they found out about people ‘hiding’ behind avatars? Broaden the discussion to consider potential risks and problems that can arise when communicating with people online, if senders’ identities are uncertain. Reinforce with students that a cyberpal is not the same as having a real world pal or friend. Remind them that you can get to know face-to-face friends well, but you can never be sure who an online friend or pal is – even when you think you know. Discuss strategies students could use if a cyberpal asks them to give out personal or private information. For example:

- tell the cyberpal that you will lose your computer privileges if you give out that information without your parents’ permission

- tell the cyberpal why you should not give out that type of information.

Visit the website Hhttp://safekids.com/safe-kids-song/H Play The SafeKids Online Song and read the words with the class. Have students work in groups to identify what the messages of the song might be. For example:

- problems that can happen between people when online - the type of personal information that is private - people who can help you to make decisions that will keep you safe

when online Enable an opportunity for students to visit the ‘Cybersmart Kids Online’ website and to take the cybersmart quiz. See: Hhttp://www.cybersmartkids.com.au/fun-section_take-the-quiz.htm Organizing ideas In groups, have students develop a list of rules that will help young people to keep safe when online. When groups have drafted their rules, ask them to compare their rules with those found at the following websites. Encourage them to consider revising the rules they have developed if they have found any additional safety tips. Hhttp://safekids.com/kids-rules-for-online-safety/ Hhttp://www.cybersmartkids.com.au/cyber-rules.htm Some sample rules:

1. Spend an equal amount of time or more involved in active leisure pursuits as you do online.

2. Spend an equal amount of time or more with real world friends as you do with online friends.

3. Finish homework and chores before you watch TV, play video games, use the computer or go online.

4. Only believe what you see on a screen if you have checked it with a trusted adult.

5. Only visit bookmarked websites that have been checked by a trusted adult.

6. Use kid-friendly search engines. 7. Watch TV, play video games and use your computer in a place where

an adult can keep an eye on you to help keep you safe. 8. Use Internet filters and disable pop-ups. 9. Keep personal information private, sharing it only with face-to-face

friends with your parents approval. 10. Log off sites that are threatening, violent, scary or unsuitable in any

way and tell a trusted adult. 11. Have fun learning and playing safely on the Internet.

Sharing, learning, taking action and reflecting Have students work in pairs to visit visit the ‘Cybersmart Kids Online’ website: Hhttp://www.cybersmartkids.com.au/cool-sites_kids.htm Ask each pair to locate some websites listed as ‘Cool Sites’ and to select two sites to evaluate. Have them use worksheet 5 to collect information that will help them to critically review the sites. Share student reviews and then have students compile a list of websites that can be safely cached or bookmarked for use at school or home. Suggest that parents visit the websites before adding them to. Online resources for additional information Students could develop a contract between themselves and their parents or guardians to help them to use computers and theI nternet safely. An example can be found at: Hhttp://www.safekids.com/contract_parent.htm Hhttps://www.NetSmartz.org Hhttp://www.netalert.gov.au/advice/publications/family_help_sheets/01877-Internet-Safety-House-Rules.pdf

Worksheet 1: Storyboard frames Name: …………………………………………… Draw what you think will happen in the beginning of Faux Paw Goes to the Games.

Worksheet 2: Communications tools Name: ……………….

Worksheet 3: Survey of online activities Name: ………………………….

Day

Number of hours per day:

Monday

computer Internet watching TV sleeping reading outdoor activities

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

List the outdoor activities you do this week.

Worksheet 4: Website evaluation Name: ………………. Is this the URL for this website Hhttp://www.abc.net.au/rollercoaster/info/ ** Challenge: what does URL mean? Yes / No ………………………………………………………………………………………….. What is this site all about? ………………………………………………………………………………………….. What can you do on the site? ………………………………………………………………………………………….. Are there things to buy? Yes / No Are there chat rooms or message boards? Yes / No What are these? ……………………………………………………………………... ………………………………………………………………………………………….. What is the purpose of this website? ………………………………………………………………………………………….. Do you need to sign up for anything or give personal information? Yes / No Why might this be a problem? ……………………………………………………… ………………………………………………………………………………………….. Find the house rules? Why do you think they are on this site? ………………………………………………………………………………………….. Who is the target audience for the site? ………………………………………….. When was the site last updated? ………………………………………………….. What else do you notice about this website?

Worksheet 5: Critical website analysis Name: ……………………... What is the website URL? http:// Do you like the look of this website? Yes / No Why or why not? ………………………………………………………………………………………….. What is this site all about? ………………………………………………………………………………………….. What can you do on the site? ………………………………………………………………………………………….. When was the site last updated? ………………………………………………….. Does the website have advertisements and banners or pop-up? Yes / No Are there things to buy? Yes / No Do you need to sign up for anything or give personal information? Yes / No Are there chat rooms or message boards? Yes / No What is the purpose of this website? ………………………………………………………………………………………….. ………………………………………………………………………………………….. Does this website have information? Yes / No Do you think it is fact or opinion? …………………………………………………………………………………………. Who do you think created this website? …………………………………………………………………………………………. Why might they have created it? ………………………………………………………………………………………….. Who do you think is the target audience for the site? …………………………… What else do you notice about this website? …………………………………... ………………………………………………………………………………………….. Would you recommend this website to other students? Yes / No Why or why not?