Sarah Wood
Unit of lessons (6 lessons)
Rights and responsibilities
&
The use of the internet
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
CITIZENSHIP SCHEME OF WORK
Year Group: Y 8
Subject: Citizenship
Year / Term : Winter/Spring Term
Unit / Topic : Introduction to Rights and Responsibilities
Teacher : Sarah Wood
Lesson
Key
Learning Activities
Learning Outcomes/
Methods of
Curriculum
Resources
Questions
Objectives
Assessment
links
Aims/
(some/most)
Focus
LESSON 1
Introduce the What are
· Whole class discussion, what are Most students will be
Contribution to
Citizenship
UNICEF -
concept of
rights?
human rights? Capture responses able to:
class discussions 1a, 1i
Needs and
rights
on the white board and try to come
2a, 2b, 2c
Wants cards
Keywords
up with a definition of human
· explain the difference Working in
3a
Human Right
rights.
between a need and
groups
Rights
Legal Right
a want.
Key skills
worksheet
UNCRC
·
·
Homework
· Communicat
Ratify
As a class read information on the
define the term
Instructions
handout/worksheet.
Human Right.
ion
OHP
· interpret the meaning
· Working with
· Wants and needs card sort
of/illustrate a human
others
What rights
activities in small groups.
right (homework).
leaflet (free
Thinking skills
from Unicef)
· Feedback activity to the class and Some students may be
· Information
discuss responses.
able to:
processing
· identify a need and
· Reasoning
· Extension activity worksheet
the corresponding
· Evaluating
right (article) from the
UNCRC.
MSC
S
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Lesson
Key
Learning Activities
Learning Outcomes/
Methods of
Curriculum
Resources
Questions
Objectives
Assessment
links
Aims/
(some/most)
Focus
LESSON 2
To learn
With rights
· Discuss rights in relation to
Most students will be
Group work
Citizenship
Instructions for
about rights
comes
responsibilities Q&A
able to:
1a
"types of rules"
and
responsibility
· distinguish between Responding to
2a, 2b, 2c
and "what
responsibiliti
·
rights, responsibilities Q&A session and 3a
happens when
es
Keywords
Students work in small groups
and laws.
plenary quiz
there aren't
Rights
and are given an envelope with
·
Key skills
any rules" in
Responsibility
instructions inside.
discuss the
· Communicat sealed
Rules
relationship between
ion
envelopes.
Laws
· A second envelope is given to
rights and
·
the groups.
responsibility
Working with When does the
· recognise the place
others
law say I can?
·
Students feedback what might
of rules in daily life.
- quiz
Thinking skills
have happened if there were no
rules. Discuss how rules help to Some students will be
· Reasoning
protect individuals' rights.
able to:
· Enquiry
· critically evaluate
· Evaluation
· Whole class - When does the
how rules serve to
law say I can? - quiz.
protect the rights of
the individual.
SMSC
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Lesson
Key
Learning Activities
Learning Outcomes/
Methods of
Curriculum links
Resources
Questions
Objectives
Assessment
Aims/
(some/most)
Focus
LESSON 3
To learn
What happens
· Whole class recap session on Most students will be
Responses to
Citizenship
Amnesty case
about the
when human
what has been covered in the
able to:
Q&A sessions. 1a, 1f, 1i
study sheets
role of
rights are
unit so far. Refresh memories
· explain what the role
2a, 2b, 2c
voluntary
denied?
as unit began before Christmas
of HR organisations
Greetings card 3a, 3b, 3c
Colouring
organisation
holidays.
in upholding human
task and
pens/pencils
s in
Keywords
rights.
reflection.
Key skills
upholding
Violation
·
· Communication A4 paper
human rights Amnesty
Discuss the role of Amnesty
·
Prisoner of
(and similar organisations),
discuss what
Thinking skills
Scissors
conscience
whole class question and
happens when
answer session.
human rights are
· Creative
Card
denied.
· Whole class introduction to
SMSC
Examples of
Amnesty greetings card
· demonstrate skills of
Xmas cards
campaign.
participation and
(religious and
responsible action.
non-religious)
· Individual work from the case
studies students decide who
Some students will be
they would like to send their
able to:
card to and design an
· Evaluate their
appropriate greetings card.
participatory role in
completing the
· Whole class students to
activity.
reflect on the process of
responsible action. Ask students
what difference they think their
cards will make to the children
who receive them.
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Lesson
Key
Learning Activities
Learning Outcomes/
Methods of
Curriculum links
Resources
Questions
Objectives
Assessment
Aims/
(some/most)
Focus
LESSON 4
Issues
How do rights
· Whole class brainstorm the
Most students will be
Working in
Citizenship
Worksheet
surrounding
relate to using
various uses of computers in
able to:
groups
1a, 1h
the
the internet
school and purposes/function
· List how schools use
2a, 2b, 2c
widespread
responsibly?
of websites.
computers and the
Contribution to
3a
use computers
internet
brainstorm and
and the
Keywords
·
·
class discussion Key skills
internet
Internet
Pair work - discussing
List 3 types/function
· Communicatio
Internet
questions posed on the
of website
Homework
worksheets.
n
service
Some students will be
· ICT
provider -
·
able to:
·
(ISP)
Whole class feedback,
Working with
·
Right to:
questions and discussion to
Describe the
others
Privacy
aid preparation for homework.
relationship between
· Problem
Express
rights and
solving
opinions
responsibility in
Reliable
connection with
Thinking skills
information
internet usage
·
Reasoning
A few students will be
· Enquiry
able to;
· Creative
· Critically evaluate
thinking
the right to use the
· Evaluation
internet (safely) and
where the
SMSC
responsibility for this
right lies.
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Lesson
Key
Learning Activities
Learning Outcomes/
Methods of
Curriculum links
Resources
Questions
Objectives
Assessment
Aims/
(some/most)
Focus
LESSON 5
To try out
practical
How can I use
· Whole class recap on
Most students will be
Completed
Citizenship
Booklets
applications
the internet
previous learning relating to
able to;
booklets
1a, 1h
for
responsibly?
rights and responsibility
· Search for
2a, 2b, 2c
Computers
responsible
surrounding internet use.
information on the
3a
internet use
Keywords
internet
Access to
Internet
·
·
Key skills
internet
Discuss what students will be
Navigate the cyber
· Communicatio
Right to:
doing when they go to the cyber
cafe website
n
www.gridclub.c
Privacy
cafe website and ensure they
om/cybercafe
Express
understand all instructions.
Some students will be
· ICT
opinions
able to:
· Working with
Reliable
· Pair work using the cyber cafe · List ways of taking
others
information
website and completing
responsibility for their
· Problem
worksheets.
right to get and share
solving
information
· Whole class feedback
Thinking skills
thoughts about the website and
A few students will be
· Reasoning
the exercise in general.
able to:
· Evaluate information
· Enquiry
they find on the
· Creative
internet and argue
thinking
whether the
· Evaluation
information is reliable
SMSC
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Lesson
Key
Learning Activities
Learning Outcomes/
Methods of
Curriculum links
Resources
Questions
Objectives
Assessment
Aims/
(some/most)
Focus
LESSON 6
To inform
others about What is
· Whole class introduce the
Most students will be
Self assessment Citizenship
A4 paper
responsible
responsible
poster task and the self
able to;
1a, 1h
internet use.
internet use?
assessment exercise.
· Assess their own
2a, 2b, 2c
Colouring
·
work
3a
pens/pencils
Can I assess
Agree criteria for self assessment ·
my own
as a whole class.
Illustrate responsible
Key skills
Handouts
work?
· Individual work students to
use of the internet
· Communicatio
begin the design for their posters
n
Self
Keywords
in lesson time with a view to
Some students will be
·
assessment
Internet
completing them for homework
able to:
ICT
forms
Self
· Students to complete self
· Illustrate a link
· Working with
assessment
assessment sheets at end of
between rights and
others
Criteria
lesson and again when they have
responsibility
· Problem
Right to:
finished their posters.
surrounding the use
solving
Privacy
of the internet
Express
Thinking skills
opinions
A few students will be
· Reasoning
Reliable
able to:
information
·
·
Evaluate their own
Enquiry
work and make
· Creative
recommendations for
thinking
improvement.
· Evaluation
SMSC
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Lesson Plan 1
Date/Group
Monday 8th December 2003
Year 8
Lesson aims/key
What are rights?
question
Learning outcomes
Most students will be able to:
· Explain the difference between a need and a want.
· Define the term Human Right.
· Interpret the meaning of/illustrate a human right (homework)
Some students will be able to:
· Identify a need and the corresponding right (article) from the
UNCRC.
Key concepts/terms Human Right
Legal Right
Nations Convention on the Rights of the Child.
United
Ratify
Links to previous
New unit.
learning
Cross-curricular themes: RE - the importance of rules in
society.
Assessment
Contributions to class discussion
opportunities
Group work
Homework
Differentiation
By outcome (as above)
By task: Working in mixed ability groups, the higher ability
students will be able to assist the less able students.
xtension activity match the article to the need worksheet.
E
Homework
Interpret one of the rights in the convention and design a
picture to represent the meaning behind it.
Resources
Needs and wants cards
worksheet
Rights
OHP
What rights leaflet from Unicef
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Time
Teacher activity
Student activity
Learning
outcomes
0-5 min
Settle class and take register
Copy learning aim from the
board/ohp
5 10
Intro to new unit.
In this unit we are gong to be
Copy unit details from the
looking at rights and
board/ohp
responsibilities. We're going to
start today by establishing what
we mean by rights.
10 15
Starter
What are human rights?
Feedback
Towards 1 and 2
Ask the class what they think we
mean by the term human rights.
Write responses on the board in a
spider diagram.
2
15 25
Handouts
Give out copies of What are my
Individuals reading out from
rights? Handouts.
the worksheet.
Ask students to read out.
1 and 2
25 45
Needs and Wants cards
Working in groups of approx 4
Give out the needs and wants
complete the activities.
cards and put the instructions up
on the OHP
1 and 2
45 - 55
Plenary/Feedback
Responding to questions.
Ask what different groups had
· For the highest priority?
· For the lowest priority?
· Which ones did you leave
out?
Discussion
Discuss reasons for the
choices they made. Ask
whether they think all children
4
have their rights met.
Extension Activity
Match the article to the need
55 - 60
Copy key words in to books.
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
1. Sort the cards in to 2
A WANT is something you
piles
would like or may make your life
easier.
A NEED is something that is
outlined in the convention on
the rights of the child as a
RIGHT.
WANTS
NEEDS
2. Put the WANT
cards back in the
bag.
· Organise the
NEEDS cards
Most important
into a diamond
shape wGo ahead
and reply you may
have won something
big!
· Go to the `Delete'
button and get rid
of the message
2 cards left over.
In your groups
discuss your
reasons for
putting the cards
Least important
in that order.
There is no right
or wrong
answer!
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Rights is a term we often use but very few of us actually
What are my
know our rights. We may think we have certain rights but
RIGHTS?
could not tell you what they are. We may confuse what
we `think' we have a right to, with what we would like to
have a right to.
We all need rights, they ensure we survive, develop and
they protect us. Rights are also about having the
opportunity to be involved and included on matters that
affect us. Rights ensure that everybody is treated
Why do we need
fairly. BUT... with rights come responsibilities. It is
RIGHTS?
important that your rights are respected, but it is
equally important that you respect other people's rights.
The two go hand in hand, you can't expect someone to
take on board your rights if you don't respect theirs.
This set of rights is for children and young people (up
Did you know that
there is a special
to the age of 18). It is called the `United Nations
set of RIGHTS
Convention on the Rights of the Child'. On the 20th
for all children?
November 1989, the United Nations (UN) approved the
Convention on the Rights of the Child. It is now an
international agreements that countries sign up to and
obey. Once countries ratify (agree to uphold) the
convention says that they are legally bound to do what
it says.
The UK government ratified the convention on
December 6th 1991. This means that the UK
government has to ensure that every child has the
rights in the convention.
The UN convention on the Rights of the Child has 54 articles. Each article outlines a
different right. They cover four different groups of rights; survival, protection,
development, and participation.
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
·
Article 28 says you have a right to an education, which group do you think that article
falls in to?
Lesson Plan 2
Date/Group
Monday 15th December
Year 8
Lesson aims/key
To learn about rights and responsibilities.
question
With rights comes responsibility.
Learning outcomes
Most students will be able to:
· Distinguish between rights, responsibilities and laws.
· Discuss the relationship between rights and responsibility.
·
ce of rules in daily life.
Recognise the pla
Some will be able to:
· Critically evaluate how rules serve to protect the rights of
the individual.
Key concepts/terms Rights, responsibility, rules/laws.
Links to previous
Lesson 1 in this unit.
learning
RE: Links to studies of the 10 commandments and why we
have rules in society.
Assessment
Group work and feedback
opportunities
Written work
Plenary quiz
Differentiation
By outcome: see above.
By task: working in mixed ability groups, the higher ability
students will be able to assist the less able students.
Homework
Resources
Instructions for "Types of rules" and "What happens when there
are no rules?"
When does the law say I can? - quiz.
Additional notes
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Time
Teacher activity
Student activity
Learning
outcomes
0-5 min
Settle class and take register
Copy learning aim from the
board
5 15
Starter
Discuss rights in relation to
responsibilities.
Responding to questions
1 and 2
15 25
Main activity Part 1
Give students envelopes marked
Reading the instructions, then
3
with instruction 1 Rules.
working in groups and making
a list of either rules at home or
in school depending upon
Walk around the groups offering
which instruction they had.
help where needed and ensuring
they stay on task.
Part 2
Give students envelopes marked
25 40
with instruction 2 Responsibility
Reading the instructions and
then working in groups to
3 and 4
Walk around the groups offering
decide what might happen if
help where needed and ensuring
the person who usually
they stay on task.
enforces the rules is not there
for a day.
Feedback
Ask students to feedback what
happened when there were no
rules. Discuss who's rights might
40 50
have been effected by the lack of
rules. 1 example per group !
Feedback hands up!
Plenary
3 and 4
When does the law say I can quiz.
50 60
Write answers in back of books
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Teachers' notes Lesson 2
Intro
When you have rights, you have responsibilities too. You have certain rights within your school
and it is your duty to respect these rights by making sure that you undertake your responsibility
towards them. You need to make sure that others get their rights and they need to make sure
that you get yours.
Think about the rights you have in school and the responsibility that goes with that...
For example, the right to be allowed to stay after school and work on a computer in a
classroom, the IT suite or the library,
It is your responsibility to allow others to enjoy the same right to make sure that you look after
the equipment you are using and that you don't eat or drink near it in case you spill something.
If you have the right to borrow books from your school library, you have the responsibility to
return them in good condition so that someone else can enjoy them.
Can you think about any other rights you may have within your school? What does this mean in
terms of your responsibility?
Activity 1 and 2
The purpose of the activity is to show how rules protect people's rights and what would
happen if there were no rules in place to protect them.
Legal rights quiz
At what age does the law allow a person to do the following?
· Buy cigarettes? 16
· Drive a car on the road? 17
· Vote in an election? 18
· Drink alcohol with a meal in a restaurant? 16
·
18
Buy fireworks?
· Buy a pet? 12
· Have a tattoo? 18
· Be convicted of a criminal offence? 10
· Give blood? 17
· Open a bank account? 0
Write answers in the back of books.
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
INSTRUCTION 1 Types of Rules
In your group discuss the rules there are in your school
for example, you have to go to lunch at a set time every
day.
Make a list of these rules in your exercise books under
the title School Rules.
You have got 10 minutes to complete this activity.
INSTRUCTION 2 What happens when there
aren't any rules?
You come in to school one day and there are no
teachers to make sure that the rules are enforced.
Discuss what you think might happen as a result.
Look at the list of rules you made and think about
what would happen if they were not enforced.
Write this up in your exercise books.
You have got 15 minutes to complete this activity.
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Lesson Plan 3
Date/Group
Monday 5th January 2003
Year 8
Lesson aims/key
To learn about the role of voluntary organisations in upholding
question
human rights.
What happens when rights are denied?
Learning outcomes
Most students will be able to
· Explain the role of voluntary organisations is in upholding
human rights.
· Discuss what happens when human rights are denied.
· Demonstrate skills of participation and responsible action.
Some students will be able to:
·
te their participatory role in
Evalua
completing the activity.
Key concepts/terms Violation
Amnesty
Prisoner of conscience
Links to previous
This is the 3rd lesson in the unit. Also Y8 students have group
learning
membership to Amnesty.
Assessment
Responses to Q&A session
opportunities
reetings card task and reflection
G
Differentiation
By outcome
Homework
Finish off Amnesty greetings card.
Resources
Background information sheets for HR victims from Amnesty
website.
Colouring pencils, paper, scissors and card.
Examples of Christmas cards (religious and non-relgious)
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Time
Teacher activity
Student activity
Learning
outcomes
0-5 min
Settle class and take register
5 - 10
Recap on previous lessons
Towards
Q&A to elicit recall of previous learning and to
1 and 2
introduce Amnesty
What have we covered so far in this unit?
Human rights
Responsibility and rights
Ratify
What is the Universal Declaration on the Rights of the
Child?
It is a document, which outlines the rights of
children. Virtually all the countries in the world
have ratified it with the exception of the United
States and Somalia.
10 - 15
Amnesty discuss the role of Amnesty in upholding
human rights.
Who can tell me what they know about
1 and 2
Amnesty?
What do they do?
What sort of issues does Amnesty deal with?
15 25
Introduce the activity explain the background to the
greetings card campaign.
Amnesty Campaigns
Amnesty run a number campaigns that try to raise
awareness of violations of human rights and to
also encourage governments to take action to
stop these violations.
Most campaigns are directed at governments
e.g. portraits, trying to stop the arms trade.
Once a year they run a campaign that asks
friends and supporters of Amnesty to send
greetings cards to victims of human rights
violations, prisoners of conscience, human rights
Volunteers to
defenders under threat because of their work or
read out the
people under sentence of death.
Amnesty case
studies.
25 55
Read through the case studies from Amnesty.
Choose who they 1 2 and 3
Explain that some cards must not be religious and
are going to send
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
other recommended guidelines from Amnesty. Write
are going to send
the following on the board for reference.
their card to.
Important things to note
· Do not use Amnesty International cards or
mention Amnesty in your card.
· Please only send simple messages of
goodwill nothing political
Design card
1 2 and 3
· Take care before sending a religious card.
Non-religious = snowy scenes, holly,
Christmas tree.
NB: These are very important as failure to comply with
this may endanger the prisoners' life.
Pack away
55 - 60
Plenary
Ask students to reflect on the difference their cards will
3 and 4
make to the children who receive them. See notes
from Amnesty below.
The cards are a great source of hope and
encouragement to the people who get them and they
also make an impression on police, prison staff and
political authorities and helps to keep these people
safe.
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Democratic Republic of Congo: Former
child soldiers
Tens of thousands of boys and girls have to live the lives of soldiers in their
country, the Democratic Republic of Congo, where different groups are at war with
each other. Some of the children are even younger than 10 years old. Many of them
are forced to join the army, and some choose to join as they have nowhere to go if
their families are killed or forced to run away. They have very hard lives, and are
badly treated by the adult soldiers.
The adult soldiers in charge like to find children to be soldiers because children are
better at taking orders from them than other adults. Lots of small weapons are being
supplied to the Democratic Republic of Congo which are not too heavy for children to
use.
Now people are trying to rescue these children from having to work as soldiers. In
special places they are trying to help the children get some education and recover
from the great unhappiness and hardship they have suffered. These places are called
`demobilisation centres' and here the children are being helped by organisations
which care for children, like UNICEF. In the three centres listed here, there are more
than 300 children. It would be lovely to send friendly greetings to them so that they
know that people in other countries care about them.
Please send greetings to:
1.
Demobilised child soldiers at Division des affaires sociales - North Kivu
2.
Demobilised child soldiers at Division des affaires sociales - South Kivu
3.
Demobilised child soldiers at Programme d'appui aux vulnerables Bunia
Please send religious or non-religious cards:
c/o Amnesty International UK, 99-119 Rosebery Avenue, London EC1R 4RE and we will
arrange to forward them on.
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Bulgaria: Children at Mogilino social care home
Many children in Bulgaria who are mentally disabled are not being properly looked after.
People from Amnesty International visited the children at Mogilino social care home. They
found the children there were all badly neglected. Some who could not move
around very easily, sat in corners on the ground or just lay in bed doing nothing all day.
Nobody played with them or taught them or helped them have any interests. The grown-
ups in charge of the home fed and cleaned the children, but did not take any interest in
them. In 2001 six very disabled children at Mogilino died. One of these might have died
because he was not fed carefully enough.
Please send a non-religious card to:
All the children at Mogilino Home for Children with Mental Disabilities, Vuzrazhdenie 43,
Mogilino Village 7165, Dve Mogili, Bulgaria
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Lesson Plan 4
Date/Group
Monday 12th January 2003
Year 8
Lesson aims/key
Issues surrounding the widespread use of computers and the
question
internet.
Responsible use of computers and the internet
Learning outcomes
Most students will be able to:
· List how schools use computers and the internet
· List 3 types of website
Some students will be able to:
· Describe the relationship between rights and responsibility in
connection with internet usage
A few students should be able to:
· Critically evaluate the right to use the internet (safely) and where
the responsibility for this right lies.
Key concepts/terms
Internet
Internet Service Provider
Right to: Privacy, Express Opinions, Reliable Information
Links to previous
This is the fourth lesson in the current unit.
learning
Assessment
Group work
opportunities
Written work in class
Homework
Differentiation
By outcome and seating plan
G&T extension work
Homework
Write a detailed answer using at least 100 words to one of the
questions on the worksheet.
Resources
Worksheets
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Time
Teacher activity
Student activity
Learning
outcomes
0-5 min
Settle class and take register
5 20 mins
Starter
Q&A/Brainstorm on the use of
computers in school
Hands up responses
1 & 2
20-50 mins
Main activity
Instructions for main activity,
explain that students need to work
in groups (pairs) to answer 2 of
Working in groups discuss
3
the 3 questions. Model an
possible answers for at least 2
example for each question.
questions and write notes in
rough in the back of books.
G&T to answer all 3 questions.
These notes will be used to aid
students to do their homework.
Go round to groups and offer
assistance where needed.
Write homework on the board
Plenary
50-60 mins
Discuss learning
objectives/outcomes in particular
refer to LO 3. This will aid
Hands up responses
preparation for homework.
3 and 4
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Teacher's notes Lesson 4
Title: The issues arising the wide spread use of the internet
Starter
How do schools use computers?
· Teach ICT as a subject
· Use ICT in lessons requirement of the national curriclum
· Presentation teaching tool
· To teach games, revision CDs
· School website
· Assessment of students, completing tests on computer
· Paperwork, registers, marking, reports
Discuss the internet as a resource as part of this overall usage.
Main activity
There are lots of websites on the internet, what different kinds of website are there?
· Information
· Sales selling you things
· Communication chat rooms
Give out worksheets
Each table should attempt at least 2 x questions. The questions are ordered according to
difficulty so as to differentiate. The more able students should attempt question 3.
Model one of the activities on the sheets.
Students are asked to discuss possible ideas as a group and to also make notes in rough in the
back of their books. Explain that this will help them to do their homework.
Plenary
Today we have been looking specifically at using the internet safely and responsibly. How do
you think that this fits in with what we have been doing in connection with rights and
responsibilities?
Should websites that promote discrimination, violence and abuse of human rights be given
freedom of speech on the internet?
Do internet service providers have a responsibility to stop offensive internet sites?
Homework
Write a detailed answer of at least 100 words to one of the questions on the worksheet.
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Having the freedom to express your opinion is an important
human right.
Does this mean that people should be allowed to put anything they like on
an internet site, even if it is bad?
Give reasons why and why not.
Schools and companies monitor the use of the internet and
check what websites people go on.
Should they be able to do that?
Give your reasons why and why not.
The internet helps people to get information quickly.
What are the good things and bad things about getting information quickly?
Is all of the information found on the internet true?
What would you do to make sure that all information on the internet is
reliable?
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Lesson Plan 5
Date/Group
Monday 19th January 2003
Year 8
Lesson aims/key
To try out practical applications for responsible internet use
question
How can I use the internet responsibly?
Learning outcomes
Most students will be able to
· search for information on the internet
· navigate the cyber cafe wed site
Some students should be able to
· list ways of taking responsibility for their right to get and share
information
A few students may be able to
· evaluate information they find on the internet and argue whether
the information is reliable
Key concepts/terms
See www.gridclub.com/cybercafe
Links to previous
This is the 5th lesson in this unit
learning
Assessment
Completed booklets
opportunities
Differentiation
By outcome and tasks students are asked to work through the
booklets ticking responses first and if this task is completed they are
asked to provide reasons for the answers in the booklets.
Homework
None
Resources
Booklets
Computers
Internet access
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Time
Teacher activity
Student activity
Learning
outcomes
0-5 min
Settle class and take register
5 15
Introduce task
Last week we looked at issues surrounding wide spread
Sitting at the centre
use of the internet. The aim of this lesson is to examine
benches, not at the
Towards 1,
how you can use the internet responsibly and also
computers whilst
2, 3 and 4
protect the following rights
listening to
Article 13
instructions.
Children have the right to get and share information as
long as the information is not damaging to them or
others.
Article 17
Children have the right to reliable information from the
mass media. Television, radio, newspapers (and the
internet) should provide information that children can
understand, and should not promote materials that could
harm children.
You are going to look at how you can take some of the
responsibility to protect those rights. You are going to
visit a cyber cafe that has been specifically designed to
help you to learn how to keep safe when using different
types of technologies.
Go through the instructions before allowing to sit in
pairs.
Put students in pairs
15 20
mins
1, 2, 3 and
Using the cyber cafe site
4
in pairs. Expectation of
depending
20 50
completed activity to be
mins
upon
dependent upon ability.
ability.
Students come back to sit in the centre benches.
50 60
Plenary q&a
mins
What did you like about the website
Is there anything you disliked
Responses to
How easy was it to move around the site
questions.
Did anyone have any problems
Has anyone come across any of these situations in real
life?
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Aim: to learn how to use the internet
responsibly.
Name of pupil 1:
Name of pupil 2:
Instructions
· There will be 4 main areas to investigate
· Web browsing
· email
· SMS/Te t
x messaging
· Chat rooms
· Have a quick look at the site to see what is there, before clicking on any of the activities.
· Remember to read all information carefully.
· Now look at the activities in more detail and complete the worksheet as you go along.
· One person should be in charge of navigating through the site, whilst your partner completes
the sheet. SWAP OVER after you have completed 2 activities.
· You have 30 minutes in TOTAL!
· You should only be speaking to your partner and your teacher.
· Record new terminology in the glossary at the back of this bo k
o let, use the online glossary to
get definitions.
· Go to the cyber cafe website at www.gridclub.com/cybercafe
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Web browsing
You decide to use a search engine. What should you do?
· Go to a child-friendly search engine
· Go to a search engine that is not child friendly
WHY?
You see an advert linking to another site. What should you do?
· Go ahead and click it
· Go, leaving the page without clicking it
WHY?
You arrive by mistake at an unsuitable web site. What should you do?
· Go straight to the `back' button and get off the page
· Turn off the monitor and go and tell your parent or carer
WHY?
You are asked to register your details on a site. What should you do?
· Go from the page without registering
· Go ahead and register
WHY?
You find a useful site that will help you with your homework. What should you do?
· Go ahead and copy large chunks on one will know.
· Write it up in your own words and write which site you used as a reference
WHY?
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
email
A friend sends you an attachment you're not sure of. What should you do?
· Go ahead and open it?
· Reply to the email and check that the attachment is genuine
WHY?
Someone you've only met online asks you to send them a photo of yourself. What
should you do?
· Go ahead and send it
· Go and tell your parent/carer or teacher
WHY?
You get an email from someone telling you that you've won a prize. What should
you do?
· Go ahead and reply you may have won something big!
· Go to the `Delete' button and get rid of the message
WHY?
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
SMS/Text Messaging
You have your own mobile phone and you want to use it in what you think could be
an unsafe place.
· Go somewhere that you think might be safer to use it
· Use it anyway
H
W Y?
You are crossing the road and your phone rings - should you
· Answer it whilst still crossing
· Wait until you are across safely you can always ring them back
WHY?
You are in the cinema watching a film and your phone rings should you
· Answer the call no-one will mind
· Turn it straight off and remember to turn it off next time
WHY?
You want to send a text message to a friend but you are not sure of their number
should you
· Go ahead and guess you'll probably get it right!
· Send a text to another friend who knows the number and ask them
WHY?
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Chat rooms
You are looking for a chat room. What should you do?
· Go to a moderated chat room
· Go to an unmoderated chat room
WHY?
Someone you've only met online asks you to meet up. What should you do?
· Go ahead, it will be fun
· Go and tell your parent/carer or teacher
WHY?
Someone in a chat room says something unpleasant. What should you do?
· Reply to what they have said
· Leave the chat room
WHY?
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Glossary
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Lesson Plan 6
Date/Group
Monday 26th January
Year 8
Lesson aims/key
Informing others about responsible internet use
question
Learning outcomes
Most students will be able to:
· Assess their own work
· Illustrate responsible use of the internet
Some students will be able to:
· Illustrate a link between rights and responsibility surrounding the
use of the internet
a few students will be able to:
· Evaluate their own work and make recommendations for
improvement.
Key concepts/terms
Internet, privacy, express opinions, information, self assessment,
criteria
Links to previous
This is the final (6th) lesson in the current unit.
learning
Assessment
Self assessment
opportunities
Differentiation
By outcome see above
By task extension activity
Homework
To complete posters ready for display
Resources
A4 paper
Colouring pens/pencils
Handouts
Self assessment forms
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Time
Teacher activity
Student activity
Learning
outcomes
0 - 5
Settle class and take register
2 x students to hand
out work sheets and
blank paper
5 - 20
Starter (15 mins)
Instructions to students.
Your task this week is to design a poster,
1
aimed at other students in the school, telling
them about rights and responsibility
surrounding using the internet. You should
use what you have learnt over the past few
weeks to help you with this task.
I am not going to be marking these posters,
you are going to mark your own work at the
Discussing as a class
end of the lesson.
what the criteria should
So that you can do that we need to agree what be.
the criteria are.
Show examples of posters so students can
see what elements make a good information
poster.
Agree criteria - Write them on the board for
students to fill in on the sheets at the end of
the lesson.
Refer to worksheet this contains some
helpful information which they may find useful
to help them when designing their poster.
20 45
Main activity (25 mins)
Designing posters
Working on posters.
2 and
for
some 3
45 - 60
Plenary (15 mins)
Copy the assessment
1 and
Completing self assessment sheets
criteria on to their
for
sheets and fill in.
some 4
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Aim: Informing others about responsible internet use
Task
Working on your own, you are going to design a poster telling other
students in the school about responsible internet use. You have 25
minutes to work on your poster.
Useful information and SMART tips
Remember that EVERYONE has the following rights
· to express their opinion
· to get and share information, as long as the information is not damaging to them
or to others
· to reliable information from the mass media
· to privacy
Try to include a message about the issue of rights and responsibility in your
poster
SAFE - Staying safe involves being careful and not giving out your name, address,
mobile phone number, school name or password to people online.
MEETING someone you have contacted on the internet can be dangerous. Only do
so with your parent or carer's permission, and then when they can be present.
ACCEPTING e-mails or opening files from people you don't really know or trust can
get you into trouble - they may contain viruses or nasty messages.
REMEMBER someone online may be lying and not be who they say they are. Stick to
the public areas in Chat rooms and if you feel uncomfortable simply get out of there!
TELL your parent or carer if someone or something makes you
feel uncomfortable or worried.
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Name:
Form:
Assessment Criteria
Could be
Good
Very good Excellent
better
Extension activity:
List up to 3 ways you think you could improve your poster.
·
·
·
Sarah Wood Citizenship PGCE student - Institute of Education 2003/4
Document Outline