Title: Internet Safety- Habitat Run

Grade: 2nd Grade (Abby Combs, Alison Goret, Courtney Lindquist)

Overall Goal: As a result of this lesson, students will gain a better
understanding of internet safety and what it means to be safe while online.
Students will also gain a basic knowledge of vocabulary, appropriate content
to put online, how to deal with cyberbullying, and have a good understanding
of who is okay to talk to online, and who is not.

Additionally, students will learn what to do in situations of

cyberbullying, what kind of information to display online, and what
information should be kept private. Students will learn this through group
discussions, a board game, and a Kahoot game. We will start off our lesson
with a Kahoot game, and another online safety quiz in order to see the basic
knowledge the class has of internet safety. We then will go into a discussion
to get the students thinking about the subject more critically. The board
game we created is called Habitat Run and its purpose is to educate students
on digital citizenship, specifically internet safety. The game involves moving
your animal playing piece to its correct habitat while encountering different
scenarios, trivia questions, QR codes, and fun facts. Then we will go into the
infographic and start teaching children what internet safety is with the
youtube videos, images, and other information included in the infographic.
The infographic really explains what internet safety is, and why it’s so
important. We discuss key terms and statistics while including engaging
pictures and captions. We also included fun videos and songs full of tips and
ways to be safe online.

We will then be able to assess the students on everything that they

have learned by requiring them to create a short story in which they develop
characters, a scenario, and a conclusion. In their short stories, their
characters will encounter a situation based on internet safety. For example,
Henry the hippo may receive an email from a stranger. From there, the
student should explain how their character deals with the situation and how
he responds. By writing these stories, the teacher will be able to evaluate the
students on how they deal with their scenarios. This will show what they
have learned. We want for our students to be safer online, and for them to
come out of the lesson being more knowledgeable on internet safety. We are
in a world that is increasingly becoming more and more digital, and our
students are going to spend a lot of time online. This subject isn’t always
taught by your parents, but this information is important enough that it
should be taught to all students. This lesson is so important because our
students need to know how to be a safe, and well-functioning member of the
internet community.
 Assessment Standards:

Standards Learning Objective Assessment

2b. Students engage 1. Students will Students will be assessed

in positive, safe, legal be able to through the short story that
and ethical behavior define key they create because they
when using terms related will have to create a
technology, including to internet scenario about internet
social interactions safety. safety and an effective way
online or when using to deal with the situation.
networked devices. 2. Students will be The students will also have
able to select to use key terms in their
appropriate actions stories. Therefore, we can
in example online assess them by listening to
situations. their stories to see if they
have used the words in
3. Students will appropriate context.
select what kind of
information is okay
to put online, who to
talk to, and be able
to write about what
to do in dangerous
situations.

2.RL.2.1 Ask and 4. Students will be The students will be

answer questions able to identify the assessed on how they are
(e.g., who was the main topics and key able to answer the
story about; why did details of the discussion questions during
an event happen; situational and the board game and if they
where did the story example videos that are able to identify the main
happen) to discuss internet points.
demonstrate safety and how to
understanding of act online.
main idea and key
details in a text.

Key Terms & Definitions:

Internet Safety
 Internet- an online collection of websites, games, and programs that
connects people to each other and allows
them to receive information
  Internet Safety- appropriate and safe behaviors online
 Digital Citizenship- the way someone presents themselves and acts
towards others online
 Website- an online page that provides information related to the topic
you searched
 Stranger- someone who you do not know
 Cyberbully- someone that acts unkindly and disrespectful to others
online
 Privacy- keeping personal information to yourself

Animals and their Habitats/Needs

 Habitat- where an animal lives
 Physical health- the basic needs of people and animals including food,
water, and shelter
Story Terms
 Main idea- what the video/story is about
 Scenario- an example that will help you understand an idea
 Characters- the people a story is about

Lesson Introduction (Hook, Grabber):

To begin our lesson, the students will play a Kahoot game over internet
safety. They will be asked fifteen questions about safety tips, response to
situations, and definitions. Each student will use a specific code to join the
Kahoot game on their technological device. They will answer to the best of
their abilities but they are not expected to know the material. This will be a
great way for the teacher to see what the students already know about
internet safety and what should be emphasized in the lesson.

After the students have completed the Kahoot game, we will go over
the key terms. We will do this by stating a key term and having the students
discuss with the person sitting next them what they think the word means.
We will then ask for volunteers to provide their definition and go over the
correct definition as a class.

Afterwards, we will introduce the online safety game by explaining that

playing it will show how much the students know about internet safety. Both
the Kahoot and the online safety game will represent what prior knowledge
students have on internet safety. We will ask each student to take out their
computer or other technological device, and access the game. If the students
need help with this, we will walk around to make sure that all the students
are able to access the game.
 The game will provide scenarios where the students will decide what
the best option is. For example, a student might get a card that says “your
friend has her address on her profile, what should you do?” then the student
would pick the best multiple choice answer which would be to tell your friend
to remove that information from her profile. The game also asks you
questions about what information would be appropriate to put online. Each
student will play the game individually. As the students play the game, they
will choose their answer, and if it is wrong, the correct answer will be
revealed and an explanation of why it is the right answer will also be shown.
Once each student completes the activity, we will ask what they
learned, to try to get a discussion going. We will ask the following questions:
 Why is it important to delete messages that ask for credit card
information or say that you have won a prize?
 What should you do when you receive an email from someone you do
not know?
 What information is safe to put online?
 Which information is not safe to put online?
 What should you do if you encounter someone being bullied online?

We will have the students take their own notes and write down what
they learn while playing the game and main ideas. As a class, we will reflect
on what they took away from the activity, and try to reiterate the key points
of how we stay safe online, who we should talk to, and what to do if you see
a cyberbully. Having notes for this will be beneficial for the students because
they will have something to refer to for the discussion.

Lesson Main:

After the introduction activity, we will begin our lesson plan by showing
the class our infographic. We will do this by pulling it up on the board so that
everyone can see it, or the students can pull it up on their own device. The
infographic provides important information about internet safety. It also
includes facts and information as well as a fun song and video that we will
view as a class. We will make sure to go over each part of the infographic so
that the students can get a good understanding of what internet safety is.
When the students seem to get the big picture we will move on.

After reviewing the infographic, we will then move into the next
activity. Before breaking the class up into groups, we will explain how the
board game will be played. Each player will choose an animal to be and they
will move along their color coded path. The oldest player will go first.

Each turn, the player will roll a dice and move the number of spaces.
Our board game includes scenario cards, interactive cards, trivia cards, true
false questions, QR code/discussion cards, and fun fact cards. The key to
what space is for what card is located on the back of the board game. . The
symbols on the board game correlate with the symbols on the cards, and
that is how it is determined what card you pick up. The cards ask the players
questions about internet safety. They may have to discuss videos or interact
with one another also. Whenever a player stops to pick up a card, it
represents the animal stopping along the way to their habitat. An animal
would need to stop in order to eat, drink, and sleep. When a player lands on
a star (situational cards) it represents the animal stopping to sleep. Cards
with circles on them (QR code/discussion cards) represent animals stopping
to drink, and cards with x’s on them represent animals stopping to eat. The
spiral cards are used to show interactions between two animals. Players will
land on the spiral spaces when the two paths intersect. Some examples of
the interaction cards are rock-paper-scissors, jumping jack competition, and
arm wrestling. These cards represent how animals meet and compete for
survival. The goal of the game is to reach your habitat first.

After explaining the board game to the entire class, we will break up
the class into groups of four. We will do this by having the students count off
and then go with their numbered groups. As the students play the game, we
will walk around to ensure that the students are playing correctly and staying
on task. The students will be able to see if they got the answer to the
questions correct because an answer key is provided for the board game.
The answer key card to the board game can be found with the other cards.
When they discuss the videos, we will walk around to listen to their
responses; however, we will not be able to hear every response for every
group. Therefore, each group will be asked to write down their responses for
the QR codes on a piece of paper and turn it in once they are finished playing
the game. Only one response sheet will be required from each group. This
will allow the teacher to review their responses to ensure that the students
are understanding the main ideas: what is safe and not safe to put online
and how to act in internet safety-related situations. If groups have incorrect
responses, the teacher will know what needs to be discussed in further
detail. This will give the teacher an opportunity to talk to the class about
their responses and emphasize any key ideas that were not understood
according to the response sheets. Overall, the board game should take about
30 minutes to finish. We also have made a video explaining the rules that we
could show the class.

Lesson Ending:

At the end of our lesson, the students will have played a Kahoot game,
an online game showing what they already knew, participated in a class
discussion about internet safety, and played a board game where they
furthered their knowledge.

After completing the board game, the students will be assessed on

what they learned by creating a short story. We will go over the instructions
for creating their short story. They will be asked to use their favorite animals
as their characters and to think of a story. The story should involve a
situation in which the character is faced with an internet safety-related
problem and then they must find a way to deal with it.

Throughout their stories, they should include some of the key terms
that we went over so that they can be assessed on their knowledge of their
new words. Before the students begin writing their stories, we will read an
example of one that we have created featuring a cat who stood up for her
friend that was being cyberbullied to give the students an example to go off
of, and to help them create ideas for their own stories. Then, they will be told
that they can begin writing their stories. The students should also include
illustrations. Once all the stories are written, each student will stand in front
of the class and read their story aloud. Each student will be assessed on
what they include in their stories, and by their presentations. The grading is
provided in the rubric below.

Assessment Rubric:

Excellen Averag Poor Missi

t e ng

Creativity The student will The student The student No

have an will include lacks an submission
original story two of the original
line, characters, three story,
and requirements characters,
illustrations. for creativity and
(storyline, illustrations.
characters,
illustrations).

Language/ Student uses There are a There are No

Grammar correct few errors, but many Submission
grammar and it is mistakes
spelling with no understandabl and the
mistakes. e. story is
unable to
 be
understood.

Content Student Student is Student is No

Required included all of missing 1-2 of missing 3 or Submission
information: the required the more of the
Include a information and requirements. requirement
scenario, went above and s.
main beyond in their
character, story.
title, author,
illustrations,
and how
they
overcame
the situation

Presentati Student is Student is Student is Student did

on willing to stand willing to unable to not present
before the class present but is be heard
and read their quiet or and doesn’t
story with doesn’t show show
appropriate illustrations. illustrations
volume and either.
shows pictures
to class.

Key Term Student Student Student Student did

Usage included key included key included not include
terms and used terms but the key terms key terms.
them in the context was but the
correct context. unclear for words were
some words. not used in
the correct
context.

Resources / Artifacts:

 Infographic- https://create.piktochart.com/output/28160957-
new-piktochart
 Kahoot: https://play.kahoot.it/#/k/8cdde8c5-4a97-48fc-b88a-
682d56ac30a2
 Board Game video: https://www.youtube.com/watch?
v=JvaL2xCW3aw&authuser=1
  ExampleStory:
https://docs.google.com/document/d/1Pg4mGvG0moSB5W1gsGvwD0U
HJ3IkOnbICT01Tgwmthc/edit?usp=sharing

Differentiation:

In order to ensure students with different ability levels can all

participate in our lesson, we will provide extra help to those who need it and
give independence to those who do not. For example, if students are
struggling with finding the games online, we will walk around to help them
do so. If they are struggling with the content during the lesson, we will
encourage students to raise their hands and ask questions. If they are
struggling while writing their stories, they will have the opportunity to
receive one-on-one help from the teacher during work time. However, if they
are still struggling after completing this entire lesson, we will offer help
before or after school. During classes, there will be times when students are
silent reading, working on homework, etc. This would be a good time to pull
aside students, especially those who cannot stay after school or come in
early, and individually work with them and help them understand what they
did not before. If students are struggling with the reading level, text
documents modified to an easier English level will be provided.

To include differentiation for demographics, we are using animals as

our characters. This will eliminate the favoring of a certain race, culture, or
gender. Also when the students write their stories, they will be encouraged to
represent themselves and their characters any way that they want. They will
be able to choose the animal, gender, and anything else about it.

Some students may not have access to computers at home, and

therefore we do not require that students do anything at home that would
need to be done on a computer. The only thing that the students may need
to complete at home would be their stories, and they can be handwritten.
When technology is needed for this lesson, we will provide the students with
the appropriate technology so that they can use it for the activities.

Students who speak different languages can follow along by looking at

pictures when pictures are provided. After the teacher has spoken to the
English speaking students, he or she can address the nonnative speaker to
help the student comprehend the information and the assignment. The
teacher can help the student comprehend by speaking slowly and in simple
english terms. The teacher can also use hand signals to represent what he or
she means. Lastly, translations and written text documents of material can
be provided in their native language or at an easier english level. When it
comes time to write their stories, they will be allowed to write them in a
different language if they absolutely need to. However, we find it important
to not water down assignments for certain students.

We want to give all students an opportunity to do every assignment

and be treated as an equal in the classroom, and therefore ESL students will
be encouraged to write at their ability according to their level of english and
will be assessed in correspondence to their level. They will get help from the
teacher and also translator apps could be accessed as well.

Anticipated Difficulties:

Some difficulties we may encounter are that when we are playing

games and taking quizzes, students may become overly competitive. We can
overcome this by explaining to the students that the process of the game
and the material they learn from them are more important than the winner. If
it still gets out of hand, we will pull aside any student causing the issue and
remind them of it.

It might be difficult to have the children raise their hands, or ask

questions. We will have to be really motivated and enthusiastic about the
subject so that the students will want to answer the questions. The ages that
we are giving the lesson are likely to have some basic knowledge of the
subject, being in the internet age we’re in.

Students who struggle with creating a story can be guided and will be
encouraged to ask any questions. We will guide them by first helping them
develop their characters. We will ask them their favorite animal and tell them
to choose a name for them. From there, we will list possible scenarios for
them to choose from: something pops up on your computer and offers a
prize, a friend is being bullied online, you are creating a profile and trying to
decide what is safe to put online, you receive an email from a stranger. All of
these examples would make great scenarios for a story. After the student has
created their character and picked a situation, they will be asked how they
would respond to the situation. This is when the student should use their own
knowledge to decide the best way to deal with it. Guiding students through
this process will help them develop their own stories with a little assistance.

Lastly, some students may be opposed to presenting in front of the

class. The teacher will assess the situation and act appropriately. For
example, stubborn or lazy students will be addressed differently than
students with extreme anxiety and fear. If a student refuses to stand up
because they simply do not want to, the teacher will deduct points off of
their final story grade. However, if a student is nervous then other options
can be given. The teacher could go up with the student or the student could
read aloud from their desk. If necessary, the student can just read to the
teacher one-on-one to avoid public speaking.

Sources

Below are the links that were used to find fun facts about the animals for our
board game.

http://mentalfloss.com/article/56416/20-fun-facts-about-penguins-
world-penguin-day
https://www.thespruce.com/fun-facts-about-penguins-387109
https://www.thefactsite.com/2016/01/incredible-camel-facts.html
https://onekindplanet.org/animal/camel/
https://www.factretriever.com/lions
http://www.sciencekids.co.nz/sciencefacts/animals/monkey.html
https://www.factretriever.com/monkey-facts
https://www.natgeokids.com/au/discover/animals/general-animals/10-
lion-facts/#!/register
https://www.worldwildlife.org/blogs/good-nature-travel/posts/ten-
interesting-facts-about-lions