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DIGITAL LITERACY PROJECT
CREATED FOR CBU EDUC5131

 

 

DIGITAL SECURITY ACTIVITY

 

The entire Teacher Package is available on Adobe PDF format for accessibility and convenience. In addition, the PowerPoint Lesson is also available. You are free to edit either one or both.  But, please feel free to download and use for personal classroom-use only.

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CLASS: TGJ2O (Grade 10 Communications Technology)

LESSON TITLE: Digital Security Activity: Social Media Friend Requests, Social Media Privacy Settings, Email Phishing, and Password Strength
 

BRIEF SYNOPSIS:

 

In this lesson plan, student groups use pre-written scenarios to explore one aspect of Digital Security, such as social media friend requests, social media privacy, email phishing, or password strength. Students then research, discuss, and create a Public Service Announcement (PSA) video on their chosen topic using Adobe After Effects. Through the project, students develop critical thinking skills and work collaboratively. The activity culminates with watching other students’ PSAs, and then, in a self-assessment, students are encouraged to reflect on their contributions and personal growth during the project. Students from feeder schools will also be invited to watch the PSAs over MS Teams with our class. Overall, the lesson aims to foster responsible digital citizenship and equip students with essential online skills.

CONCEPT MAP:

This concept map (below) represents the Digital Security element of Ribble's, 9 Elements of Digital Citizenship. The goal is to make this one component of a larger unit on Digital Citizenship that can be placed in various sections of the Grade 10 Communications Technology (TGJ2O) course.

This lesson plan compliments a larger unit on Digital Citizenship.

LEARN. COLLABORATE. CREATE.

ONTARIO CURRICULUM EXPECTATIONS (OVERALL) COVERED:

The Ontario Curriculum expectations were last revised back in 2009. However, students will cover the following overall expectations in the Ontario Curriculum (TGJ2O Grade 10 Communications Technology):

Technology, Environment, and Society:
C2. demonstrate an understanding of social effects and issues arising from the use of communications media technologies and the importance of representing cultural and social diversity in media productions.

 

Professional Practice and Career Opportunities:
D1. demonstrate an understanding of and apply safe work practices in communications technology activities.

 

Communications Technology Skills:
A1. demonstrate an understanding of the core concepts, techniques, and skills required to produce a range of communications media products or services;
A3. demonstrate an understanding of and apply the interpersonal and communication skills necessary to work effectively in a team setting;
B1. apply project management techniques to the planning and development of communications media products;
B2. apply a design process or other problem-solving processes to meet a range of challenges in communications technology;
B3. create products or productions that demonstrate competence in the application of creative and technical skills.

 

* Overall expectations taken from The Ontario Curriculum, Grades 9 and 10, Technological Education.

BRIEF SYNOPSIS:
 

In this lesson plan, student groups use pre-written scenarios to explore one aspect of Digital Security, such as social media friend requests, social media privacy, email phishing, or password strength. They then research, discuss, and create a Public Service Announcement (PSA) video on their chosen topic using Adobe After Effects. Through the project, students develop critical thinking skills and work collaboratively. The activity culminates with watching other students’ PSAs, and then, in a self-assessment, students are encouraged to reflect on their contributions and personal growth during the project. Overall, the lesson aims to foster responsible digital citizenship and equip students with essential online skills.

 

LEARNING OBJECTIVES:

The Ontario Curriculum expectations were last revised in 2009. However, students will cover the following overall expectations in the Ontario Curriculum (TGJ2O Grade 10 Communications Technology):

 

Technology, Environment, and Society:

C2. demonstrate an understanding of social effects and issues arising from the use of communications media technologies and the importance of representing cultural and social diversity in media productions.
 

Professional Practice and Career Opportunities:
D1. demonstrate an understanding of and apply safe work practices in communications technology activities.

Communications Technology Skills:
A1. demonstrate an understanding of the core concepts, techniques, and skills required to produce a range of communications media products or services;
A3. demonstrate an understanding of and apply the interpersonal and communication skills necessary to work effectively in a team setting;
B1. apply project management techniques to the planning and development of communications media products;
B2. apply a design process or other problem-solving processes to meet a range of challenges in communications technology;
B3. create products or productions that demonstrate competence in the application of creative and technical skills.

* Overall expectations taken from The Ontario Curriculum, Grades 9 and 10, Technological Education.
 

LEARNING OBJECTIVES:

 

By the end of the lesson, students will be able to demonstrate knowledge of one of the four elements studied on Digital Security:

  •     Social Media Friend Requests, 

  •     Social Media Privacy Settings, 

  •     Email Phishing, and 

  •     Password Strength
     

Students will also view other student-produced PSAs to understand the other elements. The students’ PSAs will give them the opportunity to work collaboratively to produce a media product, apply project management techniques, use and apply the design process, and create a production the demonstrates competence in the video application.

​MATERIALS AND TECHNOLOGY:

☐ Teacher computer with large screen/projector
☐ Student computers with intern et access

☐ MS Office (OneDrive collaborative document)

☐ Adobe After Effects (or another video editing program)

☐ D2L or another digital classroom platform

☐ Projector/smartboard/Touch Screen TV

☐ Student Sheet for Assignment and Rubrics

☐ Scenario cards (D2L) *

☐ Storyboard template (D2L) *


​* When at all possible, store files electronically rather than photocopying/printing. Students can complete the storyboard template using a photo editor (storyboard will not be assessed).

TEACHER NOTES:

* Students need to have a good working knowledge of computers, D2L, MS Office,  Adobe After Effects or another video application to complete. They should have also completed a safety and usage program on hardware they will be using (video cameras, cameras, lighting, etc.).

LESSON PLAN (Time: 180 minutes)

By the end of the lesson, students will be able to demonstrate an understanding of some elements of online safety and responsible digital citizenship by:

 

  • Recognizing potential risks and dangers associated with online activities,

  • Understanding strategies and practices to protect personal information and privacy online,

  • Demonstrating ethical, respectful, and collaborative communication in all interactions.

INSTRUCTIONS:

SLIDE 1

Open and start slideshow:
ACTIVITY - Digital Security.pptx

SLIDE 2

Start by introducing the ROADMAP for the next three classes (60x3=180 mins):

  1. Digital Citizenship Discussion

    1. What is digital citizenship?

    2. Why is digital security important?

  2. Activity 1: Group Discussion and Research with Scenario Cards

  3. Activity 2: Adobe After Effects Public Service Announcement (PSA)

  4. Activity 3: Individual Student Self-Assessment

SLIDE 3

Discuss “What is Digital Citizenship?”

Students should have a basic understanding and be able to contribute from past work. Then ask them: Why is digital security important? Come up with a few answers as a class. Guide as needed.

 

SLIDE 4

Let students know this activity has 3 parts:

  1. Group work with Scenario Cards to research digital citizenship topic,

  2. After Effects Public Service Announcement (PSA), and

  3. Watching group PSAs and doing a Self-Assessment rubric.

 

SLIDE 5

Go over and discuss assignment and the two rubrics with students. Explain this project is a co-operative group project, so unless the work is equally completed, the marks will not be the same. Give students an opportunity to propose changes to rubric.

Discuss self-assessment rubric with expectations.

SLIDE 6

PART 1 (SCENARIO CARDS)
 

Groups will be assigned one (1) SCENARIO CARD (found in class D2L). Read through the topics for the students:

  1. Social Media Friend Request,

  2. Email Phishing Attempt,

  3. Social Media Privacy Settings, and

  4. Password Strength.


Students should be instructed to: Read the scenario card aloud, then answer the questions as a group. If they are unable to answer any of the questions, they may use the Internet to find good answers.

SLIDE 7

Explain that students are expected to work well in their groups and contribute equally.  Explain a co-operative group assignment mark.

SLIDE 8

Students work on Part 1 of their activity.

When students are discussing the scenario cards, walk around, listen, and guide as needed.

Encourage students to share ideas and stories, or research their digital literacy topic online. Guage how well students are working in their groups.

When finished Part 1, students will come back together to continue the slideshow before starting Part 2.

 

SLIDE 9

PART 2 (ADOBE AFTER EFFECTS PSA):
 

When all groups have completed their discussion of their scenario cards, go to YouTube and show them the links below. After each direct questioning: What did the students think about the PSA?  What did they like/not like? Why was it effective or not effective?

​This is your brain:
https://www.youtube.com/watch?v=GOnENVylxPI

Vape Talk:
https://www.youtube.com/watch?v=1BQQWcTzv-4

Try to ask students what makes an effective PSA.  They may come up with ideas like relevance, clear message, emotional appeal, memorable, targeted audience, call to action, credibility, aesthetically engaging, etc. This will help give them ideas on what they could include in their PSAs.

 

SLIDE 10

Explain that students will make their PSA on their selected topic using Adobe After Effects. They are to make it impactful for other students. Tell them the class will see everyone's work, and they will be doing a self-assessment afterwards (show them on D2L).

Direct students to D2L for the assignment sheet (with rubrics), and once again remind them this is a co-operative group project.

Explain the requirements which should not be new to them:

  • Discussion and research,

  • Text/voice in message,

  • Effective scene transitions,

  • Video/Pictures/Sound are included,

  • Use of storyboard,

  • Include a call to action (this could be a national organization, Kids Help Phone, or a teacher/coach, etc.),

  • Students may use Creative Commons pictures, sounds, and effects.

  • List all group member’s names at the end.

Explain to students that completed PSAs will be shown to selected classes in the feeder schools via MS Teams.

When students finish their projects, one student submits the MP4 file to their D2L.

SLIDE 11

PART 3 (STUDENT SELF-ASSESSMENT):

Remind students they are to complete their self-assessment sheet for the work they did in their groups. They are to be critical and honest about their participation.

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