Internet Safety Unit Plan

Unit Rationale
The internet safety unit is the first unit in the Computers 7 course, providing students with imperative skills for using and
communicating with technology. Students will learn the importance of digital citizenship and how to act both ethically, morally,
and responsibly when using technology by completing the Everfi Ignition online course. The Everfi Ignition course is split up into
six lessons and covers a range of digital citizenship topics including online safety, technology and data, digital rights and literacy,
evaluating content, social media, screen time, and digital privacy. By completing the program, students will understand and
comprehend how to implement the safety requirements and expectations when using computers and technology. After students
complete the program, they will write a reflection to demonstrate their new understanding, and as the course continues, they will
continually apply their knowledge and skills of digital citizenship when using technology. The digital citizenship program has been
emphasized at the beginning of the unit and course to ensure students have the necessary skills to proceed with the course, and it
also ensures students become critical thinkers about their media and technology consumption. More importantly, digital
citizenship skills will apply to their use of technology on an everyday basis beyond school.

Communication is an integral part of using technology and students are expected to communicate their learning on a regular basis
through this CTF course. Students will learn how to create a basic presentation and a website to communicate thoughts and ideas
with others. These skills will be further developed later in the course, but this initial unit provides the basic concepts of creating
presentations to show students another technique of communicating.

To make students aware that the media is capable of manipulating images and videos to influence its audience, we will spend the
last part of the unit using and exploring Adobe Photoshop. Students will learn the basic skills for using Adobe Photoshop and will
practice using their skills by completing their own Adobe Photoshop creation. In future units, students will be given assignments
and they may elect to use Adobe Photoshop to complete their assignments. Therefore, it is important students gain the necessary
skills early in the course so they can continue to explore these skills and passions. Moreover, through teaching students that the
media can manipulate images by using apps like Adobe Photoshop, my hope is that they think more critically about their media
consumption and understand that much of the material presented on the Internet and social media has been altered.
 Outcomes and Essential Questions
Essential (core) Questions
 How can you responsibly use technology?
 Why is digital citizenship important?
 How can I communicate with a presentation?
 How can you create a website?
 What does safe technology usage look like?
 How can you manipulate images?
General and Specific Learner Outcomes:
Students will…
CTF is exploring interests, passions and skills while making personal connections to career possibilities.
I follow safety requirements associated with occupational areas and related technologies.

CTF is planning, creating, appraising and communicating in response to challenges.

I communicate my learning.
I create products, performances, or services in response to challenges.

F3 Students will demonstrate a moral and ethical approach to the use of technology.
F.3.1 use time and resources on the network wisely
F.3.2 explain the issues involved in balancing the right to access information with the right to personal privacy
F.3.3 understand the need for copyright legislation
F.3.5 download and transmit only materials that comply with the established network use policies and practices
F.3.6 model and assume personal responsibility for ethical behaviour and attitudes and acceptable use of information
technologies and sources in local and global contexts

F4 Students will become discerning consumers of mass media and electronic information.
F.4.4 recognize that the ability of technology to manipulate images and sound can alter the meaning of a communication

F5 Students will practise the concepts of ergonomics and safety when using technology.
F.5.1 identify risks to health and safety that result from improper use of technology
F.5.2 identify and apply safety procedures required for the technology being used
P3 Students will communicate through multimedia. 
P.3.1 create multimedia presentations that take into account audiences of diverse size, age, gender, ethnicity and geographic
location
P.3.2 create multimedia presentations that incorporate meaningful graphics, audio, video and text gathered from remote sources

Cross-Curricular Links
ELA Outcomes:
1.2 Clarify and Extend
 use talk, writing and representing to examine, clarify and assess understanding of ideas, information and experiences
3.3 Organize, Record, Evaluate
 connect new information with prior knowledge to build new understanding
3.4 Share and Review
 communicate ideas and information in a variety of oral, print and other media texts, such as reports, autobiographies,
brochures and video presentations
4.3 Present and Share
 present ideas and opinions confidently, but without dominating the discussion, during small group activities and short,
whole class sessions

Health Outcomes:
W–7.4 analyze the messages and approaches used by the media to promote certain body images and lifestyle choices
L–7.5 create a personal portfolio showing evidence of interests, assets and skills

Resources 
PowerPoint Presentation
 Students will create a presentation about themselves by using PowerPoint Presentation.
Pre-Assessment Survey Tool
 Students will complete an online survey that I have created to gauge their understanding of technology as well as their
usage with technology.
https://monkeylearn.com/word-cloud/
 Students will use word cloud as a pre-assessment to gauge their understanding of digital citizenship. They will submit a
word that reminds them of the word digital citizenship.
https://everfi.com/courses/k-12/digital-literacy-wellness-safety/
 Everfi Ignition is an online digital citizenship program that has six different lessons that students work through. Students
will spend the start of the term working through this program to ensure they engage responsibly with technology for the
rest of the term.
Flipgrid
 Flipgrid may be used for the digital citizenship reflection. Students may elect to verbally communicate their learning by
creating a short video.
Microsoft Word
 Microsoft Word may be used for the digital citizenship reflection. Students may elect to type out their learning in a
document.
https://www.weebly.com/ca
 Weebly is a free site that allows people to create websites. Students will create a basic website that will be used as their
portfolio to document their assignments as they go through the course.
Adobe Photoshop
 Adobe Photoshop will be used to show students how they can create and manipulate images.
Weekly Plans
Week 1 Wednesday
Activities: This is the first day of classes for students in Grade 7. I will begin the class by introducing myself and giving a
presentation, so the students get to know me better as their upcoming student teacher. I will go over the course outline
and discuss how the class will be formatted.
Resources and Materials: Get to Know Me PowerPoint Presentation
Thursday
Activities: We will go over the classroom expectations and brainstorm as a group classroom expectations that will be
posted in the classroom so students may reference the expectations throughout the school year. We will do some
icebreaker activities so students may familiarize themselves with their peers.
Assessments: Classroom Discussion (F)
Friday
Essential Question: How can I create a presentation?
 Activities: To begin the class, students will learn how to login onto the computers and how to access the internet. I will
send everyone a survey asking about their knowledge and usage of technology as a pre-assessment. Students will
complete the surveys online and submit them so I can determine what areas to focus on more within the course. I will
introduce the About Me PowerPoint Presentation to the students and show students how to use PowerPoint to create a
presentation. Students will begin working on their presentations.
Resources: Technology Survey
Assessments: Pre-assessment Survey (F)
SLO’s: I create products, performances, or services in response to challenges. (P.3.1, P.3.2)

Monday
Essential Question: How can I create a presentation?
Activities: Students will start by practicing typing for 10 minutes. The rest of the class will be work time for students to
complete their About Me PowerPoint Presentations.
Differentiation: Provide students with step-by-step instructions on how to create a PowerPoint presentation with images
Assessments: About Me PowerPoint Presentation (F)
SLO’s: I create products, performances, or services in response to challenges. (P.3.1, P.3.2)
Tuesday
Essential Question: Why is digital citizenship important?
Week 2 Activities: Students will start by practicing typing for 10 minutes. I will introduce the unit on internet safety. I will send
students the link to a word cloud where I will ask them to send in a word that reminds them of internet safety or digital
citizenship. After the students complete the word cloud, we will have a class discussion about the words that students
sent in. Students will then engage in a think-pair-share to discuss why they think internet safety and digital citizenship
are important, and what can result from unsafe use of technology. We will then have a class discussion about the
importance of digital citizenship. I will introduce students to the Everfi Ignition Digital Citizenship program that they will
complete over the next 6 class days.
Resources: https://monkeylearn.com/word-cloud/
https://everfi.com/courses/k-12/digital-literacy-wellness-safety/
Assessments: Word Cloud Pre-assessment (F), Classroom Discussion (F)
SLO’s: I follow safety requirements associated with occupational areas and related technologies. (F.5.1)
Wednesday
Essential Questions: Why is digital citizenship important?
Activities: Students will start by practicing typing for 10 minutes. They will work through Lesson 1: Connections and
Community on Everfi Ignition. After they complete the online lesson, they will complete an exit slip outlining what they
learned from the lesson and why it is important.
Differentiation: The exit slip may be done through a video, by having a conversation with me, or by writing
Assessments: Exit Slip (F)
SLO’s: I follow safety requirements associated with occupational areas and related technologies. (F.3.6)
Thursday
Essential Questions: Why is digital citizenship important?
Activities: Students will start by practicing typing for 10 minutes. They will work through Lesson 2: Safety and Privacy on
Everfi Ignition. After they complete the online lesson, they will complete an exit slip outlining what they learned from the
lesson and why it is important.
Differentiation: The exit slip may be done through a video, by having a conversation with me, or by writing
Assessments: Exit Slip (F)
SLO’s: I follow safety requirements associated with occupational areas and related technologies. (F.3.6)
Friday
Essential Questions: Why is digital citizenship important?
Activities: Students will work through Lesson 3: Screen Time vs. Offline Time on Everfi Ignition. After they complete the
online lesson, they will complete an exit slip outlining what they learned from the lesson and why it is important.
Differentiation: The exit slip may be done through a video, by having a conversation with me, or by writing
Assessments: Exit Slip (F)
SLO’s: I follow safety requirements associated with occupational areas and related technologies. (F.3.1, F.5.1, F.5.2)

Monday
Essential Question: Why is digital citizenship important?
Activities: Students will start by practicing typing for 10 minutes. They will work through Lesson 4: Technology and Data
on Everfi Ignition. After they complete the online lesson, they will complete an exit slip outlining what they learned from
the lesson and why it is important.
Differentiation: The exit slip may be done through a video, by having a conversation with me, or by writing
Assessments: Exit Slip (F)
SLO’s: I follow safety requirements associated with occupational areas and related technologies. (F.3.2)
 Tuesday
Essential Question: Why is digital citizenship important?
Week 3 Activities: Students will start by practicing typing for 10 minutes. They will work through Lesson 5: Rights and Literacy on
Everfi Ignition. After they complete the online lesson, they will complete an exit slip outlining what they learned from the
lesson and why it is important.
Differentiation: The exit slip may be done through a video, by having a conversation with me, or by writing
Assessments: Exit Slip (F)
SLO’s: I follow safety requirements associated with occupational areas and related technologies. (F.3.3, F.3.5)
Wednesday
Essential Questions: Why is digital citizenship important?
Activities: Students will start by practicing typing for 10 minutes. They will work through Lesson 6: Evaluating Content on
Everfi Ignition. After they complete the online lesson, they will complete an exit slip outlining what they learned from the
lesson and why it is important.
Differentiation: The exit slip may be done through a video, by having a conversation with me, or by writing
Assessments: Exit Slip (F), Digital Citizenship Everfi Ignition (S)
SLO’s: I follow safety requirements associated with occupational areas and related technologies.
Thursday
Essential Questions: What is digital citizenship and why is it important?
Activities: Students will start by practicing typing for 10 minutes. After completing the digital citizenship program
through Everfi Ignition, students will write or create a video reflection answering the essential question along with some
other sub-questions based on the videos.
Assessments: Digital Citizenship Reflection (S)
SLO’s: I follow safety requirements associated with occupational areas and related technologies. I communicate my
learning. (F.3.1, F.3.2, F.3.3, F.3.5, F.3.6)
Friday
Essential Question: How can you create a website?
Activities: Students will start by practicing typing for 10 minutes. I will introduce the students to Weebly where they will
create their own website that will act as their portfolio for the rest of the term. Students will create the website and add
some personal touches to their website if time permits.
Differentiation: Provide students with step-by-step instructions on how to create a Weebly website with images
Assessments: Weebly Portfolio (F)
 SLO’s: I create products, performances, or services in response to challenges. (P.5.1)

Monday
Essential Question: How can images and videos be manipulated?
Activities: To begin the class, I will show students images of manipulated images and videos and allow them to dissect
the images and the ways they have been manipulated in groups and then we will have a class discussion. I will provide
students with step-by-step instructions on how to create a photoshopped image altogether as a class and how to use
Week 4 photoshop.
Assessments: Classroom Discussion (F)
SLO’s: I create products, performances, or services in response to challenges. (F.4.4)
Tuesday
Essential Question: How can images and videos be manipulated?
Activities: We will continue practicing using photoshop. I will introduce the Photoshopped animal assignment where
they must create a new animal by combining two or more animals. Students may start working on the assignment if they
have finished the photoshop practice.
Assessments: Class discussion (F), Photoshop Image Exit Slip (F)
Resources: Adobe Photoshop
SLO’s: I create products, performances, or services in response to challenges. (F.4.4)
Wednesday
Essential Questions: How can images and videos be manipulated?
Activities: Students will work on their photoshopped animal.
Differentiation: Provide students with step-by-step instructions on how to combine animals on Photoshop with images.
Assessments: Photoshopped Animal (S)
Resources: Adobe Photoshop
SLO’s: I create products, performances, or services in response to challenges. (F.4.4)

Unit Assessment Plan (Evaluation)

Desired Results
Established Goals – GLO(s):
CTF is exploring interests, passions and skills while making personal connections to career possibilities.

CTF is planning, creating, appraising and communicating in response to challenges.

F3 Students will demonstrate a moral and ethical approach to the use of technology.

F4 Students will become discerning consumers of mass media and electronic information.

F5 Students will practise the concepts of ergonomics and safety when using technology.
P3 Students will communicate through multimedia. 

P5 Students will navigate and create hyperlinked resources.

Understandings:
Students will understand that…
 The media manipulates images and videos
 Digital citizenship is crucial when using and
communicating with technology
 The risks that result from unsafe technology
practices
Essential (core) Questions:
 How can you responsibly use technology?
 Why is digital citizenship important?
 How does the media influence its audience?
 How can I communicate with a presentation?
 How can you create a website?
 What does safe technology usage look like?

Prior understandings… Students will be able to…

F3 Students will demonstrate a moral and ethical  Demonstrate a moral and ethical approach to technology
approach to the use of technology. usage
 comply with the acceptable use policy of the school  Critically assess and evaluate information
and school authority for Internet and networked  Create a presentation to communicate
services, including software licensing agreement  Create a website
 work collaboratively to share limited resources  Use technology safely
  use appropriate communication language and  Manipulate images with Photoshop
etiquette
 document sources obtained electronically, such as
web site addresses
 respect the privacy and products of others
 use electronic networks in an ethical manner
 comply with copyright legislation

F4 Students will become discerning consumers of mass

media and electronic information.
 recognize that graphics, video and sound enhance
communication
 describe how the use of various texts and graphics
can alter perception
 discuss how technology can be used to create
special effects and/or to manipulate intent through
the use of images and sound

F5 Students will practise the concepts of ergonomics and

safety when using technology.
 demonstrate the application of ergonomics to
promote personal health and well-being
 identify and apply safety procedures required for
the technology being used

P3 Students will communicate through multimedia. 

 create a multimedia presentation, incorporating
such features as visual images (clip art, video clips),
sounds (live recordings, sound clips) and animated
images, appropriate to a variety of audiences and
purposes
  access available databases for images to support
communication

P5 Students will navigate and create hyperlinked

resources.
 create and navigate a multiple-link document
Where does this lead?
CTS General Outcomes:
 produce visual compositions using a variety of media, e.g., print, photography, video, animation, where a number of
elements and principles of design are used and have an identifiable impact on the intent of the message
 identify copyright restrictions and permissions and put them into practice
 investigate graphic programs
 design and create a Web page
 demonstrate appropriate elements of digital citizenship
 apply consistent and appropriate work station routines

F3 Students will demonstrate a moral and ethical approach to the use of technology.
 demonstrate an understanding of how changes in technology can benefit or harm society
 record relevant data for acknowledging sources of information, and cite sources correctly
 respect ownership and integrity of information

F4 Students will become discerning consumers of mass media and electronic information.
 evaluate the influence and results of digital manipulation on our perceptions

F5 Students will practise the concepts of ergonomics and safety when using technology.
 assess new physical environments with respect to ergonomics
 identify safety regulations specific to the technology being used

P3 Students will communicate through multimedia. 

 select and use, independently, multimedia capabilities for presentations in various subject areas
 support communication with appropriate images, sounds and music
  apply general principles of graphic layout and design to a document in process

P5 Students will navigate and create hyperlinked resources.

 create multiple-link documents appropriate to the content of a particular topic
 post multiple-link pages on the World Wide Web or on a local or wide area network

Assessments 
Pre- Digital Digital About Me Photoshop
Class Create a
Title Assessment Exit Slips Citizenship Citizenship Presentation
Discussions Website
Learning Survey Reflection Program
Outcomes  Formative
Type Formative
Formative Formative Summative Summative Formative Formative and
(Formative/Summative)
Summative
Weighting N/A N/A N/A 20% 60% N/A N/A 20%
I follow safety requirements X X X X
associated with occupational areas
and related technologies.
I communicate my learning.
F.3.1 use time and resources on the
network wisely
F.3.2 explain the issues involved in
balancing the right to access
information with the right to
personal privacy
F.3.3 understand the need for X
copyright legislation
F.3.5 download and transmit only
materials that comply with the
established network use policies and
practices
F.3.6 model and assume personal
responsibility for ethical behaviour
and attitudes and acceptable use of
information technologies and sources
in local and global contexts
I create products, performances, or
services in response to challenges. X
X
P.5.1 create a multiple-link web page
hyperlinked resources.
I create products, performances, or
services in response to challenges.
F.4.4 recognize that the ability of X X
X X
technology to manipulate images and
sound can alter the meaning of a
communication
I follow safety requirements
associated with occupational areas
and related technologies.
F.5.1 identify risks to health and
safety that result from improper use X
X X X X
of technology
F.5.2 identify and apply safety
procedures required for the
technology being used

I create products, performances, or

services in response to challenges.
P.3.1 create multimedia
presentations that take into account
audiences of diverse size, age, X X
gender, ethnicity and geographic
location
P.3.2 create multimedia
presentations that incorporate
meaningful graphics, audio, video
and text gathered from remote
sources

Assessment Tool Overview

Assessment Assessment AS Assessment OF
Assessment Tool  Brief Description
FOR Learning Learning Learning
The pre-assessment survey will be used to
formatively assess students’ current
understanding and abilities with technology
and different computer programs. The
information from this survey will inform the
Pre-Assessment Survey X
amount of instruction required for specific
aspects of technology and computer
programs. Additionally, the survey will provide
information on what aspects of the curriculum
need more or less emphasis.
Classroom discussions will occur in most
classes and will provide students with an
opportunity to express their understanding
and receive feedback from their peers. I will
provide questions to guide the discussions and
Class Discussions X
students will share their understanding and
build upon each other’s understanding. Class
discussions will formatively assess their
understanding and ability to think critically
about technology and communication.
Exit Slips Students will either answer the essential X X

Digital Citizenship Program lessons, and each lesson comprises a different
Digital Citizenship Reflection
Create a Website
question of the day or indicate what they have
learned from the lesson either verbally or in
writing. Exit slips will occur at the end of a
lesson to formatively assess their
understanding of the concepts covered in the
class. Information from the exit slips will be
used to inform any concepts that need to be
reviewed in the next class. I will provide
students feedback on their exit slips so they
may use the feedback to inform their digital
citizenship reflection.
The Everfi Ignition Digital Citizenship program
will be used to teach students about the
importance of digital citizenship. There are six
X X
topic within digital citizenship. Students will
get a completion mark for finishing the
program.
Students will compose a written or verbal
reflection of what digital citizenship means
and why digital citizenship is important.
Students may use their exit slips and the
feedback they have received on their exit slips
X X
to help create their reflection. The digital
citizenship reflection will be assessed
summatively to gauge their understanding of
digital citizenship and what they have learned
from the Everfi Ignition program.
Students will create a website on Weebly that
will act as their portfolio for the rest of the X
term. The creation of the website will be
 formatively assessed. They will upload all
assignments onto their portfolio, and I will
provide constructive feedback. Students may
elect to improve upon their assignments based
on the feedback they received and then
upload their adjusted assignment to their
portfolio for a summative mark. The portfolio
will be used to show the progress students are
making within the course.
Students will create a PowerPoint
Presentation with slides about themselves.
The PowerPoint will be assessed formatively
to gauge their ability to use computer
About Me Presentation programs and their ability to make multimedia X
presentations. Additionally, the presentation
will be used to get to know the students better
and understand what their interests are to
incorporate them later in the course.
Students will combine two or more animals on
Photoshop to create a new animal. This
Photoshop X
assignment is assessed summatively for a
completion mark.