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TeachNet 2008 Grant Winner       << Back to all Grant Winners
Internet Navigation and Online Safety

Subject:Computer operations and applications, Web navigation skills, Web design, Internet safety and etiquette rules, copyright guidelines

Grade Level: 4 and 5

Materials: iMacs, Firefox browser, MS Office and Type to Learn software, printer, ink, note and printer paper, pencils, and projector

About: Students spend several weeks learning and practicing basic computer operations, keyboarding, and word processing. They engage in guided Web searches, learning to evaluate quality and pertinence, and practice log-in procedures on a contest site and Google. They go to a teacher-designed website and browse through the links, reading and printing as instructed. They practice safety guidelines during participation in the online "Go Green with All" contest and in the crafting of their own wikis. Follow-up activities include the making of "mashups" on Google Maps, connecting locations with historic events being studied in class.

Students print out "Web licenses" after completing an online quiz, and draft essays on what they learned. Groups of two or three make PowerPoint presentations about Internet safety. They also craft wikis related to Internet safety for kids.

This project is designed in response to parental and teacher concerns, and was featured in the school newsletter. It draws upon skills developed throughout the upper grades, especially in the weekly computer lab sessions, and expands into areas of Web use and design not covered in the classroom. The wiki designed for this project is linked to targeted, grade-level-appropriate Internet resources. Students read and write about Web safety, and practice it as they observe privacy and etiquette rules in the construction of their own Web pages. Student essays and wikis demonstrate mastery of content.

This activity best follows instruction and practice in keyboarding, word processing, computer basics, and Web exploration. Students work in self-selected groups of two or three once a week in the computer lab. It is preferable to use a common screen name and password supplied by the teacher. Some students need much guidance in proper formatting to log on, and in navigating among Web pages. Classroom teachers would find the project wiki to be sufficiently self-contained and explicit for students to handle on their own, using whatever equipment is readily available. However, special attention has to be paid to those few who are easily distracted or become frustrated with multi-step complexities and computer malfunctions.


Students will be able to perform basic computer operations and applications.
Students will be able to list and describe in detail several key rules for Internet safety and etiquette.
Students will be able to log on to a website, observing precision and case of user names and passwords.
Students will observe rules of safety and "netiquette" as they design their own wikis and weblogs.
Students will share what they have learned with parents, and apply rules when online off campus.
Students will become engaged and will form close collaborative bonds with peers.

This page has links to age-appropriate sites pertaining to Internet safety for kids and "netiquette."
This is a concise list of 10 critical rules for online safety.
Kids take a quiz and, after passing, print out a certificate that they sign like a behavioral contract.
Explicit instructions for safely crafting blogs are provided here, an extension of computer literacy skills development and practice.

Students read and write in a variety of genres/formats, observing rules of grammar, spelling, and style.
4 and 5
Language Arts
Students effectively and creatively employ computer technology (word processing, Internet browsing, Web page design, graphics integration, copyright guidelines).
4 and 5
Computer Literacy

Day 1: Mac OS and Keyboarding Practice
Students will recall and practice using basic Mac operating system commands and successfully log in to Type to Learn program and follow instructions given by teacher and program.
Students will gain skill in keyboarding and display proper posture, finger positions, and reaches.
Computers, projector, Type to Learn software
Whole group introduction to Mac OS in computer lab.
Students start up MS Word and are given a 5-minute typing test that they print out for comparison later in year.
Whole group instructions are given by teacher concerning log in for Type to Learn.
Teacher provides guidance as needed.
Teacher monitors proper log-in and keyboarding technique, and makes corrections individually and for the whole group as needed.

Day 2: Exploring Multiple Features of MS Word
Students type essay about their school schedule and goals, employing multiple features of MS Word.
Students gain skill in keyboarding.
Students make appropriate use of MS Word features.
Computers, projector, MS Word software
Teacher introduces and clarifies assignment, scope, and limitations.
New features are demonstrated to whole group.
Students draft essay using MS Word.
A follow-up project involves the drafting of an essay entitled "My Specific Goals for this Month: Based on Stephen Covey's Seven Habits of Highly Effective People" with quantitative, achievable objectives listed for each of the domains of life.
Teacher monitors progress of each student and provides guidance and encouragement as needed. Printout of essay is graded with respect to good organization and content. Subsequent assignments document improvements in keyboarding and MS Word skills.

Day 3: Web navigation and online form completion
Students will be able to select and operate Web browser.
Students will be able to type correct URL in address bar of browser (not in the search line).
Students are able to enter given user name and case sensitive password to log in (a big challenge for some).
Students are able to follow online instructions to complete online form.
Computers, projector, Firefox Web browser from Mozilla.com
Teacher demonstrates selection of browser from dock, startup, and entry of URL.
Teacher demonstrates proper log-in to selected site (in this case, it was a "Go Green With All" contest).
Teacher demonstrates how to enter online text and how to navigate through form.
Students begin to follow instructions, and to assist neighbors as needed.
Teacher monitors progress, and provides assistance individually.
Those that complete the form, log out and return to keyboarding practice with Type to Learn.
Students that do not complete the form are encouraged to write down given user name and password to use at home.
Proper log-in and progress in completing form are observed by teacher.

Day 4: Exploring Internet Safety for Kids Guidelines
Gain skill in website log-in an navigation.
Follow instructions for printing out, taking notes, and passing online quiz.
Learn key guidelines for online Internet safety and etiquette.
Computers, projector, Web browser, printer, paper. pencils
Teacher demonstrates accessing, logging into, and navigating wesite: internetsafetykidsps116.pbwiki.com
Students are instructed to do the same, and to quietly assist neighbors.
Teacher monitors progress of each student, providing assistance as needed.
Students place notes and printouts in computer lab folder.
Students are encouraged to study safety website at home, in preparation for essay examination.
Teacher assesses work in progress--effort and achievement. Note is taken of being off-task or interfering with others. Folders are examined for notes and printouts.

Day 5: Practicing Internet Safety: Essays, Powerpoints, and Wikis
Expand and practice guidelines for Internet safety and "netiquette."
Expand proficiency in word processing, PowerPoint, and wiki construction.
Students will properly cite sources, observing "fair use" restrictions of copyright law.
Computers, projector, MS Office software, printer, paper
Students are permitted to use notes in drafting an essay entitled "Internet Safety Guidelines for Kids."
In a subsequent session, students draft PowerPoint presentations on the theme of Internet safety. Rules for citing sources of quotes and graphics are given by teacher.
In a subsequent session, students log in to pbwiki.com using teacher's user name and password, and craft their own Internet safety-themed Wikis, observing guidelines to protect their identity.
In subsequent sessions, students follow guidelines at ps116m.blogspot.com to collaboratively craft weblogs on a variety of topics being covered in class.
Essay examinations are graded with respect to breadth and depth. Students are observed working on projects, noting those having technical problems with equipment or who type slowly so as not to penalize them on the basis of these factors. Note is also taken of constructive collaboration and enthusiastic engagement. Computer lab folders are collected to assess amount and quality of work on projects, including adherence to guidelines to protect their identity.

Steven Hackbarth


The Lillie Devereux Blake School
45 East 81st St.
New York, NY 10028

Steven Hackbarth is a computer specialist teacher and former Director of Student Services in the USC School of Education and Consultant to UNICEF. He is a graduate of USC (M.S.Ed), NYU (M.S.), and UCLA (Ph.D.) and is the author of The Educational Technology Handbook: A Comprehensive Guide and several journal articles about discipline-based inquiry learning. He is a Consulting Editor for "Tech Trends" and "Educational Technology Magazine" and is listed in "Who's Who in American Education" and "Who's Who in America."

Important documents for this lesson plan.

Microsoft Word Skills.doc
4th Grade Fall 2007.doc
5th Grade Fall 2007.doc
5th grade parents 07.doc


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