Title of Unit: GA Author Wikis Content Area: Reading

Grade Level: 8th Grade Time Frame: 5 sessions (approximately one session per week)

STAGE 1: IDENTIFY DESIRED RESULTSEstablished Goals

Learner Analysis:Students are 8th grade students enrolled in a regular reading class. Each class consists of 20-25 students. Students are mainly from middle to upper-middle class families and most have access to home computers connected to the Internet. A large number of students also have access to Internet capable mobile devices. No students currently require modification. Students in the 8th grade have received some training on Google Apps and are fairly versed in the basics of word-processing and generalized computer skills. Students that do not have access to computers or the Internet at home can use the library computers before and after school; arrangements can also be made for lunch.In light of recent district issues regarding student ethical and responsible use of the Internet, the primary focus of this collaborative unit will focus on the students’ use of technology in an ethical and responsible manner.Georgia Performance Standards: ELA8R4 The student acquires knowledge of Georgia authors and significant text

created by them. The studenta. Identifies a variety of Georgia authors both male and female.b. Identifies authors’ connections to Georgia through a variety of materials includingelectronic media.c. Identifies award winning Georgia authors.d. Examines texts from different genres (e.g. picture books, poetry, short stories,novels, essays, informational writing, and dramatic literature) created by Georgiaauthors.e. Relates literary works created by Georgia authors to historical settings and orevents.f. Explains how Georgia is reflected in a literary work through setting,characterization, historical context, or current events

AASL Information Literacy Standards for the 21st Century LearnerStandard 3: Share knowledge and participate ethically and productively as members of our democratic societySkills: 3.1.2 Participate and collaborate as members of a social and intellectual network of learners.3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.3.1.6 Use information and technology ethically and responsibly.Dispositions:3.2.3 Demonstrate teamwork by working productively with others.1.3.1 Respect copyright/intellectual property rights of creators and producers.

Responsibilities:4.3.1 Participate in the social exchange of ideas, both electronically and in person. 4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.Self-Assessment:1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 3.4.2 Assess the quality and effectiveness of the learning product.

Enduring Understandings Essential Questions

● Authors write for a variety of reasons.● An author’s environment often influences

their writing.● Awards are often presented for

excellence.● Ethical and responsible use of the Internet

is essential to working in a democratic society.

● Works created by others are copyrighted and owned by the creator.

● Reading is enjoyable.Common Misconceptions:

● To be considered a Georgia author, one must have lived in Georgia one’s entire life.

● The Internet is so vast that no one will ever know if I have behaved in an irresponsible or unethical manner.

● If the work is posted on the World Wide Web, I can use it as my own.

● What are the names and literary contributions of both female and male Georgia authors?

● Why are awards given to literary works?● Why is it important to behave in an ethical

and responsible manner when engaging in online or technology-based behaviors?

● How are research skills crucial to locating and using information pertaining to Georgia authors?

● Why it is important to provide citations to other people’s works?

● Why is it important to find books of interest to read?

Knowledge Skills

Students will know...● the names of female and male GA authors

and their contributions to literature.● the names and types of awards presented

to GA authors for various literary work.● how to organize information by keeping

notes in an electronic format and by creating a graphic organizer..

● how to use research skills to locate and process information.

● how to self-assess behaviors with

Students will be able to... ● construct an informational wiki page.● create a graphic organizer consisting of

both GA male and female authors.● answer questions using an online survey

tool about ethical and unethical use of technology.

● locate information on GA authors. ● cite resources using MLA format.

regard to ethical and responsible use of technology.

● whether to pursue reading a book for pleasure after reading reviews and excerts from the book.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

Performance Task(s)

Portfolio Wiki Page:

GA Authors are Sweet as Peaches!● Students will create a wiki page about GA authors utilizing Web 2.0 tools and online reference

materials. The wiki will serve as each groups portfolio showcasing their learning and understanding of the GPS indicated above.

● Students will be grouped into groups of three to promote and teach collaborative skills.● Each group will be issued a wiki page that will be included within a class wiki. ● Group members are responsible for content on their pages only. Participation can be

monitored by viewing the page’s history.● Wikis will be subject to pre-specified rubric requirements (See attached Wiki Rubric).

Steps:

1. Students will be issued individual log-in names and passwords (for security issues, each student will be listed with their first name and first letter of their last name).2. Group members will set-up their wiki pages following the teacher provided example as well as the Wiki Rubric.3. Group members will monitor and add content to their group wiki pages both in and out of school. Contents of Each Team’s Wiki page:

Assignment of Team Member ContributionsGraphic Organizer (bubbl.us)Summaries of chosen author’s works/Reflection/Google Book link or embedWorks CitedAssessment: Rubric

Students wiki pages will be assessed following the Wiki Rubric.- Students are responsible for reviewing the contents of the rubric, applying self-assessment strategies, and teacher provided comments. - Students will be graded by at least one other group using the Wiki Rubric. (Teacher has the final say on the Groups overall Wiki grade).Other Evidence:

Internet Behavior Survey Completed Graphic Organizer: Bubbl.usInformal Student Observation and QuestioningSelf Evaluation/Assessment using RubricsPeer Evaluation using RubricGroup and Individual ReflectionPeer and Teacher feedback

STAGE 3: DEVELOP LEARNING PLAN

Learning PlanOverview: Each year, 8th grade students learn about GA authors, their literary works - including a variety of genres- and awards received for excellence in literature. Students will use a teacher (MS) created pathfinder, as well as other sources, to locate information on GA authors. All information gathered will be entered into a wiki.Materials and Equipment Class set of computers with Internet access or enough computers for each group of students.Individual student agenda planners to store passwords and Internet URL link to unit wiki.Projection screen hooked to a computer with Internet access. Electronic copy of District’s AUPSession 1: Cybersafety (1 Class Period)1. Begin by asking students if they have ever heard of a wiki. Use wikipedia as an example. Briefly show students the front page of the Author Wiki and providing a brief overview and let them know they will be contributing their own pages to this wiki. H2. Explain to students that a wiki is a collaborative and semi social-networking site and that it is important that they behave in an ethical and responsible manner when using this application or any technology. W3. Begin the Prezi (Cybersafety) - on the 3rd ‘slide’, show the video clip titled Mike-tosis from the NSteens.org. Upon completion, ask students for the moral of the movie. H, T, E24. Continue showing the Prezi about Johnson’s 3 P’s of Technology Ethics. E

Privacy – I will protect my privacy and respect the privacy of othersProperty – I will protect my property and respect the property of othersA(P)propriate Use – I will use technology in constructive ways and in ways which do not break the rules of my family, religion, school or government.

5. Ask students if they remembering signing something called an Acceptable Use Policy or Cybersafety Policy. Explain to them that everytime they log on to the computers at school, they are subject to certain rules. Review the highlighted portion of the Acceptable Use Policy -Cybersafety Policy (Appendix A) and Student signature page (Appendix B). W6. While students are still seated at the whole-group area, show them how to log on to the main wiki page using individual student log-on and password information (provide each student with their own slip of paper to tape into agendas at this point). O7.Explain to the students that they will take a survey on on cybersafety that is linked to the Wiki page. Before sending students to the computers, show them where to access the Internet Behavior Survey link from the wiki’s home page.O8. Next, have the students go to their computers and log on the the Internet - at this point students can sit at individual computers if space allows. Circulate to help students. 9. Direct students to the Internet Behavior Survey (Appendix C). Students will answer questions pertaining to Internet ethics/appropriate use of technology. Students will be shown immediate results in the live form (Google spreadsheet) and answers will be briefly discussed. R,E210. Students will return to the Home page and scroll down to the class charts to find their names. Instruct students to click on the Team link next to their name - this will be their team’s wiki page. Show students how to edit the page and allow students time to explore the wiki. Circulate to assist. Tell students that only one student can edit at a time - they may want to meet up with their team

members at this point. E,T11. If time allows, post individual responsibilities/rolls onto team wiki pages. Step 1 on GA Author

Wiki Assignment. O, TDirect students to the GA Author Wiki Assignment Page for further instruction.Roles include: Researcher, Information Organizer (includes creating Bubbl.us organizer), Leader/Checker

*All members will contribute to the wiki page content.*

Session 2: Research and Note-taking (1 Class Period)1. Start off with having students open the GA Author wiki and show students were the information is stored that will help them in their assignment - GA Author Assignment, Rubric, Pathfinder, Resources, and Example Wiki page.W, E, O, E22. Briefly show students how to edit their own wiki pages and how to add content such as images and embedding html code - this will be needed for the graphic organizer and Google book applications. W3. Teach students how to organize and take notes using their Google doc accounts and ‘share’ them with their team members (most students are already familiar with this step). W,E,OThe following procedure will be followed:

● One student - the Information Organizer - will create a Google document and title it PeriodTeam#/Research Notes (ex. 5Team1/ Research Notes).

● The Information Organizer will then ‘share’ the document with their team members making sure to give them editing privileges.

4. Students will add content to the note-sheet while conducting research. This is a collaborative effort of all team members and may occur in and outside of the school setting. T5. Remind students to keep careful records (URL link, etc.) of the information they are gathering for later citation. Students must also be reminded that they cannot copy/paste directly from the sources, but must summarize the information. W6. Students will begin their author research keeping in mind that they must choose at least 1 male and 1 female other to provide detailed information about; this should also help guide their author choices. E7. Teacher and MS will go from group to group offering assistance and feedback. WSession 3: Web 2.0 Graphic Organizer -Bubbl.us (1 Class Period) Item 2 on the GA Author

Wiki Assignment

1. Students will create a graphic organizer using the Web 2.0 tool titled Bubbl.us. H, E, O2. Students will log onto Bubbl.us using the teacher supplied username (GA Authors) and password (bmms) as posted on the GA Author wiki assignment page. Each group will title their graphic organizer as follows: period#Team# (ex. 5Team2). Students must remember to save their work as Bubbl.us does not provide an Autosave feature. W3. An example Bubbl.us graphic organizer is provided to students and is posted on the Example wiki page. E2Specific Requirements:

Students will choose a total of 3 female GA authors and 3 male GA authors using the resources provided by the teacher as well as other database searches. Students will create a ‘bubble’ for each author. Students will then choose 1 female and 1 male author to perform detailed research.W,E,TMain Categories for each chosen male and female author include: O

● Books - must provide at least 2 books for each author along with a link to Google Books● Life- where does the author live, family, education, etc.● Interesting Info - are any interesting facts posted about the author?

● Awards - What awards has the author won? Are any of the awards specific to GA?● Website URL’s - include the URL’s to the author’s home pages

*Each of these topics should be expanded upon with sub-topics if applicable4. Students will embed their GA Author graphic organizer on their group’s wiki pages.Assessment: Checklist Rubric for Bubbl.us organizer

Students will use the Graphic Organizer rubric and teacher supplied example to create and assess their GA Author graphic organizer. E2Session 4: Book summaries/reflections (1 session) Item 3 on the GA Author Wiki Assignment

1. Students will use the teacher provided pathfinder and links to the books posted in their graphic organizers to examine at least one book title - reading at least 1 chapter or excerpt, as well as several reviews. Students in each team must choose a different book. It is important that the works they choose have at least a preview of the book on google books or that the book is available in the school’s media center. W, T 2. After reading 1 chapter or excerpt, students will summarize the reading by providing the setting, characters, the texts link to GA (if applicable), and any other pertinent information. Summaries will be approximately 3-4 sentences in length. R, W 3. Students will post a reflection statement immediately following their summary explaining whether or not they would like to continue reading the rest of the literary work. They will also provide information on where the literary work can be located - school media center, inter-library loan, public library, full-text on Google docs, etc. R, E24. Summaries and reflections will be posted at the bottom of the team’s wiki page in the format presented on the Example page. 5. If available on Google books, students will embed the work under their summary. If link is available, students will attach link. Session 5: Citing Work and Peer-Editing (1-2 Class periods) Item 4 on GA Author Wiki

Assigment

1.The MS will teach students how to use the online citation tools to cite resources in MLA format. The MS will demonstrate the process using a resource listed for the author wiki. W2. Students will access their note-taking documents from their Google docs accounts- students should have all links to resources on this document from the onset of student research (see Session 2). W3. Remind students that all sources must be cited - including any pictures they choose to include in their wiki page - and that the online citation tools make this process much easier.4. Students will then work with their groups to cite the sources used in the creation of their wiki page (this includes sources used to add information to their graphic organizers as well as book reviews). The MS and teacher will offer assistance as needed. E, T, R5. Students will copy and paste the citation from the online citation tool into their note-taking document and arrange them in alphabetical order within the Google doc form.6. Students will then edit their wiki in order to paste the citations on the bottom of their team’s wiki page under a heading titled ‘Works Cited.’ 7. Now that the teams’ wiki pages are complete, each team will assess their own team’s wiki page using the wiki assignment rubric and make adjustments as needed. R, E28. Students will be assigned at least one other team to assess using the Wiki rubric. E2 Details: Students will save a copy of the master rubric (sent via Google docs) and re-title it in the following format: Class period Team # PeerEvaluation (ex. 5Team1PeerEvaluation) of the Team(s) they will be evaluating. If they evaluate two teams, they must make two separate copies. Students will then share their graded rubrics with the MS and class teacher via the Google ‘share’ feature.

9. In addition to the peer-assessment, each student in the team will provide brief reflections on the wiki pages of the team(s) they are assessing using the comment feature at the bottom of the wiki page. Students must remember to use Digital Etiquette and provide positive as well as constructive feedback as to how the evaluated team can improve their wiki as per the assignment rubric. R, E210. All teams will have the opportunity to revise their wiki pages before final assessment by the MS and classroom teacher. R W- WhereH - HookE - Experience and ExploreR- Reflect and RethinkE2- Exhibit and Self EvaluateT - TailorO- Organize Resources and Links:

GA Author Wiki

GA Author Rubric

Developing an Ethical Compass for Worlds of Learning by Doug Johnson

Mike-Tosis Video Clip from NSteens.org

FCBOE Code of Conduct

FCBOE Student Signature Page

GA Author AssignmentTask:You and the members of your team will work together to create a wiki page. The wiki page will be one page located in a larger class wiki. You will learn about authors who are considered Georgia authors because they either live in Georgia or have lived in Georgia at some point in their lives. To create the wiki page, you will need to carefully read each section below. If you have any questions, please let your classroom teacher or media specialist know!

Link to Class Wiki: GA Author WikiOn the front page (Home page) of this wiki, you will find a chart that contains your class period. There you will find a chart with a series of teams. Look for your name to the right of the team you will be working with. Your team members are also listed. Good Luck! Ethics and Responsibility - the Media Specialist will be discussing this very important topic with you during our first session in the Media Center.Take this information very seriously - it is IMPORTANT! Note-Taking - We will be using our Google docs account to keep track of our research notes. The Media Specialist will assist you with setting up a Google document for note-taking that will be shared among your team members.

Wiki Page Contents:Listed below are the directions that you will need to create your team’s wiki page. Pay close attention to details and be sure to ask your classroom teacher or media specialist for help if you need it. Item 1: Team Member RolesOn your team’s wiki page, you and your team members will decide what role you will play in the team. The roles are as follows:

● Researcher - the researcher is responsible for helping everyone find the information necessary to complete the assignment. The researcher will be in charge of the Google doc note-taking document (See Note-taking). There are many teacher provided research links on the Pathfinder page on the class wiki

● Information Organizer (includes creating bubbl.us organizer) - the information organizer will be responsible for the creation and organization of the graphic organizer and the wiki itself.

● Leader/Checker - the leader/checker is responsible for keeping everyone on task and for checking to make sure that the right information is being included on the team’s wiki page. You are also in charge of making sure all the Items are included in your team’s wiki page.

IMPORTANT: Even though you are assigned to the roles above, I would highly recommend that each team member contribute to the entire process.Now, Edit your team’s wiki page and enter your name (first name last initial) - your role.

Item 2: Graphic OrganizerYour team will create a graphic organizer using the Web 2.0 tool called bubbl.us. You will need some time to play around with this tool, but it is fairly easy to use. Your media specialist will provide the basic instructions before you begin working on these.Log-In Information:

● Go to Bubbl.us● Username: GA Authors● Password: bmms● Name your bubbl.us: period#Team# (ex. 4Team1)

What needs to be included in the bubbl.us?*Take a look at the example wiki page for an example of a bubbl.us

1. In the center bubble, write GA Authors2. Using the Pathfinder sources (linked from the home wiki page), choose 3 female GA

authors and 3 male GA authors and label six bubbles coming from the center bubble with the names of those authors.

3. Conduct some research on those authors (look at what type of literary work have they created, where they are from, etc.) and choose 1 female and 1 male author to research further.

4. TIP: When you narrow down the female and male authors you want to research, type in their names on book.google.com and look at the list of books available by that author. Make sure the fine print says ‘preview’ or ‘fullview’ - this will be important for completing Item 3.

5. Speak with your teacher or Media Specialist to get approval for the book choices by that author (this will be important for Item 3)!

6. For the male and female author your team has chosen, create ‘bubbles’ coming out from their names and title them as follows: life, books, awards, interesting facts, and websites.

7. Now you will begin in depth research about those two authors.Create bubbles coming out of each of the categories and provide details about those main categories.

8. When you are finished, save your bubbl.us and locate the menu button on the bottom right hand side of the bubbl.us window.

9. Click on the embed HTML code and copy it.10. On your team’s wiki page, click Edit. From there click on Insert and then HTML/

Javascript. Here you will paste the code and place a check-mark in the javascript box and hit save. Your bubbl.us will appear on your wiki page.

Item 3: Book Summaries and Reflections

1. Now that you have researched your authors, you will each choose one book or literary work from one of the author (you must not choose the same book!).

2. Go to books.google.com and type in the name of the book you have chosen.3. Read the first chapter of the book (or an excerpt or poem depending on which literary

work you choose to summarize). Not all pages of the book will be viewable but you should be able to read enough to get an idea of what the book will be about.

4. After you finish reading the book excerpt, read some reviews about the book. Think to

yourself whether the reviews are helpful or not.5. Provide a brief summary consisting of no less than 4 sentences that tell about the

book’s setting, characters, significance to Georgia, possible plot and any predictions you may have. You may not know some of this from just reading the first chapter, but do your best!

6. Under the summary, include a 2-4 sentence reflection about whether or not you would like to continue reading this book - be specific. Also include where you would find this book if you did decide to read it in its entirety (include this even if you decide you don’t want to read it!).*Ask the media specialist if you are not sure about where to find a copy of this book.

7. Include your summary and reflection under the bubbl.us graphic organizer on your wiki page. You can either write your summary and reflection directly on the wiki page or you can write it in Google docs and then copy and paste it in the wiki.

Item 4: Works Cited

1. Working with the Media Specialist, you will create MLA formatted citations for the sources you used to create the graphic organizer and book summaries.

2. If you included any pictures, you will need to cite those also.3. Use the online citation tools provided by the Media Specialist and your Google docs

note-taking paper to make this job easier. Hopefully you have carefully documented where you got your information!

4. Once you have all your sources cited and alphabetized, copy and paste them onto the bottom of your wiki page under a ‘Works Cited’ heading.

Self-EditingWith your team members, carefully assess your team’s wiki page with the assignment rubric (linked to the home wiki page). Make any necessary adjustments or revisions.Peer-EditingYour team will be assigned another team to assess using the assignment rubric. Carefully follow the following steps:

● Open the Google doc link for the editable rubric.● Go to File and make a copy.● Label the copy with the team you are evaluating period#team#Peer Evaluation

(example: 4Team1PeerEvaluation).● Now share the document with your teacher and Media Specialist.● Go to the team’s wiki page you will be evaluating and assess their work against the

rubric requirements.● Make comments to the team under the comment section of their wiki (located at the

very bottom). Remember to use Digital Etiquette when posting. Offer constructive criticism and tips for improvement or comments about what you liked about their wiki page.

Re-evaluate your wiki pageNow go back to your team’s wiki page and read the comments by the team members who

evaluated your page. Make any necessary adjustments.

GA Author Wiki Rubric/IndividualThis rubric will also be used in the peer-assessment minus noted sections.

ELEMENT Exemplary 3-4

Proficient2-3

Partially Proficient

1-2

Unsatis-factory

0

POINTS

Overall Wiki Page

Includes all content areas as presented in the Example Wiki Page and as listed on the GA Author Wiki Assignment page.

Provides most of the areas as presented in the Example Wiki Page and as listed on the GA Author Wiki Assignment page.

Provides one of the areas as presented in the Example Wiki Page and as listed on the GA Author Wiki Assignment page.

Does not provide any of the content areas as presented in the Example Wiki Page and as listed on the GA Author Wiki Assignment page.

____/4

GraphicOrganizer(Bubbl.us)*This section is worth 2x

Contains all requirements as stated in the GA Author Wiki Assignment. Inclusion of 6 GA authors (3 female/3 male). One male and one female author is chosen for expanded research which includes the following main subject areas: Life, Books, Interesting Facts, Awards and Website links. Each subject area contains significant detail.

Contains most of the requirements as stated in the GA Author Wiki Assignment. Inclusion of 6 GA authors (3 female/3 male). One male and one female author is chosen for expanded research. Only 3 of the following subject areas are included: Life, Books, Interesting Facts, Awards and Website links. Each subject area contains adequate detail.

Contains some of the requirements as stated in the GA Author Wiki Assignment. Inclusion of less than 6 GA authors (3 female/3 male). One male and one female author is chosen for expanded research. Three or less of the following main subject areas are included: Life, Books, Interesting Facts, Awards and Website links. Each subject area contains little

Contains few to none of the requirements as stated in the GA Author Wiki Assignment. Less than 3 GA authors are presented. Organizer is lacking one male and one female author Little to no expanded research is included.Organizer contains no details.

____/4x 2*This section is worth 2x

to no detail.

BookSummaries*This section is worth 2x

Book summary is included and is at least 4 sentences in length. References to setting, characters, and links to GA (if applicable) are mentioned. Reflection is included. Link to book or embedded book is located under summary.

Book summary is included and is 3-4 sentences in length. References to setting, characters, and links to GA (if applicable) are mentioned. Reflection is included.Link to book or embedded book is located under summary.

Book summary is included, but is 3 or less sentences in length. References to setting, characters, and links to GA (if applicable) might be mentioned. Reflection is not included.Link to book or embedded book is missing.

No book summary or reflection is provided.No link to book or embedded book is included.

____/4*This section is worth 2x

Citation Consistently uses MLA bibliographic format to cite sources. Uses at least 2 teacher provided sources and one other source.

Uses MLAbibliographic format to cite sources most of the time. Uses 2 teacher provided sources and one other source.

Does not use MLA bibliographic format to cite sources, and citations are incomplete.Uses 2 teacher provided sources, but no other sources are cited.

Does not cite any sources.

____/4

Group Collab-oration*leave this area blank when performing peer evaluations

Contributes equally with other team members in researching, adding content and editing. Wiki is completed on time.

Assists team members with most of the researching, adding content and editing. Wiki is completed on time.

Provides minimal assistance to team members in researching, adding content and editing, and does not follow through with all tasks. Wiki is a few days late.

Provides no assistance to group members in any of the researching, writing and editing and does not follow through with any of the tasks. Wiki is 3 or more days late.

____/4

Digital -Etiquette

Exhibits appropriate digital etiquette when editing/commenting and respects the work of others.

Exhibits appropriatedigital etiquette most of the time and generally respects the work of others.

Exhibits a minimal knowledge of digital etiquette and often fails to respect the work of others.

Exhibits no knowledge of digital etiquette and fails to respect the work of others.

____/4

Writing Mechanics

Edits the text with no errors in grammar, capitalization, punctuation, and spelling.

Edits the text with minor additional editing required for grammar, capital-ization, punctuation, and spelling.

Edits the text, but errors in grammar, capital-ization, punctuation and spelling distract or impair readability.(3 or more errors)

Edits the text but numerous errors in grammar, capitalization, punctuation, and spelling repeatedly distract the reader and major revision is required.(more than 5 errors)

____/4

TOTAL POINTS

___/36

Adapted from Wiki rubric found at: http://www.uwstout.edu/static/profdev/rubrics/wikirubric.html Grading Scale:30-36 = A23- 29 = B15-22 = C8 -14 = D7 and under = F

Appendix A

FCBOE Cybersafety Policy (AUP): PG. 11-13 in the Student Code of Conduct

Rules to help keep Fayette County Secondary School Students CybersafeAs a safe and responsible user of technology, I will help keep myself and other people safe by following these rules:1. I cannot use school technology equipment only after my parents/guardians have signed and returned the Parent/Guardian Signature Page of the Student Code of Conduct.2. My user name provides me access to the computers, portal, and other resources of the district. I will log on only with that user name. I will not allow anyone else to use my user name.3. I will not tell anyone else my password.4. While at school or a school-related activity, I will not have any involvement with any technology material or activity which might put myself or anyone else at risk (e.g. bullying or harassing).5. I understand that I must not at any time use technology to upset, offend, harass, threaten or in any way harm anyone connected to the school or the school itself, even if it is meant as a joke.6. I understand that the rules in this use agreement also apply to mobile phones and other wireless, blue tooth, or other similar devices. I will only use the device(s) at the times that I am permitted to during the school day.7. I understand that I can only use the Internet at school when a teacher gives permission and there is staff supervision.8. While at school, I will not:

● Access, or attempt to access, inappropriate, age restricted, or objectionable material● Download, save or distribute such material by copying, storing, printing or showing it to other

people. ● Make any attempt to get around or bypass security, monitoring and filtering that is in place at

school.9. If I accidentally access inappropriate material, I will adhere to the following procedures:

● Not show others● Turn off the screen or minimize the window and ● Report the incident to a teacher or other school staff member immediately

10. I understand that I must not download any files such as music, videos, games or programs without the permission of a teacher. This ensures the school complies with Copyright laws. I also understand that anyone who infringes Copyright may be personally liable under this law.11. I understand that cybersafety use rules apply to any privately owned technology equipment/device (such as a laptop, mobile phone, USB drive) I bring to school or a school-related activity. Any images or material on such equipment/devices must be appropriate to the school environment.12. I will not connect any device (such as a USB drive, camera or phone) to, or attempt to run any software on, school technology without a teacher’s permission. This includes all wireless technologies.13. I will ask a teacher’s permission before giving out any personal information (including photos) online about myself or any other person. I will also get permission from any other person involved. Personal information includes name, address, email address, phone numbers, and photos.14. I will respect all technology systems in use at school and treat all technology equipment/devices with care, including the following:

● Not intentionally disrupting the smooth running of any school technology systems● Not attempting to hack or gain unauthorized access to any system, and joining in if other

students choose to be irresponsible with technology; ● Following all school cybersafety rules and Reporting any breakages/damage to a teacher or staff

member15. I understand that the school may monitor traffic and material sent and received using the school’s technology network. The school may use filtering and/or monitoring software to restrict access to certain sites and data, including email.16. I understand that the school may audit its computer network, Internet access facilities, computers and other school technology equipment/devices or commission an independent forensic audit. Auditing of the above items may include any stored content, and all aspects of their use, including email.17. I understand that if I break these rules, the school may inform my parent(s)/guardian(s). In

serious cases the school may take disciplinary action against me. I also understand that my family

may be charged for repair costs. If illegal material or activities are involved, it may be necessary

for the school to inform the police.

Appendix B

To the student and parent/legal guardian/caregiver, please:1. Read this page carefully to check that you understand your responsibilities under this agreement2. Sign the appropriate section on this form3. Detach and return this form to the school office4. Keep the document for future reference, as well as the copy of this signed page which the school will provide.We understand that FCBOE will:• Do its best to keep the school network safe, by maintaining effective policies. This includes working to restrict access to inappropriate, harmful or illegal material on the Internet or school equipment/devices at school or at school-related activities, and enforcing the policy, rules and requirements detailed in use agreements• Keep a copy of this signed use agreement form on file• Respond appropriately to any breaches of the use agreements• Welcome inquiries from students or parents about network safety issues.Section for studentMy responsibilities include:• I will read this use agreement carefully• I will follow the rules and instructions whenever I use the school’s network and equipment/devices• I will also follow the rules whenever I use privately-owned equipment/devices on the school site or at any school-related activity, regardless of its location• I will avoid any involvement with material or activities which could put at risk my own safety, or the privacy, safety or security of the school or other members of the school community• I will take proper care of school network and equipment/devices. I know that if I have been involved in the damage, loss or theft of equipment/devices, my family may have responsibility for the cost of repairs or replacement• I will keep this document somewhere safe so I can refer to it in the future• I will ask my teacher if I am not sure about anything to do with this agreement.I have read and understood my responsibilities and agree to abide by this use agreement. I know that if I breach this use agreement there may be serious consequences.Name of student: ....................................................................... Form class: .........................Signature: ....................................................................... Date: .........................Section for parent/legal guardian/caregiverMy responsibilities include:• I will read this use agreement carefully and discuss it with my child so we both have a clear understanding of their role in the school’s work to maintain a safe network environment• I will ensure this use agreement is signed by my child and by me, and returned to the school• I will encourage my child to follow the rules and instructions• I will contact the school if there is any aspect of this use agreement I would like to discuss.I have read this use agreement document and am aware of the school’s initiatives to maintain a safe learning environment, including my child’s responsibilities.Name: .......................................................................Signature: ....................................................................... Date: …………………………………Please note: This agreement for your child will remain in force as long as he/she is enrolled at this school. If it becomes necessary to add/amend any information or rule, parents will be advised in writing.

Appendix C

Internet Behavior SurveyPlease choose an answer to each scenario below. **Scenarios and the 3 P’s are attributed to Doug Johnson's 3 P's as presented in the article "Developing an Ethical Compass for Worlds of Learning" by Doug Johnson. * Required Place your Initials in the box below. * Only use the first letters of your first last name.

PrivacyI will protect my privacy and respect the privacy of others. **The principal suspects Paul of using his school e-mail account to send offensive messages to other students. He asks the network manager to give him copies of Paul's e-mail. According to the AUP, is the principal allowed to do this? *

● No, this is a violation of my rights.● Yes, the policy states that the school can monitor and access any material received or sent on

the school network. **Helen is using the word processor on the classroom computer to keep her journal, but Mike keeps looking over her shoulder as she types. Is Mike violating Helen's privacy? *

● Yes, Mike should not read what Helen is typing. If Helen was writing in a paper journal, Mike wouldn't be allowed to look at it.

● No, All information on a computer screen is public. Jenna forgot her password to log on to the school computer so she asks Megan if she can borrow her password. Megan gives Jenna her password because, after all, they are friends. Should Megan have given Jenna her password? *

● No, passwords are meant to protect your files and should not be shared.● Yes, Megan and Jenna are friends. What is the worst thing that could happen?

It is safe to provide personal information over the Internet. * Personal information includes your full name, address, full birthdate, telephone number, and photograph.

● True● False

PropertyI will protect my property and respect the property of others. **Cindy finds some good information about plant growth nutrients for her science fair project on the Internet. She uses the copy function of the computer to take an entire paragraph from the Internet article and paste it directly into her report. When she writes her report, she does not cite the source in her bibliography. Is Cindy violating any laws? *

● Yes, Cindy is plagiarizing. Cindy should summarize the information and provide citations for the sources.

● No, Cindy is allowed to copy information from the Internet. Once information is posted on the

Internet, it becomes public property. **Albert finds a site on the Internet that houses old term papers. He downloads one on ancient Greece, changes the title, and submits it as his own. Is Albert acting in an ethical manner? *

● Yes, since the paper is available on the Internet, it is free for the taking.● No, Albert is plagiarizing.

**Fahad is upset with his friend George. He finds George's flash-drive on which George has been storing his essays and erases it. Is Fahed's actions justified? *

● Yes, George shouldn't have left his flashdrive in a place where someone could take it.● No, Fahed is acting in an unethical manner and should respect the intellectual property of

others.

aPpropriate UseI will use technology in constructive ways and in ways which do not break the rules of my family, school, or government. Several students think it will be funny to create and post an online list of student names and rate them in a deregatory or mean spirited way. Are these students behaving in an ethical and responsible manner? *

● No, this type of behavior is considered harrassment and cyber-bullying.● Yes, no one will ever find out who created the list.

John attempts to access an inappropriate web-site on the Internet. Even though the school's filters blocked John's effort, is he behaving in an ethical or appropriate manner? *

● No, John should never attempt to knowingly access an inappropriate web-site.● It doesn't matter because the web-site was blocked, so John did nothing wrong.