Personal+Security



= Marie Capogreco and Berivan Ozonal = ||

The focus of our unit is to educate students at level four (grade five and six) about how to protect their personal security online. In addition this unit incorporates many aspects of ICT, this is evident through the use of different programs and devices within the lesson plans provided. As a whole this unit can be used and accessed by teachers and incorporated within the curriculum. The lessons provided were created in a sequential order to allow a continuous flow of student knowledge and understanding from previous lessons. Each lesson has been designed with the integration of ICT, assessment, resources and lesson alternatives. Furthermore an artefact was created to be used as a teaching tool throughout the unit. The artefact demonstrates simplistic elements whilst also highlighting the use of different technology devices and programs.The simple structure of the artefact was deliberately utilised. This works as an example and demonstrate to students that basic movie creations can be both effective and engaging. The artefact was created using stop motion video, which is done by taking photo snap shots of small movements. The photos were then collaborated as a whole to create a flowing product. iMovie gave us the opportunity to incorporate voice overs, music, sound effects and editing features, such as transitions and text. Using Pebble Pad we created an which we used to help structure our unit of work. We also used our action plan as a guide to achieve our desired outcome. Using IMovie and Jing a short tutorial was created outlining the main steps that were taken for the production of the film. || **Artefact**: Personal Security **Message**: To minimize the amount of personal details given to unreliable sources demonstrates being an ethical digital citizen. **Description**: Sarah a twelve year girl who loves playing games online. One day Sarah signs up to an unreliable gaming website where she gives away her personal contact details. From this site she meets Pete who claims to be of the same age. After weeks of talking with Pete she begins to trust him as a friend. One day Pete visits Sarah without her knowing and to her surprise he isn't what he claimed to be. **Planning**: [|Story Board - Personal Security.pdf] || media type="youtube" key="9i3b5p0n0ww?hl=en" height="382" width="466" align="center"

this does not show the vast extent of features that the program offers. **Program:** Jing ||
 * = **iMovie Tutorial:** This tutorial is a basic guide to creating a simple stop motion film using iMovie**.** This shows just some of the basic features that could be used. However

media type="youtube" key="fOKuRsza2vQ?hl=en" height="383" width="467" align="center"

__** UNIT OUTLINE ** __

||= [|Webspiration] [|Inspiration] || [|FUSE] [|Think You Know] [|Net Alert] [|Google] || Personal Security artefact media type="youtube" key="9i3b5p0n0ww?hl=en" height="70" width="90" align="center" || ||
 * = == Lessons == ||= == Name == ||= == Resources == ||
 * = --[[file:Lesson 1 - Personal Security.pdf]]-- ||= Introduction to Online Privacy
 * = [[file:Lesson 2- Personal Security.pdf]] ||= Mini Research ||= [|Cyber Smart]
 * = [[file:Lesson 3- Personal Security.pdf]] ||= Exploring programs ||= [[file:Planning Your Artefact- Personal Security.pdf]]
 * = [[file:Lesson4- Personal Security.pdf]] ||= Beginning artefact || --- ||
 * = [[file:Lesson 5- Personal Security.pdf]] ||= Editing ||=  ||
 * = [[file:Lesson6- Personal Security.pdf]] ||= Sharing and reflecting ||= [[file:Teacher Reflection Sheet.pdf]]

__ VELS :__ variety of groups, including peer and community groups. Students participate in a range of classroom activities where they explore the similarities and differences in the values and beliefs of a range of individuals and groups. They begin to reflect on what this may mean for themselves when building and maintaining relationships with a diverse range of people. They explore and discuss behaviours which demonstrate sensitivity to cultural differences in their interactions  with others. Working in different teams, students are provided with opportunities to complete tasks of varying length and complexity. In doing so, they learn to identify the characteristics of members in effective teams and to develop descriptions for particular roles such as leader, recorder and participant. Students contribute to the development of and use criteria for evaluating their own and the team’s effectiveness in team work. || They seek feedback from peers and consider the validity of the feedback they receive. || setting contribute to the meaning of written and multimodal texts.Students engage in exploratory talk to share and clarify their ideas, to formulate simple arguments and to seek the opinions of others. They participate in oral interactions for different purposes, including entertaining, informing and influencing others. W hen listening, students practise identifying the main idea and supporting details of spoken texts and summarising them for others. They begin to identify opinions offered by others, propose other viewpoints, and extend ideas in a constructive manner. || effectively with peers and to respond appropriately when they are part of an audience. Students experience a variety of aural, written and visual communication forms in both formal and informal settings; for example electronic communication, performance and oral presentations. Students develop their skills in organising ideas and information logically and clearly to suit their purpose and the needs of their audience. For formal presentations they begin to select appropriate forms for sharing knowledge and influencing others. In response to audience feedback, students experiment with ways to improve their communication; for example, projecting their voice to be heard clearly and making sure that the audience can see any visual aids. With support, students use provided criteria to evaluate and reflect on the effectiveness of their communication and to provide feedback on the communication of others. ||
 * Physical, Personal and Social Learning ||  ||
 * [|Interpersonal Development] || As students work towards the achievement of Level 4 standards in Interpersonal Development, they develop skills and behaviours for connecting with a
 * [|Personal Learning] || Through participation in a variety of group and whole-class activities, students begin to articulate the advantages of learning effectively with, and from, their peers.
 * [|Civics and][| Citizenship] || Students research an issue, or issues using a range of resources including electronic media. These could include current local, national and global issues. ||
 * Discipline-based Learning ||  ||
 * [|English] || Students write texts for a range of purposes that demonstrate their developing understanding of the way imagery, characterisation, dialogue, point of view, plot and
 * Interdisciplinary Learning ||  ||
 * [|Communication] || As students work towards the achievement of Level 4 standards in Communication, they use their understanding of communication conventions to communicate


 * **References** || Common Sense Media, I. (2011). //Student Links//. Retrieved August 6, 2011, from Cyber Smart : []

Inspiration Softwae, I. (2011). //Inspiration//. Retrieved August 12, 2011, from Inspiration: []

Inspiration Software, I. (2011). //Webspiration//. Retrieved August 12, 2011, from Inspiration: []

Australian Government. (2011). //Net Alert//. Retrieved August 16, 2011, from Australian Government: []

Development, D. o. (2009, July). //FUSE//. Retrieved August 16, 2011, from Department of Education Early Childhood Development: []

//Think You Know//. (n.d.). Retrieved August 16, 2011, from Think You Know: [] ||