COLLEGE OF EDUCATION

Lesson Plan Template

School Werribee Secondary College
Focus Area
Health and Human Relations Unit
Lesson 5, Term 3
Cyber Safety

Year Group 7B
Learning Intentions

To increase student knowledge of Internet

safety
To aid the student in identifying dangers
on the Internet
To build critical-thinking and decisionmaking skills relating to computer usage
To help students protect themselves from
inappropriate behaviour online

Location / Setting

Organisation / Student Groups

Alternative setting: Computer lab

Whole class
Peer lead groups
1.
Role play scenarios
2.
Who wants to be a Millionaire:
Cyber Safety quiz
3.
Match the cards case studies
Choice: Group or individual presentations

Lesson Plan Template

Date 17 August 2015

AusVels

Strand. Domain. Dimension / Level

Health and Physical Education

1.
Health
Safety
Level 9-10: Compare and evaluate perceptions of challenge, risk
and safety.
Health promotion
Level 9-10: Analyse the positive and negative health outcomes of
a range of personal behaviours and community actions.
Special Considerations

INTRODUCTION
Establishing prior knowledge. Tuning in activity. Focus
questioning

MAIN BODY
Guiding Inquiry and Practise
Assessment Criteria: Assessment AS Learning

Assessment criteria: Assessment FOR learning

Content Outline

Hands on activities

5min

8mins each station

Group discussion: Making it relevant

60 minutes Hackers story

1. Role play scenarios

2. Who wants to be a Millionaire: Cyber Safety
quiz
3. Match the cards case studies

10min

Group discussions
A.

Stranger Danger

CONCLUSION
Sharing, Explaining and Reviewing Inquiry
Share time. Student reflection. What do they now know?
Assessment Criteria: Assessment OF Learning
Summary
20mins
Make Internet Safety Presentations
Ideas:
Poster
Cartoon
Role play
Case study cards

On the street
Rules: Say No

talk with adults about what you are doing on the Internet,
websites that you visit and have an agreement with your
parents or guardian about how you use the Internet

Get away
Tell someone
At home
Never open your door to strangers
Same rules apply to Internet
Tell a parent or adult if someone you dont know, a stranger, tries to talk to
you online
B.

Going on the Internet is like going out on Halloween

Everyones face is hidden

Unless you know your friends costume (online name), you dont know if
youre talking to your friend or someone you dont know
Any stranger can pretend to be a friend and you have no way of knowing who
they are because they are behind the mask of the computer
C.

Appropriate Websites

Approved by parents, guardians or teachers

Feel funny or uncomfortable with what you see tell adult

Lesson Plan Template

D.

Appropriate Email and Messages

Do not open email from strangers

Do not open email with attachments
Do not give out email address (unless approved)
If someone uses a bad word, tell adult
E.

Appropriate Information to Give Out

Do Not Give Out Personal Information

Name
Where you live city or address
Telephone Number
Birthdate
Height
Weight
Photo
Parents name
School
Information you can give out
Likes and dislikes
Question students about appropriate information
Yes
Can you tell someone you like blue? You like pizza? Type of pets that you
have? Your favourite movie?
No
Your favourite movie theatre?
Your favourite beach?
F.

Meeting People on the Internet

Have adults approve someone before you talk with them on the Internet
If someone asks to meet you tell adult immediately
Never arrange a face-to-face meeting with someone you met online

Lesson Plan Template

Lesson Plan Template

Preservice Teacher Reflection

Did students achieve the Learning Intentions?
Success Criteria
What were the successful strategies?
How did you the teacher get them to the end result?
Where to from here? Whats next?

On a Monday within my second block of my placement position at a Government

co-ed school, I was conducting a lesson on Cyber Safety within a 45min HHR lesson
with the assistance of my Mentor teacher. This Year 7 class consisted of
approximately 24 students female and male; this class is considered to have
students that struggle to stay on task.
This particular class was the last of the 5 week Cyber Safety Unit.
In order to assess the students understanding of the topic, I set them the task of
making cyber safety presentations that will inform students of the same age how to
be Cyber Safe.
This presentation will be marked out of ten and will also assess their research skills
and ability to design a presentation. I felt that this class may struggle with the content
for the presentation.
I felt that an action based, constructivist approach (which allows students to
construct their own knowledge through hands on activities) would work well for this
class.
I began the class by marking the roll and then took on an informal approach where I
sat down amongst the students and I talked about how I had seen a report on 60
minutes the night before about how easily hackers can steal your identity by illegally
hacking into your phone from anywhere in the world.
The students were really engaged and they were explaining to me other ways they
know of this occurring.
I explained that on completion of this lesson I would like for them to create a
presentation that will teach other students how to be Cyber Safe.
I showed them an example of one of the presentations from the other class had done
and gave them the materials to complete the task.
Lesson Plan Template

Mentor Teacher Feedback

Strengths / Areas for Improvement

How will we work to improve them?

I explained that the presentation required the following information:

Cyber safety
Cyber security
Anti-bullying

I had the students develop their knowledge through hands on activities, I wanted to
keep this informal and fun so they wouldnt see it as work.
I noted that I too felt much more comfortable in this approach and I didnt feel as
nervous as the previous class.
As the students began to research I walked around assisting them and answering
any questions they had.
Using the strategy of scaffolding I then attempted to facilitate and ask open ended
questions developing their knowledge further.
I noted that even though I had given the students less explicit instructions than the
previous class, they were able to stick to the task with greater ease and at most
times were completely engaged.
I also noted that this particular class were able to come up with some really amazing
creative ideas for the presentation part of the assessment, what was equally more
impressive was they had not needed to research any examples as the prior class
had done.
The students will also have next weeks class to complete their presentations, which
I will then mark out of ten and give them written feedback.

Preservice Teacher Name __________________________________

Signature________________________________
__________________

Date ________________

Lesson Plan Template

Mentor Teacher Name___________________________________________

Signature________________________________

Date

I decided that for this presentation I would give the students both verbal and written feedback, this way I could further explain why they received their particular mark, but it would be more
about the students understanding how they could make their presentations even more appealing to reach their intended audience in the future.
It was evident that the content of the unit was understood by all of the students which were the main aim of the assessment.
On reflection, I found it very interesting that I struggled with giving marks to students which surprised me. I could see students compare and get upset about their number. Im unsure if this is
a reflection of me not wanting to upset students or I feel that sometimes the number is a big statement and it does not always reflect the understanding of content or the amount of work they
put in. This is the secondary reasoning behind me feeling that I needed to deeper explain their feedback verbally and in written format.

Lesson Plan Template