Microteaching:

Title: Internet Safety

Grade: high school 9-12
Overall Goal: The focus of this lesson plan is to teach students on the topic of internet safety. This lesson
plan will include a nearpod presentation that outlines the importance of being safe on the internet that
includes: malware, viruses, adware, spyware, cybercrime, password security, cyber bully, and
management of one’s digital footprint. Additionally, at the end of the lesson, there will be an assessment
quiz on KAHOOT website and a board game that will enhance and assess student’s learning on these
topics. Essentially, this board game will have different scenario questions. At the end of the board game,
students should be able to successfully understand the learning objectives and know what to do in
situations like cyberbullying, sexting, identity theft, etc.

Standards Learning Objective Assessment

DCT-1.1 Investigate the risk
and use of technology in a
positive, safe, legal, and
ethical way including social
interactions online or when
using networking devices
● Students should be able to Students will play
identify when is a time that online the Internet Safety
social interactions is safe and when board game to assess
is a time that online social their learning on this
interactions is unsafe topic.
● Students should be able to
explain the risk of technologies and
why private mode on technologies
can still be harmful
● Students should be able to
identify what cyberbullying is and
why it is harmful to everyone
● Students should be able to
identify what sexting is and why it
is harmful to everyone
 DCT-1.3 Prove responsible
use of technology, including
social media, and lifelong
learning
● Student should display mature
use of technology and social media
● Students should be able to keep
a professional identity online and
offline
Students will play
the Internet Safety
board game to assess
their learning on this
topic.

DCT-1.5 Management of ● Students should be able to keep Students will play

one’s digital footprint, identity,
reputation, and awareness of
the permanence of actions in
the digital world related to
personal data, digital privacy
and security, and data
collection technology used to
track navigation online.
their social media profiles private the Internet Safety
● Students should be able to board game to assess
make a password that is safe and their learning on this
strong (includes uppercase and topic.
lowercase letters, symbols, and
numbers)
● Students should be able to
identify what identity theft is and
why it is so harmful to everyone

Key Terms & Definitions:

● Cyberbullying: the use of electronic communication to bully a person, typically by sending messages
of an intimidating or threatening nature
● Cybersecurity: the body of technologies, processes and practices designed to protect networks,
computers, programs and data from attack, damage or unauthorized access
● Electronic Footprint: a trail of data one creates while using the Internet
● File Sharing: the practice of or ability to transmit files from one computer to another over a network
or the Internet
● Identity Theft: the fraudulent acquisition and use of a person's private identifying information,
usually for financial gain
● Password: a secret word or phrase that must be used to gain admission to something
● Sexting: sending (someone) sexually explicit photographs or messages via mobile phone
● Social Media: websites and applications that enable users to create and share content or to participate
in social networking
● Username: an identification used by a person with access to a computer, network, or online service
● Adware: displays pop-up advertisements when you are online
● Viruses: They can do anything from erasing the data on your computer to hijacking your computer to
attack other systems, send spam, or host and share illegal content
● Spyware: collects your personal information and passes it on to interested third parties without your
knowledge or consent

Lesson Introduction (Hook, Grabber):

2 MINUTES:
Introduces the topic for the day: internet safety.

Lesson Main:

10 MINUTES

Today’s lesson will be focused on the topic of Internet Safety. The instructor will have a Nearpod
presentation made before coming to class that day. The students will be given a code to enter Nearpod
from their own computer station in the classroom. This way students will be following along with the
instructor and paying attention more because it will require them to engage with the activities on the
Nearpod.

Nearpod will have the standards, powerpoint lesson slides, classroom poll, video, and short discussion
response activity.

After Nearpod, instructor will do a quick assessment quiz about 5 MINUTES on KAHOOT website.

After KAHOOT, instructor will play the board game for about 8 MINUTES.

Board game rules:

Groups: The students will break off into groups of 4-6 people each:

TEAMS will put their pawn at the starting line

The first TEAM will roll the dice and go the amount of spaces the dice shows
Then the TEAM will draw a card from a pile of scenario cards and answer the question
If the TEAM get it right, they will move forward by the amount of space indicated on the card
If the TEAM get it wrong, they will stay at the same place

Whoever reaches the finish line wins the game.

The first TEAM will roll the dice and go the amount of spaces the dice shows

Lesson Ending:

5 MINUTES TO TALK

Instructors should discuss with the class as a whole to see what things students liked about the board
game and what could be improved about the board game if students have suggestions for future lessons.
Students should be able to tell the instructor what they have learned throughout the activity.

Assessment Rubric for board game:

Great Average Poor

Indicator Description Description Description

Cooperation The student worked The student worked The student did not
well with their group adequately well with work well with their
mates. their group mates. group mates.

Participation The student was The student played The student did not
actively engaged while the board game, but play the game.
playing the board was not actively
game. engaged doing so.

Understanding The student was able to The student was able The student was
explain what they have to explain what they unable to dictate that
learned during the end have learned during they learned
of lesson discussion, the end of lesson anything from the
and showed that they discussion, and lesson, or they
had learned at least (2- showed that they refused to share.
3) things from the had learned at least 1
lesson. thing from the
lesson.
Resources / Artifacts:

· Video
· Video
· Google doc

Differentiation:

1. Differentiation for ability levels

● A high ability learner will be paired with a low ability learner to help facilitate the low ability
learners’ understanding.
● For students with dyslexia and autism, instructors can use different kinds of apps to help facilitate
and enhance the student’s learning.
2. Differentiation for demographics
● Students will be assessed equally in this area.
3. Differentiation for languages
● For those whose English is not their first language, we will try and pair them with someone who
speaks English natively. They will be granted more time to answer each scenario and may ask questions
from their group members or the teacher if they need further clarification.
● Instructors can also use Forvo to help students translate words from English into the student’s own
native language. This decreases miscommunication and misunderstanding.
4. Differentiation for access & resources
● Plenty of time will be given in class to work on this activity for those who lack a computer and/or
internet access.

Anticipated Difficulties:

● There might be students with special needs in the classroom and instructors will work with these
students a little more to help guide them in the right direction. Instructors can also pair up with an
assistant from the special needs department in the school and discuss ways of helping these students to
success in the classroom.
● If the instructor is sick on board game day, the instructor should leave a note for the substitute
teacher on top of their desks about how to play the board game. Instructor should have the substitute
teachers demonstrate to students how to play the board game before students try it.
● If the substitute teacher cannot answer a question that a student asks, the student should ask their
peers for help and if that does not work, then have the substitute teacher write down the student’s question
on a note for the instructor when they get back next day.
● Students will be made aware of the day the board game will be played in advance. If they are unable
to make it to school that day for an excused reason, there will be an alternative assignment assigned to the
student instead. The alternative assignment will be to research internet safety and write a 250 word essay
on what the student learned.
● If students don’t have cell phones or IPads, the school will provide it for them to scan the QR codes.
If school doesn't have enough IPads, the teacher can provide their own devices to help student complete
this activity. Also, teachers should consider charging the school IPads the night before to prevent low
battery.

Introduction video: https://www.youtube.com/watch?v=PNj8uYQVDWg

Reflection:

My artifacts are most focus on standard DCT-1.5, the purpose of this artifacts is letting the
students understand the importance of internet safety and keep their profile secure. This
artifacts meets 4E on different ways. By using a board game in class, students will get more
engaged to the class, also it helps to make the class more fun which can refer to the
engagement in 4E. The questions on the board games can help teachers test out whether the
students understand the topics or not, also the students will be able to apply their knowledge
into this board game. It represents enhancement in 4E. Board game also can help the school
save money, it’s represent the efficiency. This artifacts is most focus on the engagement, the
separation of the classroom can make sure everyone is participating this activities, the ways
students work on groups can help the group builds up their relationship, and group working also
helps students get more engaged to class.