You’re the Jury - Cyber/Online Safety

Age: 7 - 9 years

Type: Cyber

Curriculum Links to: PSHE, Digital Literacy

Computational Thinking Concepts & Approaches:

Logic
Evaluation
Decomposition
Creating
Collaborating
Algorithms
Abstraction

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The You’re the Jury - Cyber/Online Safety has been rated 1 stars

Two video clips are included in this presentation. Link directly via your internet connection from the PPT slide, or download from the resource link beforehand.

RESOURCE OVERVIEW:

This lesson sees the classroom turned into a courtroom as pupils hear several cyber-crime court cases. Pupils take on the roles of judge, barristers and members of the jury as they determine whether the defendant has broken the law, the sentence they could receive and the impact on victims of their crimes.

There are a further two extension lessons where pupils use what they have learnt to plan and go on to film TV adverts to discourage the misuse of computers. They will use computational thinking concepts and approaches as they create a storyboard and later film their adverts.

Lesson 2. Planning our adverts and Lesson 3. Filming our adverts

PUPIL OBJECTIVES:

Lesson 1

I can understand some of the law around what it is illegal to do with computers
I can give examples of activities which break the law using computers
I can identify the victims of cyber crimes

Lesson 2 (optional extension)

I can identify the important information to include in our advert
I can decompose our advert

Lesson 3 (optional extension)

I can use my storyboard and film our TV advert
I can edit my TV advert (if required)
I can evaluate my TV advert

TEACHING ASSESSMENT OPPORTUNITIES:

Informal teacher assessment of understanding through lesson and assessment of the pupils’ ‘Verdict record sheets’.

Key understanding to assess:

Lesson 1

Do pupils understand some of what it is illegal to do with a computer?
Can pupils identify illegal activities which use computers?
Can pupils explain which part of the law has been broken?
Can pupils identify the victims of cyber crimes?
Do pupils know the typical sentences associated with some cyber crimes?

Lesson 2

Can pupils identify the key information to include in their advert?
Can pupils decompose their advert to create their storyboard algorithm?
Do pupils’ storyboards include the key information?
Do pupils’ advert plans meet the features of the success criteria?

Lesson 3

Can pupils work in groups to create an advert?
Can pupils use the hardware and software to film and edit their adverts?
Do pupils’ adverts match their storyboards?
Can pupils evaluate their adverts against the success criteria?

LESSON TIMING: 1 hour

This lesson in your curriculum

England

Scotland

Northern Ireland

Wales

Court room – Lesson 1

Computing
Curriculum aims

are responsible, competent, confident and creative users of information and communication technology

Curriculum Subject content

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour

English

In years 3 and 4, pupils should become more familiar with and confident in using language...including through drama

Planning our TV adverts – Lesson 2

Computing
Curriculum aims

can understand and apply the fundamental principles and concepts of computer science, including algorithms

Curriculum subject content

solve problems by decomposing them into smaller parts
design a range of content that accomplishes given goals

Filming our TV adverts – Lesson 3

Computing
Curriculum subject content

Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create content that accomplish given goals

Court room – Lesson 1

Curriculum for Excellence -Technologies
Cyber resilience and internet safety

Second Level - Experience and Outcome

I can explore online communities demonstrating an understanding of responsible digital behaviour and I’m aware of how to keep myself safe and secure.

Second level benchmarks

Demonstrates an understanding of the content they should include in an online profile.
Discusses the importance of being a responsible digital citizen, giving examples of appropriate online behaviours and actions.
Identifies appropriate ways to report concerns.
Uses strong passwords.
Has an understanding of the law as it relates to inappropriate or illegal online behaviours, for example, the sharing of inappropriate images

Planning our TV adverts – Lesson 2

Technologies – First Level
Understanding the world through computational thinking

Experience and outcome - I can explore and comment on processes in the world around me making use of core computational thinking concepts and can organise information in a logical way

Benchmarks -

Follows sequences of instructions/algorithms from everyday situations for example, recipes or directions, including those with selection and repetition.
Identifies steps in a process and describes precisely the effect of each step.
Makes decisions based on logical thinking including IF, AND, OR and NOT for example, collecting balls in the gym hall but NOT basketballs, line up if you are left-handed OR have green eyes.
Collects, groups and orders information in a logical, organised way using my own and others’ criteria

Filming our TV adverts – Lesson 3

Technologies – First Level
Understanding the world through computational thinking

Experience and outcome - I can explore and comment on processes in the world around me making use of core computational thinking concepts and can organise information in a logical way

Benchmark -

Follows sequences of instructions/algorithms from everyday situations for example, recipes or directions, including those with selection and repetition.
Identifies steps in a process and describes precisely the effect of each step.
Makes decisions based on logical thinking including IF, AND, OR and NOT for example, collecting balls in the gym hall but NOT basketballs, line up if you are left-handed OR have green eyes.
Collects, groups and orders information in a logical, organised way using my own and others’ criteria

Court room – Lesson 1

Curriculum aims - Moral Character

Develop an awareness of right and wrong.
Develop an awareness of how actions can affect others.

UICT

Communicate safely and responsibly using a range of contemporary digital methods and tools.

Language and Literacy:

Structure their talk and speak clearly so that ideas can be understood by others;
Share, respond to and evaluate ideas, arguments and points of view and use evidence or reason to justify opinions, actions or proposals;

The Arts – Drama

Develop their understanding of the world by engaging in a range of creative and imaginative role-play situations on their own and with others, and responding in role to the dramatic play of others.

Planning our TV adverts – Lesson 2

Computational Thinking and Coding
Pupils should:

Introduce the concept of an algorithm by creating sets of instructions.
Know that they can break any activity down into smaller parts (decomposition);

Digital Storytelling

Working in a small group to create a simple film or animation, pupils should:

Identify the features of a good story by exploring examples from.....short films, advertisements or a weather report, identifying how even a very short story needs a beginning, middle and end;
Use a storyboard to plan the story they want to tell in their film or animation and create a script to accompany it.

Computing
Curriculum aims:

Can understand and apply the fundamental principles and concepts of computer science, including algorithms.

Curriculum subject content:

Solve problems by decomposing them into smaller parts.
Design a range of content that accomplishes given goals.

Filming our TV adverts – Lesson 3

Digital Storytelling
Working in a small group to create a simple film or animation, pupils should:

Use suitable software to import high-quality images and carry out some editing to produce a simple animation or film;
Share their work with the teacher or others (possibly using digital tools to comment on the work and respond to feedback);
Shoot scenes, considering what to add to or omit from their original plan and import into an appropriate software package such as Windows Live Movie Maker or iMovie to construct their film or animation;
Edit the film, making decisions about what to omit and what to include and experiment with adding a variety of features.
If appropriate, share their work digitally with the teacher or others using digital tools to comment on the work and respond to feedback;
Work in small groups and use a tablet camera to tell a story with some structure or organization.

Court room – Lesson 1

AoLE
Languages Literacy and Communication

What Matters Statement
Expressing ourselves through languages is key to communication.

Descriptions of learning
Progression Step 3

I can recognise the appropriate language for different audiences and purposes, varying my expression, vocabulary and tone to engage the audience.
I can adapt and manipulate language and make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity.
I can respond to others’ points of view, seeking clarity, structuring arguments, summarising and explaining what I have heard, read or seen.
I can interact with others, talking and writing about my thoughts, feelings and opinions showing empathy and respect.

DCF Strand: Citizenship
Element: Identity, Image and Reputation

Y4 Skills

understand how to protect themselves from online identity theft, e.g. security symbols such as a padlock, phishing, scam websites
understand that information put online leaves a digital footprint or trail, e.g. to aid identity theft
identify risks and benefits of installing software, e.g. identify possible risks of installing free and paid for software, for instance free software could download viruses to the device/computer.

DCF Strand: Citizenship
Element: Digital Rights, Licensing and Ownership

Y4 Skills

understand that copying the work of others and presenting it as their own is called ‘plagiarism’, e.g. begin to consider consequences of plagiarism
recognise watermarks and copyright symbols, e.g. recognise watermarks on a variety of media, know the reasons for using watermarks and explore how watermarks can be added in different software.

Planning our TV adverts – Lesson 2

AoLE
Science and Technology

What Matters Statement
Computation is the foundation of our digital world

Descriptions of learning
Progression Step 2

I can safely use a range of tools, materials and equipment to construct for a variety of reasons.
I can use computational thinking techniques, through unplugged or offline activities.

Progression step 3 (Y4)

I can explain how digital devices can be interconnected locally and globally.
I can explain the importance of securing the technology I use and protecting the integrity of my data.

Filming our TV adverts – Lesson 3

AoLE
Science and Technology

What Matters Statement
Computation is the foundation of our digital world

Descriptions of learning
Progression Step 2

I can safely use a range of tools, materials and equipment to construct for a variety of reasons.
I can use computational thinking techniques, through unplugged or offline activities.

Progression step 3 (Y4)

I can explain how digital devices can be interconnected locally and globally.
I can explain the importance of securing the technology I use and protecting the integrity of my data.