Workshop 1: Detecting Lies and Staying True Instructor Handbook (c) IKSC 2010 Copying allowed for incidental, classroom purposes.
(c) IKSC 2010 Copying allowed for incidental, classroom purposes.
Table of Contents Overview 1 Teaching Tips 1 Lesson Plan 1: Detecting Lies 2 Lesson Plan 2: Staying True 6 Instructor Toolkit: Lesson 1: True or False Questions 13 Lesson 1: While You Watch: Answer Sheet 14 Lesson 1: Web Sources for Web Evaluation 15 Lesson 1: Reference Guide for Top Level Domain Extensions 17 Lesson 1: Source List: Is There Life On Other Planets? 18 Lesson 1: Source Comparison Tool: Answer Sheet 19
(c) IKSC 2010 Copying allowed for incidental, classroom purposes.
Workshop 1: Detecting Lies and Staying True Overview: Students will establish responsible behavior online by learning to evaluate and compare online resources for quality, and by examining rules for appropriate ethical and legal behavior online. This workshop is divided into two parts: 1. Detecting Lies. 2. Staying True. In each part, a condensed version of a lesson plan will be delivered. Each of those lesson plans can be easily adapted and developed into a more comprehensive lesson or unit.
Workshop 1 Lesson Plan 1: Detecting Lies Concept: Evaluate and compare online resources. From video: Guidelines to detecting lies online: 1. Be a skeptic. 2. What is the point of view of a website? 3. What information/ideas are missing? 4. Check the source. 5. Compare 3 sources of information. Standards Addressed: a. A LA Standard 2:1: Student determines accuracy, relevance, and comprehensiveness. b. ALA Standard 2:2: Student distinguishes among fact, point of view, and opinion. c.
Description: In this lesson, students will identify guidelines for Detecting Lies online and apply these criteria to evaluate and compare online resources. General Goals: 1. S tudents comprehend that just because it’s online doesn’t mean it’s true and learn the guidelines on what information they can and can’t trust. 2. S tudents will evaluate and compare online information sources for accuracy, relevance and bias. 3. S tudents will select appropriate information to match their specific task.
4. Ask the students to name the guidelines that they just heard. It should include: 1. Be a skeptic. 2. D on’t be fooled by cool or professional websites. 3. A sk yourself what’s the point of view of the site. 4. What are they trying to get me to believe? 5. W hat opinions or ideas are missing? 6. Investigate the source. Find out who published the information. 7. F ollow the “rule of 3:” compare 3 sources of information. 8. B e careful about facts that you find without checking them out first.
6. D ivide the students into groups of 4-5. Let them know that they’ve been given the task of writing a scientific report about the subject: “Is there life on other planets?” As part of their research they should compare at least 3 websites. Remind the students of the “rule of 3” and its importance. Say: “The video mentions the “rule of 3.” Can anyone remind us what that means? Why is it good to compare at least 3 sources of information?” Get responses from the students.
Workshop 1 Lesson Plan 2: Staying True Concept: Be socially responsible with regard to information online and a good member of the online community. Practice ethical behavior online. Rules for good citizenship online: 1. If you wouldn’t do it offline, don’t do it online. 2. Don’t steal, bully or cheat. 3. Report inappropriate behavior. 4. Keep the web safe. 5. Don’t be rude. Practice kindness or silence. 6. Think before you post. Standards Addressed: a.
General Goals: 1. T o recognize that whether you are on the web or off, the rules for good citizenship still apply. To explore the importance of rules to any community. 2. E xplore how rules apply in the global online community. Objectives: 1. S tudents will be able to recognize the need for rules. 2. S tudents will be able to understand and explain how rules protect, guide and define legal and ethical behavior. 3.
Further discussion: If time allows, you can lead a discussion by giving some examples or ask leading questions: 1. How would you feel if anyone could walk into your house and take whatever they wanted? 2. W hy do we need drivers to obey rules on the road? What might happen if there were no signals and no signs? 3. C ould we play games or sports without rules? 4. D o all rules need to be enforced by someone or would people obey them even without anyone to enforce them? 5.
7. C onclude the discussion by pointing out that there are rules for every community, online or offline. There are general rules that are applicable to most societies and some rules that are more specific to each community. Review the general rules for online behavior: 1. D on’t steal. 2. D on’t bully. 3. D on’t cheat. 4. Report inappropriate behavior. 5. B e kind and polite. 6. Think before you post. 8. A sk who enforces the rules on the web.
8 (c) IKSC 2010 Copying allowed for incidental, classroom purposes.
Instructor Toolkit (c) IKSC 2010 Copying allowed for incidental, classroom purposes.
(c) IKSC 2010 Copying allowed for incidental, classroom purposes.
Workshop 1 Lesson 1: Detecting Lies True or False Questions • If I can find it online, it must be true. • There is an email address listed in the website, so it must be a legitimate source! • There is a logo of the White House at the top of the page, so I can definitely trust this website. • The website looks really professional. It must be accurate. • There are a lot of graphs and charts on the site. With all this information it must be true.
Workshop 1 Lesson 1: Detecting Lies While You Watch:Answer Sheet List all the guidelines for evaluating and trusting online resources that are mentioned in the video. 1. Be a skeptic. 2. Don’t be fooled by cool or professional websites. 3. Ask yourself what’s the point of view of the site. 4. What are they trying to get me to believe? 5. What opinions or ideas are missing? 6. Investigate the source. Find out who published the information. 7. Follow the “rule of 3”: compare 3 sources of information. 8.
Workshop 1 Lesson Plan 1: Detecting Lies Web Sources for Web Evaluation Please note that the web is a dynamic place. Information that is found on certain web pages may change or may no longer be available. Also, websites could change their location (URL address) or completely disappear. The list below is only a suggested list of web sources that you can use as examples.
T his is an informational site. It’s purpose is to give the public access to information. It is clearly stated in a few locations throughout the site (Mission page, Disclaimers page, etc.). They do not endorse or recommend any commercial products. T he website seems balanced, as they don’t endorse any specific point of view or any commercial products.
Workshop 1 Lesson Plan 1: Detecting Lies Top Level Domain Extensions: .com commercial sites .net commonly used by Internet service providers, web-hosting companies or businesses .org primarily used by, but not limited to, non-profit organizations .gov .mil government/military sites .edu educational sites .biz small business site .info used to signify a credible resource site Popular Country Domains: .au Australia .be Belgium .br Brazil .ca Canada .ch Switzerland .cn China .
Workshop 1 Lesson Plan 1: Detecting Lies Source List: Is There Life on Other Planets? Examples of questionable/biased/amateurish web sources: http://www.aliensthetruth.com/ http://users.erols.com/feanor17/Ufo.html http://www.icr.org/article/can-life-exist-other-planets/ http://www.nicap.org/articles/hillzeta.htm http://hubpages.com/hub/milky-way http://www.chacha.com/question/is-there-life-on-other-planets http://www.dvorak.
Workshop 1 Lesson Plan 1: Detecting Lies Source Comparison Tool: Answer sheet Name of Web Source and URL Web Source 1: URL: http://www.aliensthetruth.com Name: Aliens the Truth Purpose of website: Personal website of an enthusiast, expressing his own views on the subject. Web Source 2: URL: http://astrobiology.nasa.
Web Evaluation Checklist Web Source 1 Yes No Web Source 2 Yes No Web Source 3 Yes No Currency Are there any dates to show when the content was created? Are there any dates to show when the content was last updated? Do all the links work? X X X X X X X X X X Coverage Is the subject discussed in depth? Can you find the information you were looking for? Do links on the page lead to other good information? Are the pictures on the page helpful? X X X X X X X X X X X X Analysis of sources:
Anyone can submit content to the website, which detracts even more from its credibility as we can’t identify the visitors to the site and what their credentials are for the information that they submit. It is not clear when this website was created, but there is a discussion forum that seems to be current. The links lead to more information that doesn’t seem credible or reliable.
3. http://www.seti.org This is a website of SETI Institute, a well known institute that is sponsored by respected entities such as NASA, and the National Science Foundation, among others. The domain name and the domain extension (.org) usually represents a non-profit organization, which matches SETI. “SETI Institute is a private, nonprofit organization dedicated to scientific research, education and public outreach” (from “Our Mission/About Us” page).
Workshop 2: Playing and Staying Safe Online Lesson 2: Staying True Community Guidelines for YouTube 1. Be a Good Citizen. Be Responsible. - Be responsible. Be a good citizen. - YouTube is not for kids under 13. - Get to know the community guidelines: what is allowed and what is not. - 3 strikes for violating the guidelines will result in disabling your account and you will not be able to open a new one. - Flag videos that break the rules. - Keep comments clean. Be respectful, even if you don’t agree.
Workshop 1 Lesson 2: Staying True Who Wants to be a Millionaire? For $100: Q. How old do you have to be to have an account with YouTube? A. B. C. D. 10 13 18 21 For $200: Q. YouTube has a set of rules for everyone that visits or views videos on the site. What are those rules called? A. B. C. D. User Rules Terms of Service Rules to Kill All Fun Community Guidelines For $300: Q. If you violate the Community Guidelines, you can receive a strike. You will be banned from the site after you receive A. B. C.
For $2000: Q. When you use someone else’s text as your own, that’s called plagiarism and it is illegal. When you upload a video or music that isn’t yours, you’re breaking the rules of A. B. C. D. Copyright law The Code of the Pirates Plagiarism Gravity For $4000: Q. If someone else is writing mean comments on your videos, you should A. B. C. D. Remove their comments Block that user Be mean back Both A and B For $8000: Q.
For $64,000: Q. What information should you never include in your profile? A. B. C. D. Home address Full name Phone number All of the above For $125,000: Q. What is the first thing you should do if a video violates your privacy? A. B. C. D. Contact the person who uploaded the video Send it to your friends Log out of YouTube Leave a nasty comment on the video For $250,000: Q.
Workshop 1 Lesson Plan 2: Staying True Community Rules Name of Group: Purpose of Group: Rules: Do: 1. 2. 3. Don’t: 1. 2. 3. (c) IKSC 2010 Copying allowed for incidental, classroom purposes.
Workshop 1 Additional Resources Share the news stories and articles on photo tampering OR have students research the topic and come back with three facts about altering pictures. • Gaylord, Chris “Digital Detectives Discern Photoshop Fakery.” August 2007. USAToday. http://www.usatoday.com/tech/news/techinnovations/2007-08-30-photoshopfakery_N.htm • Garfinkel, Simson “How To Tell If a Digital Image Has Been Altered.” December 2005. CSO: Data Protection. http://www.csoonline.
Workshop 1 Additional Resources Protect Yourself and Others on YouTube Instructions from the YouTube Safety Center Private Videos and How to Share Them: To limit the exposure of one of your videos, set it to be a “Private” video. Only you and (up to twenty–five other users who you invite to view the video) will be able to see it. In order to do this, you’ll need to send these 25 other people a special link that goes to the private video.
Workshop 1 Additional Resources Protect Yourself and Others on YouTube Instructions from the YouTube Safety Center (continued) 5. E mail / send a private message including the private video’s special URL. When your friends receive the email invitation, they’ll need to: • Sign into their YouTube account • Click the video URL • They’ll then be able to watch the video • Once a video is shared via the private URL, it cannot be unshared.
(c) IKSC 2010 Copying allowed for incidental, classroom purposes.
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