Lesson: Behaving Ethically Online
In this lesson, students are introduced to the idea that “hot” emotional states such as anger or excitement can make it harder for them to control how they act. They also discuss the concept of empathy and look at the ways in which digital communication can make it harder to feel empathy for other people. Students then read scenarios that portray two sides of an online conflict and consider how to resolve them, using their discussion to build a list of tools for emotional management and conflict resolution online. Finally, students create a comic that explains and reminds them of one of those tools.
Grade range: 4-6
Teacher Material: https://textbook.mediasmarts.ca/discoveringstudent/chapter/hot-and-cold-emotions/
Student Material: https://textbook.mediasmarts.ca/discovering/chapter/what-do-hot-emotions-feel-like/
Time Frame
| One class period (45-60 minutes) | Two or three class periods (90-120 minutes) | ||
| Activities |
Hot and Cold Emotions Empathy Traps
|
Hot and Cold Emotions Empathy Traps Ethics and Empathy Comics
|
Preparation:
Make sure that students are able to access the interactive activities.
A printable version of this lesson is available at https://mediasmarts.ca/teacher-resources/behaving-ethically-online-ethics-empathy
Learning Outcomes
Big ideas/key concepts: Students will understand that…
Interactions through digital media have real impact
- Things we say and do to people online can affect their feelings
Digital media experiences are shaped by the tools we use
- It is hard to recognize how we and others are feeling when we’re online
- We often don’t know everything that affects how people are feeling online
Key questions:
- How can we manage our feelings online?
- How can we make sure to help and not hurt people when we’re online?
Frequent student misconceptions: You should always “stand up” and do something public when you witness cyberbullying
Essential knowledge: Students will know…
- Ethics and empathy: Signs of “hot” emotions and strategies for managing them
- Making and remixing: Using comics techniques to explore ethics and empathy
Performance tasks: Students will be able to…
- Use: Use digital tools safely and ethically; make a media work that demonstrates their learning
- Understand: Analyze how digital media make it hard to identify our and others’ emotions
- Engage: Develop best practices for avoiding empathy traps and interacting ethically online
Curriculum Connections
Strand A: Literacy Connections and Applications
A1 Transferable Skills
A1.1 Receptive and Expressive Communication
explain how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms
A1.2 Student Agency and Engagement
evaluate and explain how transferable skills help them express their voice, be engaged in their learning, and plan the next steps to develop their capabilities and potential
A2 Digital Media Literacy
A2.1 Digital Citizenship
explain their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities
A2.2 Online Safety, Well-Being and Etiquette
demonstrate an understanding of how to navigate online environments safely, manage their privacy and personal data, and interact in a way that supports their well-being and that of others, including seeking appropriate permission
A2.6 Innovation and Design
select and use appropriate digital and media tools to support the design process and address authentic, relevant, real-world problems by developing innovative solutions
A2.7 Community and Cultural Awareness
communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate cultural awareness with members of the community
A3 Applications, Connections, and Contributions
A3.1 Cross-Curricular and Integrated Learning
explain how the knowledge and skills developed in this grade support learning in various subject areas and in everyday life, and describe how they enhance understanding and communication
A3.2 Identity and Community
demonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts
Strand D: Composition: Expressing Ideas and Creating Texts
D1. Developing Ideas and Organizing Content
D1.1 Purpose and Audience
identify the topic, purpose, and audience for various texts they plan to create, and explain why the chosen text form, genre, and medium suit the purpose and audience, and how they will help communicate the intended meaning
D1.2 Developing Ideas
generate and develop ideas and details about various topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences
D1.4 Organizing Content
Grades 4-5: select and classify ideas and collected information, using appropriate strategies and tools, and sequence content, taking into account the chosen text form, genre, and medium
Grade 6: classify and sequence ideas and collected information, using appropriate strategies and tools, and identify and organize relevant content, taking into account the chosen text form, genre, and medium
D2. Creating Texts
D2.1 Producing Drafts
Grades 4-5: draft texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies
Grade 6: draft complex texts of various forms and genres, including narrative, expository, and informational texts, using a variety of media, tools, and strategies
D2.6 Editing and Proofreading
Grades 4-5: edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation, grammar, and format; use a word processor to edit texts
Grade 6: edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation, grammar, and format; edit digital texts using word-processing software, including spell- and grammar-checkers
D3 Publishing, Presenting, and Reflecting
D3.1 Producing Final Texts
Grade 4: produce final texts using a variety of techniques and tools, including simple digital design and production tools, to achieve the intended effect
Grade 5: produce final texts using a variety of techniques and tools, including digital design and production tools, to achieve the intended effect
Grade 6: produce final texts, selecting a variety of suitable techniques and tools, including digital design and production tools, to achieve the intended effect
Feeling what other people feel (affective empathy) or recognizing how other people feel (cognitive empathy)
Things that don’t happen on the internet are offline.
When you’re using the internet you are online.