Playing With Privacy
In this lesson, students are introduced to the idea that their gaming experiences may compromise their personal information.
In this lesson, students are introduced to the idea that their gaming experiences may compromise their personal information.
In this lesson, students consider the ways in which our own biases can prevent us from being objective. They then learn ways to recognize and account for our biases and practice these by playing an interactive online game. Finally, students learn about how public service campaigns can change social norms and create their own PSA to promote ethical sharing of online information.
In this activity, students :
In this lesson, students examine two websites about unlikely animals and learn how to effectively evaluate online sources. They then create a fake website that demonstrates the misleading signals that are often mistakenly taken as signs of reliability.
In this lesson, students are introduced to the idea that privacy is a fundamental human right and that their personal information is valuable. The lesson focuses on the “economics” of personal information and that most "free" apps and online services make some or all of their revenue by collecting (and in some cases reselling) users' personal information. Students will watch a video that illustrates the idea that they may be paying with their privacy and then discuss some of the ramifications of this. They will learn about tools and techniques for minimizing the personal information they share and create a public service announcement that helps them and their peers "know the deal" about the value of privacy.
In this lesson, students watch a short video that compares getting rid of personal information online to getting toothpaste back into a tube. After a short discussion of how visual analogies like this work, students discuss the meaning of the video (that information online is permanent.) They then read a series of short scenarios that help them identify four further principles of information online: that it can be copied, that it can be seen by unintended audiences, that it can be seen by larger audiences than intended, and that it becomes searchable. Finally, students create a simple animation that illustrates one of these principles.
In this lesson, students learn about the concept of "time capsules" and then apply the idea by selecting time capsule contents to represent both the time they live in and their own lives and tastes. They then extend this idea to online content, making a "time capsule" of any online content connected to them. Younger students finish the lesson by creating a group Internet time capsule, while older students finish by considering what online content they might like to remove or keep out of their "time capsules."
This lesson introduces the students to the first steps in finding information on the Internet. Specifically, this lesson helps students understand the basic good practices of searching for something online: be accompanied by a trusted adult, start with a safe site and understand the use and power of using good links and keywords to find what they are looking for and to avoid bad results.
In this three-day unit, students assess media coverage of natural disasters and their aftermath. Students explore how sensationalism plays a role in determining what is newsworthy, and how that can distort our perception of issues in developing nations.
A new smartphone is a big responsibility for kids, who have a lot to learn about using them safely, especially when it comes to protecting their privacy.
The Office of the Privacy Commissioner of Canada has created a graphic novel, Social Smarts: Nothing Personal! to help young Canadians to better understand and navigate privacy issues in the online world.