5.2.1.G Explain how culture, media, and other factors influence perception about body image, gender roles, and attractiveness (Analyzing Influences). 5.3.1.G Recognize parents, guardians, caretakers, and other trusted adults as resources for information about puberty (Accessing Valid Information). Supplies: Flip-chart paper or whiteboard Markers or dry-erase markers Lesson: Prior to the activity, Ms. J prepares two sheets of flip-chart paper to create “gender boxes.” Leaving room around the margins, she draws a large box on each sheet of paper with the word “BOY” on the top of one sheet, and “GIRL” on the top of the other. At the beginning of the activity, students are reminded of classroom agreements to make sure everyone feels safe and accepted. Ms. J specifically points out the agreement the class made to treat others with respect, to keep confidential anything shared by classmates, and be open-minded about differences in opinion. This activity provides an introduction to discussing gender and approaches the topic from a point of exploring students’ current and previously acquired knowledge. Ms. J asks the students to consider what comes to mind when they think of the words “boy” and “girl.” As students begin to think about each word individually, Ms. J explains that often times, boys and girls have to fit inside a box in order to be accepted by their friends, family, and peers. Ms. J then asks students to share a few examples of what comes to mind when the students think of “boy.” Students provide examples such as “tough” and “dirty.” Ms. J writes these words within the box under “boy.” Then Ms. J asks students to share a few examples of what comes to mind when the students think of “girl.” Students respond
Internet, social media, and electronic communication safety is an essential skill for the 21st century middle-school learner who is immersed in various technology mediums. Research confirms that adolescents engage in seven and a half hours of screen time a day. This screen time includes texting; gaming; watching movies or television shows; using apps; browsing online; and engaging in social media on computers, tablets, televisions, and smart phone devices (Rosen et al. 2014). Internet safety is often a very appealing subject students are invested in and excited to learn about because the Internet is so pervasive their lives. To begin the discussion of Internet safety and hazards (6.1.7.S, Essential Concepts) students share if they have ever heard of the following terms or if a friend or family member has ever experienced cyber bullying, cyber harassment, cyber stalking, sexting, or has been the victim of an online predator. Students follow up by spending time online reviewing resources from Web Wise Kids, a nonprofit Web site that has free safety curriculum, videos, and interactive games designed to teach students the principles of Internet and mobile device safety in an engaging format. Students then complete an Internet safety pledge and commit to not engaging in actions that can lead to dangerous consequences: sharing personal information such as their address or phone number; if or when they are home alone; their schedule; their parent’s, guardian’s or caregiver’s information; or provocative photos. Students learn the “netiquette” of being nice and courteous online and via communication and to tell a trusted adult if someone is not being nice, is in danger, or is being bullied online. They also learn about the consequences of being a cyber bully and sexting such as sending sexually suggestive photos through social networks. The Model School Library Standards for California Public Schools call for students to demonstrate the ethical, legal, and safe use of technology and serves as a resource for instruction and learning about Internet safety. Learning activities are furthered with student-led projects. Using an electronic format, students write and record their own one- to two-minute public service announcement (PSA) covering a chosen Internet safety topic. Students’ PSAs are featured on the school’s Web site. Presentations about Internet safety can be given to students in earlier grades. The teacher librarian is invited as a guest speaker to discuss Internet safety. Finally, students are given an Internet safety checklist or tip sheet and are