TERMS
What Do You Know?
Have the students think a very popular social media website: Facebook*. "Are their any world leaders, politicians, or celebrities that use this website? Do you think their “Facebook Page” is viewed by many people all over the world?" The instructor will now search the Facebook Page of a celebrity (an appropriate example might be the current president of the United States) and project it onto a smart board or whiteboard for the class to see. "What kinds of pictures or videos are posted on the page? Are there a lot of people commenting on these media images?"
*Facebook is a social media website launched in 2004 by Mark Zuckerberg, Eduardo Saverin, Andrew McCollum, Dustin Moskovitz and Chris Hughes. I did not create this website, and for this curriculum it is only to be used for educational purposes in an elementary school classroom. The access to the Terms of using Facebook is open to the public.
*Facebook is a social media website launched in 2004 by Mark Zuckerberg, Eduardo Saverin, Andrew McCollum, Dustin Moskovitz and Chris Hughes. I did not create this website, and for this curriculum it is only to be used for educational purposes in an elementary school classroom. The access to the Terms of using Facebook is open to the public.
Taking a Closer Look!
Open this activity with the concept of “terms”. Students are provided with a list of scenarios:
If I were to check book out of library, what are the “terms" of doing this? (some sample answers may be: Return dates, having late fees)
If I were to gather and purchase groceries in store, what are the "terms?" (some sample answers may be: sell by dates on food items, the cost per unit of maybe meats or fruits, items that need to be refrigerated rather than just kept on an open shelf).
If I were to buy an electronic device, what are the "terms?" (some sample answers may be: if it is opened it cannot be returned, the item should be used for it's manufactured intended purpose, it cannot be returned after a certain point or if it becomes broken after use).
Using the website of Facebook, the students will dig deeper into the idea of terms. Divide the students into groups of three. Each group has a “vocabulary enricher”, “lawyer”, and a “user friendly consumer”. The job of the "vocabulary enricher" is to find at least five words they are unfamiliar with, and to determine what they mean using the dictionary, context clues, etc.. They will then have to rewrite the definitions in their own words. The job of the "lawyer" is to find at least three kinds of legal obligations there are when a person agrees to use the Facebook website. The "user friendly consumer" will need to explore the Facebook website, to see if the terms the website has put in place are easy to follow, or if people are violating them without even knowing.
Then on their iPads, students will go onto the general log-in page for Facebook. Make sure the students DO NOT log in to their personal accounts! On the bottom left hand side of the page, there is a sentence that states “By clicking Sign Up, you agree to our Terms and that you have read our Data Policy, including our Cookie Use”. Instruct students to click on the word Terms. Each member of the group looks for their assigned perspective and job. Give the students at least 20 minutes to do so. Finally, rearrange the groups so that all "vocabulary enrichers" are together, all the "lawyers" are together, and all the "user friendly consumers" are together. Based on these perspectives, students will have the opportunity to make a short presentation sharing what they noticed and discovered.
If I were to check book out of library, what are the “terms" of doing this? (some sample answers may be: Return dates, having late fees)
If I were to gather and purchase groceries in store, what are the "terms?" (some sample answers may be: sell by dates on food items, the cost per unit of maybe meats or fruits, items that need to be refrigerated rather than just kept on an open shelf).
If I were to buy an electronic device, what are the "terms?" (some sample answers may be: if it is opened it cannot be returned, the item should be used for it's manufactured intended purpose, it cannot be returned after a certain point or if it becomes broken after use).
Using the website of Facebook, the students will dig deeper into the idea of terms. Divide the students into groups of three. Each group has a “vocabulary enricher”, “lawyer”, and a “user friendly consumer”. The job of the "vocabulary enricher" is to find at least five words they are unfamiliar with, and to determine what they mean using the dictionary, context clues, etc.. They will then have to rewrite the definitions in their own words. The job of the "lawyer" is to find at least three kinds of legal obligations there are when a person agrees to use the Facebook website. The "user friendly consumer" will need to explore the Facebook website, to see if the terms the website has put in place are easy to follow, or if people are violating them without even knowing.
Then on their iPads, students will go onto the general log-in page for Facebook. Make sure the students DO NOT log in to their personal accounts! On the bottom left hand side of the page, there is a sentence that states “By clicking Sign Up, you agree to our Terms and that you have read our Data Policy, including our Cookie Use”. Instruct students to click on the word Terms. Each member of the group looks for their assigned perspective and job. Give the students at least 20 minutes to do so. Finally, rearrange the groups so that all "vocabulary enrichers" are together, all the "lawyers" are together, and all the "user friendly consumers" are together. Based on these perspectives, students will have the opportunity to make a short presentation sharing what they noticed and discovered.
In a World. . .
As an assessment, students will now have the opportunity to design a “Kneebook Page”. They will need to create this page as if they were a celebrity, making sure that the content and pictures are appropriate ones that will not have negative repercussions in the future. The students will also need to make a ‘caution page’ stating the terms for their "website,' detailing what constitutes appropriate and inappropriate content, and any potential consequences for not following the ‘terms .’
There is a rubric* attached, so students know what to look for when designing their "Kneebook Page".
*This rubric was designed using the "rubistar" website. Under the "Multimedia"category button, there is the option for a rubric on web site design. The rubrics on the website are able to be edited, so if the category is too vague or specific it can altered. I have attached a sample of the rubric I felt would be best suited for this activity. I did not create the "rubistar" website.
http://rubistar.4teachers.org/index.php
There is a rubric* attached, so students know what to look for when designing their "Kneebook Page".
*This rubric was designed using the "rubistar" website. Under the "Multimedia"category button, there is the option for a rubric on web site design. The rubrics on the website are able to be edited, so if the category is too vague or specific it can altered. I have attached a sample of the rubric I felt would be best suited for this activity. I did not create the "rubistar" website.
http://rubistar.4teachers.org/index.php
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