8/3/2019 3 Tagged Teacher Activities Middle Secondary
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Teacher Resource
TaggedMiddle Secondary Lesson Plans
8/3/2019 3 Tagged Teacher Activities Middle Secondary
2/16
2
Lesson Plans
This secon contains the teacher notes for lesson acvies, as well as the student les to assist you when
selecng, planning and delivering these acvies.
There are a range of acvies available. You should select the acvies which you feel are best suited to
your students, delivery scenario, or which address issues of parcular relevance in your school currently. The
acvies can be delivered in any order you prefer, and in many cases there are a range of opons for delivery.
Each acvity is followed by a page (or more) that is not included in the student le. This page contains
explanaons of the acvity, delivery opons, response exemplars and further assistance to ensure that you
have all the tools you need when running the acvity.
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8/3/2019 3 Tagged Teacher Activities Middle Secondary
3/16
3
Target
This lesson is designed for
delivery to middle secondary
school students (year 9-10).
Resources
TaggedDVD
Computer and data projector
with appropriate sound
equipment for screening
Lesson plan les
Timing
45 mins - 1 hr
Lesson Overview:
Middle Secondary Students
Structure and SequenceObjectives1. Dene cyberbullying, sexng and digital reputaon
2. Demonstrate an understanding of how values
shape ICT use personally and in the community
3. Evaluate the social and legal implicaons of a range
of online behaviours
4. Demonstrate acquired knowledge of how toprotect themselves and others from cyberbullying,
privacy and digital reputaon issues
5. Analyse dierent ways in which damage to a digital
reputaon occurs and how long it may last
6. Describe how to exercise self-control and
responsibility in managing relaonships online
Viewing ofTaggedlm
Slide presentaon
Selecon of acvies
#1-6
A brief, open discussion
of the lm
Viewing of character
interviews
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8/3/2019 3 Tagged Teacher Activities Middle Secondary
4/16
4Included Activities
Acvity Resources Required Esmated duraon Page
1 Friend Request Printed acvies le 15 mins 5-6
2 Timeline Pen, paper, ruler (oponal:coloured pens, pencils) 15 mins 7-8
3 The Bystander Pen and paper 10 - 20 mins 9-10
4 Whats the status?Pen and paper /
printed acvies le10 mins 11-12
5 Proles Pen and paper 10 mins 13-14
6 The StartupPen and paper
Internet access (oponal)15 mins 15-16
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http://-/?-http://-/?-http://-/?-http://-/?-8/3/2019 3 Tagged Teacher Activities Middle Secondary
5/16
5
Friend request
Aer the events of the lm, some of the characters became
un-friended. Three months later, Kate wants to reach out and
become friends with the other characters again. Write her
friend request to Jack, Raz and Em including a subject line
and brief message to each.
Do you think they will accept her friend request? Why?
Send Em a friend request?
Em will have to conrm your request. Please only send thisrequest if you know her personally.
Include a personal message...
Send Raz a friend request?
Raz will have to conrm your request. Please only send thisrequest if you know her personally.
Include a personal message...
Send Jack a friend request?
Jackwill have to conrm your request. Please only send thisrequest if you know him personally.
Include a personal message...
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8/3/2019 3 Tagged Teacher Activities Middle Secondary
6/16
6
Outcome Focus
Online responsibility
Evaluate online ethics
Idenfy impact
Resources
Printed acvies le
Duraon
15 mins
Friend request
Teacher Notes:
Wring as Kate, (the girl who is forced to change schools aer
the events in Tagged), students are tasked with wring three
friend requests to the other key characters in the lm.
It is common for people to un-friend peers during mes of
social diculty or falling out. This means that the person is
excluded from the online social group they had belonged to,
which can have similar eects as this experience in oine
instances.
The process of reaching out in this way may help students
empathise with the dicules of this experience and reect
on potenally harmful online acons.
By answering:
Do you think they will accept her friend request? Why?
students have the opportunity to vicariously model their own
online social behaviours from both points of view.
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8/3/2019 3 Tagged Teacher Activities Middle Secondary
7/16
7Timeline
Develop a basic meline of your lifeme, demonstrang
how long things may last and showing the dierent stages
in your life. Consider the good relaonships that last, the
pey issues that dont, and the far-reaching implicaons of a
digital reputaon through stages of adulthood.
It is important that you work to scale.
Feel free to colour-code, draw icons, rate for importance
(graph), add categories, and other visual elements.
Compare your meline with other students, nong dierences
in their experiences and goals. How do your impressions of
the last secon of topics compare with your friends? Were
you surprised by any dierences in this secon? Who is right?
How do you know?
Examples of things you might include in
your timeline Birth
Your age now Siblings birthdays
Your own important birthdays
Your me at dierent schools
The Year 2000
Your me at university, or in your rst job
Duraon of important friendships
Periods of music preference
Sports played
Musical instruments played
Computers/ consoles / phones owned
Your rst trip overseas (even if its in the future!)
Your career, or me of rerement
Having children
Eect of bad gossip
Duraon of your digital reputaon
Hurt of losing a friend
Time something stays online
birth
high school
uni?
primary school
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8/3/2019 3 Tagged Teacher Activities Middle Secondary
8/16
8
Outcome Focus
Damage and duraon of digital
reputaon
Resources
Pen, paper, ruler (oponal:
coloured pens, pencils)
Duraon
15 mins
Timeline
Teacher Notes:
Students are asked to draw a meline of their life experiences
and ancipaons. Students may gain some perspecve
from this exercise on the enduring nature of their digitalreputaons. However it also works as an exercise in resilience,
teaching that any of their own bad experiences, ostracisaon,
lost friendships and embarassments are tolerable relave to
the long duraon and excing milestones in their lives.
Delivery:
You may wish to lead a discussion around the last secon of
the elements on this list, and invite students to share other
important milestones they have added to their melines.
This may be a suitable homework exercise, parcularly with
parental involvement.
Compleng the acvity:
It is important that students work to scale.
Students may wish to colour-code, draw icons, rate for
importance (graph), add categories, and other visual
elements.
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8/3/2019 3 Tagged Teacher Activities Middle Secondary
9/16
9The Bystander
All that is necessary for the triumph of evil is thatgood men do nothing.This has oen been quoted by people when commenngon conicts and human rights abuses around the world, as
well as during periods of social change and upheaval such as
during historic campaigns for equal rights for women or for
indigenous Australians.
The nature of what is meant by evil is hard to dene, but
for our purposes, lets say it refers to negave, self-serving
intenons and acons that may harm others. When a person
or a group of people act this way, history shows they will
usually connue unl stopped.
Discuss:
So, what are the reasons good people somemes do
nothing?
And what does it take for a good person to nally act?
Another useful way of looking at the role of the bystander andat power in relaonships is to consider the ancient proverb:
There is no Queen without her subjects.A Queen, or any person with power and inuence, is a
single person. They only have their powerful posion due to
the complicity of their subjects the great many individual
people willing to support and empower that single person.
Likewise, a celebritys power comes solely from their support
from a great many individuals. If a celebrity suddenly loses
their fans, that celebrity also loses their power and inuence.
At a classroom and friendship group level, this same theory
can be applied to the most powerful and inuenal person in
a group. This person may enjoy group support because they
are funny, likable and caring. But somemes it is because they
engender a fear of rejecon. They bully people and make
others too frightened of the negave social consequences of
disagreeing with them.
Discuss:
But is this bullying person to blame? Or are the people who
give them power to blame?
Write a 200 word discussion on the issues of power and
group dynamics raised here. You may like to discuss the
characters from the lm in your response.
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8/3/2019 3 Tagged Teacher Activities Middle Secondary
10/16
10
Outcome Focus
Online Responsibility
Resources
Pen and paper
Duraon10 - 20 mins
The Bystander
Teacher Notes:
Possible answers to the quesons in this acvity might
include:
So, what are the reasons good people somemes do
nothing? Fear
Apathy
Laziness
Insecurity Selshness
Ignorance
Lack of empathy
And what does it take for a good person to nally act?
Empathy
Courage
Convicon
Resilience
Compassion
Self belief
Write a 200 word discussion on the issues of power and
group dynamics raised here. You may like to discuss the
characters from the lm in your response.
Delivery opons:
This may be suitable as a homework task
It may be useful to collect the student work for response,
or have them discuss it in groups, cing historical gures to
support their points of view.
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8/3/2019 3 Tagged Teacher Activities Middle Secondary
11/16
11Whats the status?Who wrote which status update? Match up the characters from Taggedwith the statements you
think they wrote. You can add a comment from another of the characters in reacon to the update.
?????
cops. not the best day hey.
11 hours ago Like Comment
?????
Just got unfriended, yeah, thanks a lot. Really mature.
8 hours ago Like Comment
?????
Cant stop crying.
4 hours ago Like Comment
?????
To the person who called me a drama queen i didnt start this! sick of lies.
13 hours ago Like Comment
?????
can evryone stop asking about the blog??? Its not mine!!!
18 hours ago Like Comment
Em
Raz
Chloe
Jack
Kate
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8/3/2019 3 Tagged Teacher Activities Middle Secondary
12/16
12
Outcome Focus
Online responsibility
Idenfy impact
Resources
Pen and paper /
printed acvies le
Duraon
10 mins
Whats the status?
Teacher Notes:
Students are oered a range of status updates which have
been wrien by the characters of the lm. They must then
match up the status updates with the character they feelmost likely to have wrien it and why. Students can then add
a comment from another of the characters in reacon to the
update.
The response comment should be wrien in a spirit of
concilliaon, understanding and conict resoluon.
Status updates
Kate - Cant stop crying.
Raz - Just got unfriended, yeah, thanks a lot. Really mature.
Jack - cops. not the best day hey.
Chloe - To the person who called me a drama queen i didnt
start this! sick of lies.
Em - can evryone stop asking about the blog??? Its not
mine!!!
Some of the discussion should reveal that there is considerable
cross-over in terms of the responses of the characters. This
will emphasise that the fallout from negave online aconsresults in many people feeling distressed and vicmised.
Special aenon should be paid to the status Cant stop
crying. Focus on how to oer support to people who express
emoonal distress online, and to always take it seriously.
Extension:
Working in small groups, students can add comments to
other students comment chains. Each pass le and then
share their responses with the group at the end.
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8/3/2019 3 Tagged Teacher Activities Middle Secondary
13/16
13Profles
Which of the following do you think are okay to answer when
wring your online prole? Are there dierent quesons you
would answer for dierent types of sites?
Your digital reputaon is made up of the informaon youshare online in dierent ways. Consider why you would not
share informaon on some sites.
What steps can you take to ensure that the informaon you
share in a specic context is not shared in ways you do not
approve of?
Who would you not be willing to share this informaon
with?
First Name:
Surname:
Nickname:
Age:
Interests:
Music:
Polical views:
Religion:
Work:
Hometown:
Current Locaon:
Languages Spoken:
Favorite Quotes:
Favorite Shows:
Favorite Games:
Sports played:
Teams supported:
IM contact:
Fav websites:
Music
Fan Sites
Gaming
ForumsSocial
Sites
Job
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8/3/2019 3 Tagged Teacher Activities Middle Secondary
14/16
14
Outcome Focus
Cyberbullying, privacy and digital
reputaon issues
Understand ICT and community
Resources
Pen and paper
Duraon
10 mins
Profles
Teacher Notes:
In this exercise, students are asked to nominate what
informaon they would be willing to include when
construcng their online prole for dierent types of sites.
Students may not be aware that they are entrusng this
informaon to third pares who can then inuence the
security of their personal data.
Discussion:
You may wish to discuss the parallels between the construcon
of online and oine personas.
Consider:
The perceived and real dierences between those
types of sociees
The security of disclosed personal informaon
online and oine
Behaviors for securing personal data (reluctance to
oer more than necessary, asking why informaon
is required, especially by unknown or corporate
enes)
Emphasise that this informaon can be available
to unintended pares and across all of these sites
- job, social and other - including to adults, known
and unknown.
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8/3/2019 3 Tagged Teacher Activities Middle Secondary
15/16
15The Startup
It is the year 2015. You and two friends have developed an
idea for a new social networking service.
One of your team is working with the programmers to get the
code ready for beta tesng. Another is working on graphics,icons and interface design. You have been selected to write
the End User Agreement (EUA) and Privacy Policy. Bummer.
Quickly write up a dra to present to your team at the next
meeng. Make sure you cover some of these key quesons
your partners have already raised:
What dierent privacy sengs should be allowed?
Who should get access to peoples proles (will we use a
friend system)? Should I be able to see images and updatesfrom friends of friends?
What kind of bio informaon should we collect and oer
on the site (eg: gender, religion, height, weight, locaon,
educaon, footy team)?
We could make some money by selling some personal data
to other companies for targeted adversing... should we?
Should people be able to upload photos of anything theylike?
What type of content should be restricted?
Should people be able to tag other peoples photos?
On your own:
Invesgate the privacy sengs and user agreements you
have signed up to with current social networking sites. Are
there aspects you would like to change? Where can you getmore informaon on your sengs and privacy?
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8/3/2019 3 Tagged Teacher Activities Middle Secondary
16/16
16
Outcome Focus
Evaluate online ethics
Crical response to issues
Resources
Pen and paper
Internet access (oponal)
Duraon
15 mins
The Startup
Teacher Notes:
This acvity highlights personal responsibility towards the
students private informaon and respcng the privacy
concerns of their friends, which may be dierent from theirown.
On Your Own:
The On your own secon can be used as a homework
acvity, as students may not have online access in class.
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