Mobile+Phone+Safety

====**By Ben Stevenson and Gaelle Pain. It's alarming to know that according to an article published by [|Sky Channel News], almost two thirds of children under the age of 10 own a mobile phone, WOW! **With children constantly being saturated by technology in the modern world, it is vital they are equipped with knowledge and skills to be a digital citizen. This is the reason we created a stop motion clip based upon Mobile Phone Safety. We aimed our artifact to target students between the ages of eight and twelve.====

**Mobile Phone Safety Artifact. **
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UNIT OF WORK
You may find it hard to find how being a "digital citizen" fits into VELS. It sounds simple to say "it would come under technology" but upon reading the VELS content, we were surprised it didn't mention ethics, rules etc for participating in the digital environment. At level 3, we were able to fit digital citizenship under the domain Civics and Citizenship.

Civics and Citizenship

"They explore the differences **between rules and laws**, why we have them, what role they serve, and how they can be changed. **They contribute to the development and support of classroom rules**. They develop an understanding of the qualities of good laws, the importance of laws applying equally to everyone in a democracy, and the ways that laws are made. ([])".

If we explore with an open mind the dimension of Community Engagement (under the domain of Civics and Citizenship), we can clearly see that students need to participate built environment

Community Engagement
"At Level 3, students contribute to the development and support of class rules and participate in school celebrations and commemorations of important events. They describe some of the roles and purposes of groups in the community. They work with other students to identify a local issue and plan possible actions to achieve a desired outcome. They describe the benefits of action at the local level and the democratic aspects of the process. They participate in activities to protect and care for the natural and built environment. (http://vels.vcaa.vic.edu.au/vels/level3.html)"

A big part of VELS that covers this topic is the domain of Interpersonal Development.

= Interpersonal Development (straight from VELS website) =

Learning focus
As students work towards the achievement of Level 3 standards in Interpersonal Development, they interact with their peers, older and younger students, and adults in both informal and formal contexts. They develop their skills and strategies for getting to know and understand others within increasingly complex situations. With teacher support, they identify different types of friendships and relationships. They discuss the expectations they have of friendship and relationship groups and acknowledge the expectations that others have of them. They recognise that relationships change and that positive relationships do not depend on always agreeing with one another. Students are encouraged to think about their values and how these affect their feelings and behaviour. They are supported to develop relationships based on respect and the valuing of individual differences; for example, speaking respectfully about others, listening and responding appropriately and encouraging others’ contributions. They learn to respect other students’ belongings and, when appropriate, to share their own. Students begin to explore the link between their feelings and their behaviour. They learn about empathy and use this to begin to respond to the needs of others. Using prompts and questions, they develop skills in giving and accepting constructive feedback; for example, praising or making suggestions for improvement. Students are introduced to a variety of strategies for dealing with conflict and bullying. By articulating the conflict to be resolved, they discuss options and outcomes and work with others to develop plans and procedures to reduce the possibility of conflict, avoid or resolve conflict. In teams, students work towards the achievement of agreed goals within a set timeframe. With teacher assistance, they develop awareness of their role in the team and responsibilities in various situations, and interact with others accordingly. Students begin to be aware that different points of view may be valid. Using provided criteria, they reflect on the effectiveness of the teams in which they participate.

Building social relationships
At Level 3, students demonstrate respect for others and exhibit appropriate behaviour for maintaining friendships with other people. They support each other by sharing ideas and materials, offering assistance, giving appropriate feedback and acknowledging individual differences. They work with others to reduce, avoid and resolve conflict.

Working in teams
At Level 3, students cooperate with others in teams for agreed purposes, taking roles and following guidelines established within the task. They describe and evaluate their own contribution and the team’s progress towards the achievement of agreed goals.

(this is only a sample, you can create different level difficulty cards as appropriate) || || [] ||
 * ==LESSON PLANS== || ==RESOURCES== ||
 * [[file:Mobile Phone Safety - lesson 1 of 5.pdf]] || [[file:Worksheet1a.pdf]] ||
 * [[file:lesson 2 of 5- Text Message Game.pdf]] || [[file:textmessagegame.pdf]]
 * [[file:lesson 3 of 5.pdf]] || [[file:Presentation1.pptx]]
 * [[file:lesson 4 of 5.pdf]] || Website:
 * [[file:lesson 5 of 5.pdf]] ||  ||

||
 * ==ASSESSMENT== ||
 * [[file:Mobile Phone Safety Poster Rubric.pdf]]

How We Created our artefact.

The first step involved in creating our artifact was to create a basic storyboard. Your storyboard should contain information such as setting, characters involved and any dialogue used. This is useful come production time as you can map out the various scenes that you need to create. There are a plethera of free storyboards online that are easy access. Simply conduct a google search with the topic of "Storyboard template".

Below is a link to our storyboards that we used to help us create our artifact.

Another useful strategy we implemented was to draw a rough sketch of what we hoped our characters would look like when we built them. We used commercially made playdoguh to construct our characters. Some difficulties we had were trying to connect the various body parts of the characters. We solved this dilemma by using small cuts of tooth picks to stabolise and provide a more solid join.

Using imovie

A short clip that explains basic operations of imovie on mac computers.

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Uploading photos from your external device into iphoto

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Below is a demonstration of how to use GarageBand, similar to how we used it for creating the voices for our movie characters. One trouble we had was that the audio track would only save at 1minute 58seconds. To hear the last of the audio, we created a second track with the last 50 seconds overlapping where it was needed.

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The Reference used by the both of us to inform our understanding of Ethical Digital Citizenship.