Students learn how to authenticate online information by comparing "facts" from the website entitled "All About Explorers" with more authoritative sources. (This four-lesson unit on search skills and critical thinking teachers students how to target and specify their online searches to avoid unwanted results, how to judge whether a link, search result or website is legitimate or phony, and how to find legitimate sources online for media works such as music videos and movies.)

Students become more aware of the media"™s role in determining what, and who, are perceived as being cool. Through class discussion and activities, students explore the differences between superficial and real "coolness," how marketers use cool to sell products, and how their own attitudes and perceptions are affected by media messages that reinforce specific messages about what coolness is.

Students are provided with opportunities to explore this concept and discuss the importance of using empathy and common sense when talking to others online. Because of the ways that digital media leave out many of the cures that prompt us to feel empathy, it is easy for students to sometimes forget that real people "“ with real feelings "“ are at the heart of online conversations.

Students look at the ways in which consumer frenzy develops around a particular product. They begin by brainstorming the characteristics that make a toy a "must-have" possession; and discuss and reflect on the "Tickle Me Elmo" phenomenon as an example of this sort of marketing occurrence. Students discuss the ethical issues associated with consumerism, and how they respond to "gotta have it" pressures from peers and the media. Students will demonstrate and understanding of the ways in which marketers use hype to sell products, an awareness of how consumers respond to marketing hype, and an awareness of the elements that make a product desirable.

Students explore the concepts of rules, values and ethics and learn how they influence our decision-making. Students are invited to consider how they can contribute to create positive online cultures. Students will demonstrate the ability to understand to role of rules, values and ethics in helping them to do the right thing online. Students will suggest rules for preventing cyberbullying.

In this sequel to Privacy Playground, more appropriate for 6th grade or younger, the three CyberPigs learn some important lessons about authenticating online information and observing rules of netiquette. They also learn how to distinguish between fact and opinion and how to recognize bias and harmful stereotyping in online content. As Les, Mo and Lil discover, "just because it's on the Internet, doesn't mean it's true." The accompanying Teacher's Guide explains how to play the game, gives background information on the issues of authenticating online content, stereotyping and cyberbullying and children's provide activities and handouts for classroom use.

Students apply the "5Ws of Cyberspace" to sources of information they find online. Assuming the role of a student researching a science project, students must authenticate the information in an online article about the artificial sweetener, aspartame.

Students learn strategies for using the Internet effectively to research global development issues. Students discover how to determine the truth and accuracy of online information and learn effective ways to obtain balanced sources of information. Students learn to ask, and search for answers to, the questions: Who is presenting this information and why?

Students are introducede to the online marketing techniques that are used to target children on the Internet. It begins with a guided discussion about the similarities and differences between traditional marketing methods and online advertising and why the Internet is such a desirable medium for advertisers to reach young people. Student activities include a survey of the marketing techniques used on several commercial websites for children; the creation of a commercial website for kids that incorporates common marketing strategies; and an analysis of case studies about online marketing to young people.

Students to the ways in which packaging is designed to attract kids. The class begins with a discussion about packaging and how the design, promotions and product placement all contribute to make a product attractive to consumers. In a series of individual and group activities, students compare similar food products based on packaging and on taste. An optional field trip to a grocery store in suggested to see how packaging and placement affect consumer choices.

In this game, more appropriate for 6th grade or younger, the CyberPigs play on their favorite website and encounter marketing ploys, spam and a close encounter with a not-too-friendly wolf. The purpose of the game is to teach kids how to protect their personal information and avoid online predators. The accompanying Teacher"™s Guide explains how to play the game, gives background information on the issues of online marketing, spam and children"™s privacy and provides activities and handouts for classroom use.

Students learn about ways to manage their privacy and reputation online by exploring their digital presence and to make good choices about sharing other people"™s content online. Students explore how they are portraying online through their own content and content posted or shared by others and research tools for controlling access to their online content. Finally, students explore moral dilemmas relating to posting and sharing personal material.

Students apply their searching and critical thinking skills to learn how to find legitimate online sources for downloading and streaming movies, music and videos. (This four lesson unit on search skills and critical thinking teaches students how to target and specify their online searches to avoid unwanted results, how to judge whether a link, search result or website is legitimate or phony and how to find legitimate sources online for media works such as music videos and movies.)

Students learn how to create well defined search strings and to use tools and techniques such as bookmarking, browser filters and search engine preferences to avoid unwanted material. (This four lesson unit on search skills and critical thinking teaches students how to target and specify their online searches to avoid unwanted results, how to judge whether a link, search result or website is legitimate or phony and how to find legitimate sources online for media works such as music videos and movies.)

Students learn about the benefits and drawbacks of sharing information online. Students give their opinion about what the characters in the story should do about their privacy dilemmas, from posting photos to buying music online, and they receive feedback on their responses as the story unfolds.

Students apply what they have learned in the first two lesson to find and verify information online. This four lesson unit on search skills and critical thinking teaches students how to target and specify their online searches to avoid unwanted results, how to judge whether a link, search result or website is legitimate or phony, and how to find legitimate sources online for media works such as music, videos and movies.

Students explore the verbal and visual cues that we rely on to understand how other people are feeling. They then consider the differences between online and offline communication and discuss how these differences may make it difficult to understand the effect our words and actions have on others online. Students then identify strategies for mitigating these aspects of online communication and apply those strategies to create a media product in which they are used successfully.