• The student will discuss the definition of  acceptable use policy 
• The student will discuss why it is necessary to have an internet acceptable use policy 
• The student will identify the components of an acceptable use policy
• The student will search the internet for sample acceptable use policies

• Language Arts
• Technology

• Pens or Pencils
• Paper
• A writing surface such as a chalk/dry-erase board or easel
• Student notebook

• Computer with Internet access and necessary hardware components (mouse, keyboard, and monitor)
• Power Point program
• Overhead projection unit and screen or surface to do Power Point presentation

• Have students take notes from presentation
• Have students work in small groups to compare various Acceptable Use Policies, brainstorm ideas, and use a template to develop an Acceptable Use Policy for their school.
• Examine their school Acceptable Use Policy

• Download and compare various Acceptable Use Policies
• Brainstorm ideas for a school Acceptable Use Policy
• Use a template to develop an Acceptable Use Policy for school or examine the present school policy

•  Use the Acceptable Use Policy Power Point Presentation, and/or chalk board to introduce and discuss the following:

1. Definition of Acceptable Use Policy
2. Why it is necessary to have an Acceptable Use Policy
3. Components of AUP- 
4. A description of the instructional strategies and philosophies to be supported by Internet access in schools.
5. A statement on the educational uses and advantages of the Internet in your school or county.
6. A list of responsibilities of educators, parents, and students for using the Internet.
7. A code of conduct governing behavior on the Internet.
8. A description of the consequences of violating the AUP.
9. A description of what constitutes acceptable and unacceptable use of the Internet.
10. A disclaimer absolving the school or county, under specific circumstances, from responsibility.
11. A statement reminding users that Internet access and the use of computer networks is a privilege.
12. A statement that the AUP is in compliance with state and national telecommunication rules and regulations.
13. A signature form for teachers, parents, and students indicating their intent to abide by the AUP.

• Examine a copy of an Acceptable Use Policy

1. West Virginia Department of Education Policy 2460 AUP Standards
2. School  Acceptable Use Policy

• Refer to student's IEP

• Class Participation Rubric Evaluation
• True/False Test
• True/False Test Answers

Technology Standards Across The Curriculum As Per West Virginia Department of Education Policy 2520

• Driver Education
• Fine Arts
• Foreign Language
• Health
• Mathematics
• Physical Education
• Reading and Language Arts
• Science

Social Studies

Technology

Standard 1
Level III

1. Connects via modem to other computer users via the internet, an on-line service, or bulletin board system
2. Knows the characteristics and uses of computer software programs
3. Knows examples of copyright violations and computer fraud (e.g., computer hacking, computer piracy, intentional virus setting, invasion of privacy) and possible penalties (e.g., large fines, jail sentences)

Writing
Standard 1
Level III

1. Drafting and Revising: Uses a variety of strategies to draft and revise written work (e.g., analyzes and clarifies meaning, makes structural and syntactical changes, uses an organizational scheme, uses sensory words and figurative language, rethinks and rewrites for different audiences and purposes, checks for a consistent point of view and for transitions between paragraphs, uses direct feedback to revise compositions)
2. Writes technical text, such as bylaws for an organization (e.g., identifies essential steps in a logical sequence; lists materials or equipment needed; describes all factors and variables that need to be considered; uses appropriate formatting)

Standard 2

1. Uses paragraph form in writing (e.g., arranges sentences in sequential order, uses supporting and follow-up sentences, such as similar grammatical forms or juxtaposed items)
2. Uses a variety of sentence structures to to expand and embed ideas (e.g., complex sentences; parallel structure, such as similar grammatical forms or juxtaposed items)
3. Use explicit transitional devices

All Areas
 

• Animation Factory
• Virginia Department of Education
• Indiana Department of Education
• Education World

Unit Lessons: Lesson 1:  Surfing The Information Highway Lesson 2:  Acceptable Use Policy Lesson 3:  Netiquette Lesson 4:  Copyright Law Lesson 5:  Internet Safety
Phase 9 Project Gilbert Middle School Gilbert High School Mingo County West Virginia
Country Roads, Take Us Home!	Gordon Carter**Karen White**Linda Cline