I.+Ethics

**Math Code of Ethics**
Computers have no effects, no morals, and are anonymous. In a world where information is available at the click of a mouse, copied in the blink of a eye, and represented in a new format. It is imperative that the individual learn and apply ethics and morals, and be knowledgeable to the low relating to issues surrounding technology as he or she continues to use technology throughout life. Computer security, copyright information, accessing and sharing must be approached with care. Retrieved from []

__Objectives__:

Through this lesson each student will be able to enter information about Math and the Code of Ethics regarding researching math, as well as understanding the importance of ethics and personal responsiblity when posting information on the internet.

__Materials needed:__

Computer, Web Cam, Micaphones, Internet connection.

__Plan__:

Each student is to explore ways to find good information for Math Code of Ethics. While investigating the topic, remember the following:

a. Collaborate in groups of 3-5 b. Each student is to brainstorm why ethics is important in researching Math on the internet. c. List reliable websites concerning ethics d. Review information gathered and decide on 3 major areas of Math Code of Ethics to complete project. = =
 * What, then, is ethics**? Ethics is two things. First, ethics refers to well-founded standards of right and wrong that prescribe what humans ought to do, usually in terms of rights, obligations, benefits to society, fairness, or specific virtues. Ethics, for example, refers to those standards that impose the reasonable obligations to refrain from rape, stealing, murder, assult, slander, and fraud. Ethical standards include standards relating to rights, such as the right to life, the right to freedom from injury, and the right to privacy. Such standards are adequate standards of ethics because they are supported by consistent and well-founded reasons.

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__**Resources and Websites:**__


 * Information Literacy Standards for Students Learning** (standards 1,3,6,&9) were chosen to create an effective presentation each student can demonstrate knowledgeable skils in Literacy Information.

The student who is information literate recognizes that having good information is central to meeting the opportunities and challenges of day-to-day living. That student knows to seek information beyond his or her personal knowledge, how to frame questions that will lead to the appropriate information, and when to seek that information. The student knows how to structure a search across a variety of sources and formats to locate the best information to meet a particular need.
 * Standard 1** The student who is information literate accesses information efficiently and effectively.

The student who is information literate manages information skillfully and effectively in a variety of contexts. That student organizes and integrates information from a range of sources and formats in order to apply it to decision making, problem solving, critical thinking, and creative expression. The student communicates information and ideas for a variety of purposes, both scholarly and creative; to a range of audiences, both in school and beyond; and in print, nonprint and electronic formats. This Standard promotes the design and execution of authentic products that involve critical and creative thinking and that reflect real world situations. The indicators under this Standard therefore deviate from the traditional definition of use. Rather than suggesting that students simply insert researched information into a perfunctory product, the indicators emphasize the thinking processes involved when students use information to draw conclusions and develop new understandings.
 * Standard 3** The student who is information literate uses information accurately and creatively.

The student who is an independent learner applies the principles of information literacy to evaluate and use his or her own information processes and products as well as those developed by others. That student actively and independently reflects on and critiques personal thought processes and individually created information products. The student recognizes when these efforts are successful land unsuccessful and develops strategies for revising and improving them in light of changing information.
 * Standard 6** The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

The student who is socially responsible with regard to information works successfully—both locally and through the variety of technologies that link the learning community—to access, evaluate, and use information. That student seeks and shares information and ideas across a range of sources and perspectives and acknowledges the insights and contributions of a variety of cultures and disciplines. The student collaborates with diverse individuals to identify information problems, to seek their solutions, and to communicate these solutions accurately and creatively.
 * Standard 9** The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

Retrieved from [] Internet Explorer


 * __Closing:__**

Review your newly creative page on **Math Code of Ethic**s, and find 3 math subjects of your interest by looking through school library resource center, and collaborating with 3 math teachers. Each student is to write a 200 word essay about your experience in the web-enhanced activity.