Method:
StepDuration(min)
1[The Following Steps are designed for a group of players. You can also download a self-play interactive computer game version from the Resources section below]

Each student creates a "Virtual Character" to represent themselves in a "Net-Community." Using the guidelines and limitations on the "Virtual Character Description Worksheet," each student outlines characteristics, ratings and words to describe their virtual character.
10
2Each student is asked to describe and rate their actual self with the same criteria listed in the worksheet, then list out the differences between themselves and their virtual character. Students may sketch the appearance of their virtual character.5
3Through different challenges and scenarios, their virtual character will grow or develop according their behavior.

Their virtual character will get marks or lose marks for

a) co-operation; b) non-violent behaviour; c) thinking before acting.

The amount of marks added or subtracted should be discussed among fellow students.

Ideally in the game, there would be an "expert" to give advice and encourage appropriate behavior.
20
4At the end of this activity, teachers and students discuss the choices made amongst the group. The teacher may use the following questions in the discussion:

a) How do people behave in this "Net-Community"?

b) Could this community survive on a planet?

c) What is needed for this group to survive?

d) What is the role of law and order?

e) Why should we obey laws?
---
Method:
StepDuration(min)
1[The Following Steps are designed for a group of players. You can also download a self-play interactive computer game version from the Resources section below]

Each student creates a "Virtual Character" to represent themselves in a "Net-Community." Using the guidelines and limitations on the "Virtual Character Description Worksheet," each student outlines characteristics, ratings and words to describe their virtual character.
10
2Each student is asked to describe and rate their actual self with the same criteria listed in the worksheet, then list out the differences between themselves and their virtual character. Students may sketch the appearance of their virtual character.5
3Through different challenges and scenarios, their virtual character will grow or develop according their behavior.

Their virtual character will get marks or lose marks for

a) co-operation; b) non-violent behaviour; c) thinking before acting.

The amount of marks added or subtracted should be discussed among fellow students.

Ideally in the game, there would be an "expert" to give advice and encourage appropriate behavior.
20
4At the end of this activity, teachers and students discuss the choices made amongst the group. The teacher may use the following questions in the discussion:

a) How do people behave in this "Net-Community"?

b) Could this community survive on a planet?

c) What is needed for this group to survive?

d) What is the role of law and order?

e) Why should we obey laws?
---
Level: S.1 - S.7
Duration: 40 min
Method:
StepDuration(min)
1[The Following Steps are designed for a group of players. You can also download a self-play interactive computer game version from the Resources section below]

Each student creates a "Virtual Character" to represent themselves in a "Net-Community." Using the guidelines and limitations on the "Virtual Character Description Worksheet," each student outlines characteristics, ratings and words to describe their virtual character.
10
2Each student is asked to describe and rate their actual self with the same criteria listed in the worksheet, then list out the differences between themselves and their virtual character. Students may sketch the appearance of their virtual character.5
3Through different challenges and scenarios, their virtual character will grow or develop according their behavior.

Their virtual character will get marks or lose marks for

a) co-operation; b) non-violent behaviour; c) thinking before acting.

The amount of marks added or subtracted should be discussed among fellow students.

Ideally in the game, there would be an "expert" to give advice and encourage appropriate behavior.
20
4At the end of this activity, teachers and students discuss the choices made amongst the group. The teacher may use the following questions in the discussion:

a) How do people behave in this "Net-Community"?

b) Could this community survive on a planet?

c) What is needed for this group to survive?

d) What is the role of law and order?

e) Why should we obey laws?
---
Level: S.1 - S.7
Duration: 40 min