Online Safety

Not a Learning.com customer? Learn More

Teacher-Facing Resources

Type:Application Exercise

Estimated Time:45 minutes

Grades:5-8

Score Type:Mixed Graded

Work completed by a student will be graded through a variety of scoring options including participation, student self-assessment and teacher assessment via rubric to provide flexibility with the type of grade sent to the Learning Management System (LMS) gradebook. Student work may include opened-ended questions, correct/incorrect responses, a final product and/or a self-assessment

Available Language: English


Vocabulary: Blogs, Multimedia Software, Publisher Software, Research, Speaking, Word Processing, cell phone, texting


Primary Objectives:

  • Students learn that excessive texting can cause Texting Teen Tendonitis (TTT), which is the beginning stages of Carpal Tunnel Syndrome.
  • Students learn that if someone writes them a message that is meant to make them feel bad, they should show it to a teacher or parent before deleting it, and not reply.
  • Students learn that if they let someone they know use their phone, to carefully watch what they do, to make sure they don’t impersonate them.
  • Students learn that reputational and emotional consequences – trust broken, feeling betrayed, is a form of cyber bullying when a photo is used to humiliate, reputation – images could hurt future opportunities, careers, and education.
  • Students learn that they could face serious legal consequences if they forward, store, send or post inappropriate photos of themselves or other minors.
  • Students learn that they don’t really know for sure if the person texting them is the person that owns the phone.
  • Students learn that they must never try to hurt someone by texting or sending photos.
  • Students learn that they should always think about how someone will feel before they text, they should put themselves in the other person’s place and imagine how they would feel.
  • Students learn that when they are mad, they should stop and wait until they are not mad before they text something to the person they are mad at.
  • Students learn the symptoms of Carpal Tunnel Syndrome and that they should tell their parents if they have these symptoms.
  • Students learn they must tell a teacher if they learn of students that are sending or posting these types of photos.
  • Students learn to ignore unexpected links, files, pictures and phone numbers, to only click if they know who sent it and why.
  • Students learn to never let someone they don’t know use their cell phone because they can impersonate them by making a prank call or texting.
  • Students learn to never meet someone in person if they only know them online or by texting.
  • Students learn to never send anything by texting that could be used to hurt them or embarrass them.
  • Students learn to never text a password or pin to a friend, the person requesting could have stolen the phone.
  • Students learn to not text or send pictures that they would not want their parents, classmates, school administrators, and the police to read or see, because they will, if someone sends it to them.
  • Students learn to not text personal information of themselves or others, the phone they are texting to could have been stolen.
  • Students learn to not text while walking.
  • Students learn to only text or reply to people they know, if they don’t recognize the number, they must ignore the text and try find out who texted them when they are at school the next day.
  • Students learn to think before they text, to never text anything they wouldn’t say in person.
  • Students learn to use netiquette, use punctuations and emoticons to communicate emotion, never text in all caps as it means shouting.
  • Students learnthat anything sent electronically such as text and photos can be forwarded and be put online and used to hurt them now or in the future, and remain public for the entire world to see, permanently.
  • Students learn not to post their phone number online, or they will be vulnerable to cyberbullying, predators, and scams.

Secondary Objectives:

  • Students act on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs.
  • Students apply existing knowledge to generate new ideas, products, or processes.
  • Students are open and responsive to new and diverse perspectives.
  • Students articulate thoughts and ideas clearly and effectively through speaking and writing.
  • Students demonstrate a sound understanding of technology concepts, systems, and operations. Students understand and use technology systems.
  • Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
  • Students demonstrate originality and inventiveness in work.
  • Students develop, implement, and communicate new ideas to others.
  • Students exercise sound reasoning in understanding.
  • Students make complex choices and decisions.
  • Students understand the interconnections among systems.
  • Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Student interacts, collaborates, and publishes with peers, experts, or others employing a variety of digital environments and media.

Subjects:

Advantages and Disadvantages of Technology Use 

Technology Education > Information Technology > Technology and Society > Advantages and Disadvantages of Technology Use 

Development of Safe Interactive Environments 

Technology Education > Information Technology > Internet > Development of Safe Interactive Environments 

Digital Citizenship

Library Media > Information Literacy > Student Use - Digital Media > Digital Citizenship

Digital Citizenship 

Technology Education > Digital Literacy > Student Use > Digital Citizenship 

Expresses Feelings

Language Arts > Life Skills Daily Life > Expresses Feelings

Group Work / Discussions

Language Arts > Writing > Shared Collaborative Writing > Group Work / Discussions

Internet Safety

Language Arts > Computer Literacy Skills > Personal Use > Internet Safety

Nonfiction

Language Arts > Writing > Topic Development > Elaborate / Develop Ideas / Content > Nonfiction

Problem Solving

Language Arts > Life Skills Daily Life > Problem Solving

Safety

Library Media > Information Technology > Internet > Safety

Safety 

Technology Education > Information Technology > Internet > Safety 

Texting

Language Arts > Computer Literacy Skills > Personal Use > Texting

Websites / Blogs / Email / Internet

Language Arts > Computer Literacy Skills > Personal Use > Websites / Blogs / Email / Internet
Show More
EXCEEDS (4)MEETS (3)APPROACHES (2)DOES NOT MEET (1)
Directions and Participation The student followed all directions and went above and beyond in answering all questions in the assignment.The student followed all directions and answered all questions in the assignment.The student followed most directions and answered most questions in the assignment.The student did not follow directions or answer the questions in the assignment.
Required Final Product Components The final product includes additional elements to enhance the assignment beyond the required components.The final product includes all components required by the assignment.The final product includes most of the components required by the assignment.The final product does not demonstrate the components required by the assignment.
Organization and Originality The final product is exceptionally well designed, includes additional elements, contains no spelling, grammar or punctuation mistakes and reveals student’s creative insights into the assignment.The final product is neat, includes all components required by the assignment, contains minimal spelling, grammar or punctuation mistakes and includes some creative elements.The final product is adequate but lacks neatness and creativity, contains some spelling, grammar and punctuation mistakes and is missing required components.The final product is not neat or creative, is missing required components and contains many spelling, grammar or punctuation mistakes.
Digital Literacy Skills Application The final product clearly demonstrates an accurate and deep level of understanding of the concept.The final product demonstrates an accurate and appropriate level of understanding of the concept.The final product demonstrates some understanding of the concept.The final product demonstrates little to no understanding of the concept.
S.2.a Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
S.2.b Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
S.2.d Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.
S.3.d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
S.4.a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
S.4.d Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
S.5.a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
S.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
S.5.c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
S.7.a Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
S.7.d Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.
1B-NI-05 Discuss real-world cybersecurity problems and how personal information can be protected. (P3.1)
2-NI-05 Explain how physical and digital security measures protect electronic information. (P7.2)
ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
ELA-Literacy.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
ELA-Literacy.SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.
ELA-Literacy.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
ELA-Literacy.SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
ELA-Literacy.SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
ELA-Literacy.SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
ELA-Literacy.SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
ELA-Literacy.SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
ELA-Literacy.SL.7.1c Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
ELA-Literacy.SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.
ELA-Literacy.SL.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
ELA-Literacy.SL.8.1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
ELA-Literacy.SL.8.1c Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.
ELA-Literacy.SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
ELA-Literacy.W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
ELA-Literacy.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
ELA-Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ISTE seal of compliance for proficiency student standards ISTE seal of compliance for readiness student standards
Feedback