Online Safety

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Type:Application Exercise

Estimated Time:45 minutes

Score Type:Auto Score

This application exercise automatically provides a score to your gradebook

Available Language: English


Vocabulary: Analysis of data, Cyber bullying, Prevention of cyber bullying, Research, Surveys


Primary Objectives:

  • Students learn what cyber bullying is and becomes familiar with different forms it can take.
  • Students learn that cyber bullying is taken very seriously by law enforcement and schools and that they are not powerless to stop cyber bullying.
  • Students learn what they should do to make it harder for someone to cyber bully them.
  • Students learn what they should and should not do when cyber bullied.
  • Students learn why it is important to act when they know someone else is being cyber bullied and what they have a responsibility to do.
  • Students learn to tell friends to stop cyber bullying.
  • Students learn to not send inappropriate pictures by computer or phone that this can lead to them being cyber bullied.
  • Students learn to keep their number private.
  • Students learn safety rules to prevent identity theft.

Secondary Objectives:

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

Subjects:

Adjusts Accordingly / Identify

Language Arts > Communication > Speaking Strategies / Presentations > Audience > Adjusts Accordingly / Identify

Awareness of / Adjust For

Language Arts > Writing > Purposeful Writing > Audience > Awareness of / Adjust For

Bullying and Harassment

Library Media > Information Technology > Internet > Bullying and Harassment

Bullying and Harassment 

Technology Education > Information Technology > Internet > Bullying and Harassment 

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 

Empathy

Language Arts > Life Skills Daily Life > Appreciate Diversity > Empathy

Ethics 

Technology Education > Information Technology > Digital Communications > Ethics 

Expository / Nonfiction / Informational

Language Arts > Writing > Genre > Expository / Nonfiction / Informational

From Nonfiction Material

Language Arts > Research > Collect Data / Note Taking > Gather Facts Information Highlighting > From Nonfiction Material

Group Presentations

Language Arts > Communication > Group Work > Group Presentations

Group Work / Discussions

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

Internet Safety

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

Lists / Logs

Language Arts > Writing > Lists / Logs

Negative Impact

Library Media > Information Technology > Internet > Negative Impact

Negative Impact 

Technology Education > Information Technology > Internet > Negative Impact 

On-line Etiquette 

Technology Education > Information Technology > Basic Operations and Concepts > On-line Etiquette 

Posters

Language Arts > Writing > Brochures / Pamphlets > Posters

Purpose

Language Arts > Communication > Speaking Strategies / Presentations > Purpose

Safety

Library Media > Information Technology > Internet > Safety

Safety 

Technology Education > Information Technology > Internet > Safety 

Surveys

Language Arts > Research > Interviews > Surveys
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Teacher Notes:

  • Follow up this journal activity with "Ready, Set, Action! Identify and Report Cyber Bullying."

Standards:

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.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
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.
ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
ELA-Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.)
ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on page 54 for specific expectations.)
ELA-Literacy.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
ELA-Literacy.W.11-12.4 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.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
ELA-Literacy.W.9-10.4 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.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
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