Online Safety

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Type:Application Exercise

Estimated Time:75 minutes

Score Type:Auto Score

This application exercise automatically provides a score to your gradebook

Available Language: English


Vocabulary: Administrator, Delete, Ethics, Graphics, Messaging, Moderator, Share Option, Social Media, Web Blog


Objectives:

  • Students determine appropriate format for distributing information.
  • Students demonstrate how to enter information on social media.
  • Students demonstrate how to modify existing social media to remove unwanted posts and comments.
  • Students demonstrate how to insert pictures and videos on social media.
  • Students organize, manage, sort, and share information on social media.
  • Students organize thoughts and information in easy-to-read-and-understand formats.
  • Students customize their page layout to better convey their message to a large audience.
  • Students apply critical-thinking skills to demonstrate understanding of appropriate social media behavior.
  • Students apply problem-solving skills to identify ethically appropriate social media behavior.
  • Students understand the permanence of posting information on social media.
  • Students utilize social media to make everyday projects available to large audiences.
  • Students demonstrate an understanding of navigation of social media by assigning administrative and moderator roles and appropriately editing social media content.

Subjects:

Advantages and Disadvantages of Technology Use 

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

Audience Definition 

Information Technology > Digital Communications > Audience Definition 

Awareness of / Adjust For

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

Communication to Others

Information Technology > Student Use > Communication to Others

Communication to Others 

Information Technology > Student Use > Communication to Others 

Create Communication Products 

Information Technology > Digital Communications > Create Communication Products 

Development of Safe Interactive Environments 

Information Technology > Internet > Development of Safe Interactive Environments 

Evaluation by Peer, Self or Teacher

Digital Literacy > Student Use > Student Projects/Presentations > Evaluation by Peer, Self or Teacher

Evaluation by Peer, Self or Teacher

Information Literacy > Student Use - Digital Media > Student Projects/Presentations > Evaluation by Peer, Self or Teacher

Form Opinion Orally or in Writing

Language Arts > Reading / Literature > Comprehension / Analysis > Respond Nonfiction > Form Opinion Orally or in Writing

Group Work / Discussions

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

Interactive Use 

Information Technology > Internet > Interactive Use 

Risks and Benefits of Use 

Information Technology > Mobile Applications > Risks and Benefits of Use 

Scoring Guides

Language Arts > Writing > General > Rubrics > Scoring Guides

Security Options 

Information Technology > Internet > Security Options 

Social Media

Language Arts > Computer Literacy Skills > Personal Use > Social Media

Social Networking 

Information Technology > Internet > Social Networking 

Student Communication with Others 

Information Technology > Digital Communications > Student Communication with Others 

User Interactions 

Information Technology > Software Applications > User Interactions 
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Standards:

S.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
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.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
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.W.5.10 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 discipline-specific tasks, purposes, and audiences.
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.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on page 29.)
ELA-Literacy.W.6.10 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 discipline-specific tasks, purposes, and audiences.
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.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 53.)
ELA-Literacy.W.7.10 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 discipline-specific tasks, purposes, and audiences.
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.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 53.)
ELA-Literacy.W.8.10 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 discipline-specific tasks, purposes, and audiences.
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.)
ELA-Literacy.W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 53.)
ISTE seal of compliance for proficiency student standards ISTE seal of compliance for readiness student standards
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