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Student-Facing

Ethics and Consequences (Updated!)

Students answer questions about privacy, ethical issues and consequences for computer hacking, piracy, intentional virus setting, and invasion of privacy. This application exercise is a follow up to the Online Ethics discussion.

Application Exercises give students an opportunity to apply concepts they have learned in previous instruction. Work completed by a student will be graded through a variety of scoring options including participation 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 open-ended questions, correct/incorrect responses, a final product and/or self-assessment.

Teacher-Facing Resources

Type:Application Exercise

Estimated Time:45 minutes

Grades:6-8

Score Type:Mixed Graded

Available Language: English

Vocabulary: Computer, Research, Writing

Primary Objectives:

Student understands acceptable use policies and their purposes.
Student understands computer hacking and its consequences.
Student understands computer piracy and its consequences.
Student understands intentional virus setting and its consequences.
Student understands invasion of privacy and its consequences.

Secondary Objectives:

Student exercises sound reasoning in understanding.
Student understands the interconnections among systems.
Student articulates thoughts and ideas clearly and effectively through speaking and writing.
Student demonstrates a sound understanding of technology concepts, systems, and operations. Student understands and uses technology systems.

Subjects:

Acceptable Use Policy / ICT Policy

Technology Education > Information Technology > Internet > Acceptable Use Policy / ICT Policy

Acceptable Use Policy/ICT Policy

Library Media > Information Technology > Internet > Acceptable Use Policy/ICT Policy

Library Media > Information Literacy > Reference and Research > Intellectual Property > Copyright

Library Media > Information Technology > Technology and Society > Copyright Infringement and Plagiarism (Technology Specific)

Technology Education > Information Technology > Technology and Society > Copyright Infringement and Plagiarism (Technology Specific)

Library Media > Information Literacy > ALA Social Responsibility > Copyright/Plagiarism

Technology Education > Digital Literacy > Student Use > Digital Citizenship > Copyright/Plagiarism

Development of Safe Interactive Environments

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

Ethics

Technology Education > Information Technology > Digital Communications > Ethics

Internet Attacks and Abuse

Library Media > Information Technology > Internet > Internet Attacks and Abuse

Internet Attacks and Abuse

Technology Education > Information Technology > Internet > Internet Attacks and Abuse

Negative Impact

Technology Education > Information Technology > Internet > Negative Impact

Not Genre Specific

Language Arts > Writing > General Skills > Not Genre Specific

On-line Etiquette

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

Personal Safety / Use / Online

Science > History / Technology / Social Perspectives > Computer Science > Personal Safety / Use / Online

Plagiarism

Library Media > Information Literacy > Reference and Research > Intellectual Property > Plagiarism

Privacy

Technology Education > Media and Culture > Law and Legal Issues > Privacy

Security and Privacy

Technology Education > Information Technology > Internet > Security and Privacy

Viruses and Virus Protection

Technology Education > Information Technology > Basic Operations and Concepts > Viruses and Virus Protection

	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.

ISTE

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.

CSTA

2-IC-23	Describe tradeoffs between allowing information to be public and keeping information private and secure. (P7.2)
2-NI-05	Explain how physical and digital security measures protect electronic information. (P7.2)

CCSS

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.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.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.)

Aligned to National and State Standards

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