Online Safety

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Type:Application Exercise

Estimated Time:80 minutes

Score Type:Auto Score

This application exercise automatically provides a score to your gradebook

Available Language: English


Vocabulary: Bullying, Bystander Effect, Cyber Safety, Cyberbullying, Internet Safety, Online Safety


Objectives:

  • Students describe the bystander effect.
  • Students identify situations in which the bystander effect is likely to arise.
  • Students recognize circumstances where people are and are not likely to step forward and offer help to victims of cyberbullying.
  • Students suggest ways to overcome the bystander effect online.
  • Students discuss safe and appropriate ways to respond to cyberbullying.

Subjects:

Bullying and Harassment

Information Technology > Internet > Bullying and Harassment

Bullying and Harassment 

Information Technology > Internet > Bullying and Harassment 

Development of Safe Interactive Environments 

Information Technology > Internet > Development of Safe Interactive Environments 

Digital Citizenship

Information Literacy > Student Use - Digital Media > Digital Citizenship

Digital Citizenship 

Digital Literacy > Student Use > Digital Citizenship 

Follows Along / Responds Appropriately In Class

Language Arts > Communication > Group Work > Participation > Follows Along / Responds Appropriately In Class

Group Work / Discussions

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

Internet Safety

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

Negative Impact

Information Technology > Internet > Negative Impact

Negative Impact 

Information Technology > Internet > Negative Impact 

Safety

Information Technology > Internet > Safety

Safety 

Information Technology > Internet > Safety 

Social Media

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

Social Networking 

Information Technology > Internet > Social Networking 

Technology in Daily Life 

Information Technology > Technology and Society > Technology in Daily Life 

Technology in the Workplace 

Information Technology > Technology and Society > Technology in the Workplace 

Websites / Blogs / Email / Internet

Language Arts > Computer Literacy Skills > Personal Use > Websites / Blogs / Email / Internet
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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.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.c Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
2-IC-20 Compare tradeoffs associated with computing technologies that affect people''s everyday activities and career options. (P7.2)
2-NI-05 Explain how physical and digital security measures protect electronic information. (P7.2)
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.
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