Online Safety

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Type:Application Exercise

Estimated Time:90 minutes

Score Type:Auto Score

This application exercise automatically provides a score to your gradebook

Available Language: English


Vocabulary: Cyberbullying, Online Privacy, Online Protection, Online Safety, Passwords, Personal Information, Sharing Information, Strong Passwords


Objectives:

  • Students identify examples of appropriate and inappropriate online behavior.
  • Students recognize the dangers of sharing personal information online.
  • Students explain how they can leave a digital footprint.
  • Students identify suspicious requests for personal information from people online.
  • Students select strong passwords.

Subjects:

Acceptable Use Policy / ICT Policy 

Information Technology > Internet > Acceptable Use Policy / ICT Policy 

Acceptable Use Policy/ICT Policy

Information Technology > Internet > Acceptable Use Policy/ICT Policy

Advantages and Disadvantages of Technology Use 

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

All Aspects

Language Arts > Communication > Group Work > All Aspects

Answer Qs Fiction

Language Arts > Reading / Literature > Comprehension / Analysis > Answer Qs Fiction

Application of Safe Use of Tools and Equipment 

Information Technology > Student Use > Application of Safe Use of Tools and Equipment 

Appropriate Use of Information 

Information Technology > Internet > Appropriate Use of Information 

Awareness of / Adjust For

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

Bullying and Harassment

Information Technology > Internet > Bullying and Harassment

Bullying and Harassment 

Information Technology > Internet > Bullying and Harassment 

Climax

Language Arts > Writing > Literary Elements > Resolution / Solution > Climax

Conflict / Problem

Language Arts > Writing > Literary Elements > Conflict / Problem

Critical / Analytical Thinking

Language Arts > Life Skills Daily Life > Critical / Analytical Thinking

Debate

Language Arts > Communication > Speaking Strategies / Presentations > Debate

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 

Draw Conclusions

Language Arts > Communication > Listening Strategies / Context > Interpret / Infer > Draw Conclusions

English Language Arts 

Information Technology > Connects to Other Disciplines > English Language Arts 

Ethical Usage

Language Arts > Computer Literacy Skills > Personal Use > Ethical Usage

Ethics 

Information Technology > Digital Communications > Ethics 

Fiction

Language Arts > Reading / Literature > Comprehension / Analysis > Construct Meaning > Fiction

Fiction

Language Arts > Reading / Literature > Comprehension / Analysis > Context Clues > Fiction

Fiction

Language Arts > Reading / Literature > Comprehension / Analysis > General Comprehension > Fiction

Fiction

Language Arts > Reading / Literature > Comprehension / Analysis > Inference / Draw Conclusions > Fiction

Fiction

Language Arts > Reading / Literature > Comprehension / Analysis > Main Idea > Fiction

Fiction

Language Arts > Reading / Literature > Comprehension / Analysis > Reading Strategies > Fiction

Fiction

Language Arts > Writing > Topic Development > Main Idea > Fiction

Fiction

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

Fiction

Language Arts > Reading / Literature > Comprehension / Analysis > Word Study > Fiction

Fiction

Language Arts > Reading / Literature > Comprehension / Analysis > Supporting Details > Fiction

Fiction

Language Arts > Writing > Topic Development > Supporting Details > Fiction

Follows Along / Responds Appropriately In Class

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

Form Opinion Orally or in Writing

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

Formal / Academic Contexts

Language Arts > Communication > Speaking Strategies / Presentations > Formal / Academic Contexts

General Comprehension

Language Arts > Communication > Listening Strategies / Context > General Comprehension

Group Work / Discussions

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

Internet Attacks and Abuse

Information Technology > Internet > Internet Attacks and Abuse

Internet Attacks and Abuse 

Information Technology > Internet > Internet Attacks and Abuse 

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 

Not Genre Specific

Language Arts > Writing > General Skills > Not Genre Specific

On-line Etiquette 

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

Persuasive Language

Language Arts > Communication > Speaking Strategies / Presentations > Persuade > Persuasive Language

Plays / Skits / Acting / Role Playing

Language Arts > Communication > Speaking Strategies / Presentations > Performances > Plays / Skits / Acting / Role Playing

Posters

Language Arts > Writing > Brochures / Pamphlets > Posters

Problem Solving

Language Arts > Life Skills Daily Life > Problem Solving

Resolve Conflict / Compromise / Negotiate

Language Arts > Communication > Group Work > Consensus Building > Resolve Conflict / Compromise / Negotiate

Respond

Language Arts > Communication > Listening Strategies / Context > Respond

Risks and Benefits of Use 

Information Technology > Mobile Applications > Risks and Benefits of Use 

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 

Strategies

Language Arts > Writing > Writing Process > General > Strategies

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.c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
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.c Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
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)
ELA-Literacy.L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.
ELA-Literacy.L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
ELA-Literacy.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
ELA-Literacy.L.4.3c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
ELA-Literacy.L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
ELA-Literacy.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
ELA-Literacy.L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
ELA-Literacy.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
ELA-Literacy.RF.3.4a Read on-level text with purpose and understanding.
ELA-Literacy.RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
ELA-Literacy.RF.4.4a Read on-level text with purpose and understanding.
ELA-Literacy.RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
ELA-Literacy.RF.5.4a Read on-level text with purpose and understanding.
ELA-Literacy.RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
ELA-Literacy.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
ELA-Literacy.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
ELA-Literacy.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
ELA-Literacy.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
ELA-Literacy.SL.3.1a 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.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
ELA-Literacy.SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
ELA-Literacy.SL.3.1d Explain their own ideas and understanding in light of the discussion.
ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
ELA-Literacy.SL.4.1a 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.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
ELA-Literacy.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
ELA-Literacy.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
ELA-Literacy.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
ELA-Literacy.SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on page 28 for specific expectations.)
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.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
ELA-Literacy.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
ELA-Literacy.W.3.10 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.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.4.10 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.4.4 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.5.10 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.5.9a Apply grade 5 reading standards to literature (e.g., ''Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]'').
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