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Halt! Who Goes There? Avoiding Online Creeps (Updated!)

Students complete activities in which they practice identifying language that might indicate when they are dealing with online creeps, and devise strategies for avoiding and dealing with individuals who may want to harm them. Students then create presentations to inform fourth graders about how they can communicate safely online.

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: Digital camera or Recorder, Presentation skills, Presentation software, online safety, technical writing

Objectives:

Students identify online communication behaviors that help them avoid online predators.
Students interpret online conversation to identify signs that they may be dealing with an online predator.
Students determine the needs and interests of an audience to persuade them to avoid online predators.

Subjects:

Bullying and Harassment

Library Media > Information Technology > Internet > Bullying and Harassment

Bullying and Harassment

Technology Education > Information Technology > Internet > Bullying and Harassment

Create Presentations

Technology Education > Information Technology > Digital Communications > Create Presentations

Digital Citizenship

Library Media > Information Literacy > Student Use - Digital Media > Digital Citizenship

Digital Citizenship

Technology Education > Digital Literacy > Student Use > Digital Citizenship

Ethics

Technology Education > Information Technology > Digital Communications > Ethics

Group Presentations

Language Arts > Communication > Group Work > Group Presentations

Intellectual Property Rights (specific to technology)

Technology Education > Information Technology > Technology and Society > Intellectual Property Rights (specific to technology)

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

Internet Safety

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

Negative Impact

Library Media > Information Technology > Internet > Negative Impact

Negative Impact

Technology Education > Information Technology > Internet > Negative Impact

Network Security

Technology Education > Information Technology > Networking > Network Security

Personal Safety / Use / Online

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

Power Point /Video

Language Arts > Communication > Multimedia Usage / Production > Create End Product > Power Point /Video

Presentation Software

Technology Education > Information Technology > Software Applications > Presentation Software

Privacy

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

Responsible Use

Technology Education > Digital Literacy > Student Use > Digital Citizenship > Responsible Use

Safety

Library Media > Information Technology > Internet > Safety

Safety

Technology Education > Information Technology > Internet > Safety

Security Options

Technology Education > Information Technology > Internet > Security Options

Security and Privacy

Technology Education > Information Technology > Internet > Security and Privacy

Social Media

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

Student Collaboration

Technology Education > Digital Literacy > Student Use > Student Collaboration

Student Evaluation and Selection of Tools / Software for Task

Technology Education > Information Technology > Student Use > Student Evaluation and Selection of Tools / Software for Task

Student Presentations

Technology Education > Media Production > Multimedia / Video Production > Student Presentations

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing

Websites / Blogs / Email / Internet

Language Arts > Computer Literacy Skills > Personal Use > Websites / Blogs / Email / Internet

	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.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.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.4.b	Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
S.6.d	Students publish or present content that customizes the message and medium for their intended audiences.
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.b	Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
S.7.c	Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

CSTA

2-IC-22	Collaborate with many contributors through strategies such as crowdsourcing or surveys when creating a computational artifact. (P2.4, P5.2)
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.6.6	Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
ELA-Literacy.W.7.6	Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
ELA-Literacy.W.8.6	Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
ELA-Literacy.WHST.6-8.10	Write routinely over extended time frames (time for 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.WHST.6-8.2a	Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.WHST.6-8.4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
ELA-Literacy.WHST.6-8.6	Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Aligned to National and State Standards

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