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: Email Etiquette, Internet Efficacy, Online Safety, Technology


Objectives:

  • Students identify the basic purposes and procedures of creating and maintaining an online blog.
  • Students demonstrate online etiquette by asking permission via email to site owners before borrowing their content (e.g., images, quotes, etc.) in order to avoid infringing on someone’s copyright.
  • Students implement email etiquette by double-checking email before sending to ensure it has correct grammar and spelling, a specific subject, a clear purpose, signage of their name, and accuracy.
  • Students identify methods for evaluating and taking necessary precautions to avoid computer spam, viruses, and hacking.
  • Students assess the origination of unknown numbers to discover if they are spam.

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

All Aspects

Language Arts > Communication > Group Work > All Aspects

Audience Definition 

Information Technology > Digital Communications > Audience Definition 

Audience and Purpose 

Media Production > Multimedia / Video Production > Audience and Purpose 

Awareness of / Adjust For

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

Collaboration to Design and Build 

Information Technology > Internet > Collaboration to Design and Build 

Communication to Others

Information Technology > Student Use > Communication to Others

Communication to Others 

Information Technology > Student Use > Communication to Others 

Copyright

Digital Literacy > Reference and Research > Intellectual Property > Copyright

Copyright

Information Literacy > Reference and Research > Intellectual Property > Copyright

Copyright Infringement and Plagiarism (Technology Specific)

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

Copyright Infringement and Plagiarism (Technology Specific) 

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

Create Communication Products 

Information Technology > Digital Communications > Create Communication Products 

Email 

Information Technology > Basic Operations and Concepts > Email 

Ethical Usage

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

Expository / Nonfiction / Informational

Language Arts > Writing > Genre > Expository / Nonfiction / Informational

General Skills

Language Arts > Research > General Skills

Group Work / Discussions

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

Internet Safety

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

Internet Search Engines

Language Arts > Computer Literacy Skills > Research > Internet Search Engines

Nonfiction

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

Note-taking

Language Arts > Reading / Literature > Comprehension / Analysis > Note-taking

Notes Messages Correspondence Invitation Email

Language Arts > Writing > Letters / Correspondence > Informal > Notes Messages Correspondence Invitation Email

On-line Etiquette 

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

Online collaboration

Information Technology > Internet > Online collaboration

Online collaboration 

Information Technology > Internet > Online collaboration 

Photos / Photography / Analyze Photographs

Language Arts > Research > Photos / Photography / Analyze Photographs

Request Information

Language Arts > Writing > Purposeful Writing > Write Questions > Request Information

Safety

Information Technology > Internet > Safety

Safety 

Information Technology > Internet > Safety 

Security and Privacy 

Information Technology > Internet > Security and Privacy 

Student Collaboration

Information Literacy > Student Use - Digital Media > Student Collaboration

Student Collaboration 

Digital Literacy > Student Use > Student Collaboration 

Student Communication with Others 

Information Technology > Digital Communications > Student Communication with Others 

Web Programming 

Information Technology > Internet > Web Programming 

Websites / Blogs / Email / Internet

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

S.1.d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
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.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
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.
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)
ELA-Literacy.SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
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.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
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.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
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.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
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.)
ELA-Literacy.W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
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