Online Safety

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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:45 minutes

Grades:3-5

Score Type:Mixed Graded

Work completed by a student will be graded through a variety of scoring options including participation, student self-assessment 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 opened-ended questions, correct/incorrect responses, a final product and/or a self-assessment

Available Language: English


Vocabulary: Internet, Language Arts, Research, Speaking, Writing


Primary Objectives:

  • Student learns to identify intrusive applications, including worms, viruses, spyware, and pop-up advertisements.

Secondary Objectives:

  • Student demonstrates originality and inventiveness in work.
  • Student develops, implements, and communicates new ideas to others.
  • Student is open and responsive to new and diverse perspectives.
  • Student acts on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs.
  • Student exercises sound reasoning in understanding.
  • Student makes complex choices and decisions.
  • Student understands the interconnections among systems.
  • Student articulates thoughts and ideas clearly and effectively through speaking and writing.
  • Student demonstrates ability to work effectively with diverse teams.
  • Student exercises flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.
  • Student assumes shared responsibility for collaborative work.
  • Student demonstrates creative thinking, constructs knowledge, and develops innovative products and processes using technology. Student applies existing knowledge to generate new ideas, products, or processes.
  • 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

Answer Qs Nonfiction

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

Application of Safe Use of Tools and Equipment 

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

Appropriate Use of Information 

Technology Education > Information Technology > Internet > Appropriate Use of Information 

Constructive Criticism

Language Arts > Communication > Listening Strategies / Context > Peer Evaluation / Feedback > Constructive Criticism

Evaluation of Group

Language Arts > Communication > Group Work > Evaluation of Group

Follows Along / Responds Appropriately In Class

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

General

Library Media > Information Literacy > Student Use - Digital Media > Student Projects/Presentations > General

General Skills

Language Arts > Research > General Skills

General Skills

Library Media > Information Literacy > Reference and Research > Student Projects/Presentations > General Skills

Group Presentations

Language Arts > Communication > Group Work > Group Presentations

Group Work / Discussions

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

Internet Search Engines

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

Leadership Skills / Division of Tasks

Language Arts > Communication > Group Work > Leadership Skills / Division of Tasks

Nonfiction

Language Arts > Writing > Visual Aids > Illustrations Drawings > Nonfiction

Nonfiction

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

Plays / Skits / Acting / Role Playing

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

Rubics / Self Evaluate

Language Arts > Communication > Listening Strategies / Context > Speeches / Presentations > Rubics / Self Evaluate

Security Options 

Technology Education > Information Technology > Internet > Security Options 

Security and Privacy 

Technology Education > Information Technology > Internet > Security and Privacy 

Student Presentations

Library Media > Media Literacy > Student Presentations

Student Presentations

Technology Education > Media Literacy > Student Presentations

Technical / Specialized

Language Arts > Communication > Speaking Strategies / Presentations > Content Specific > Technical / Specialized

Viruses and Virus Protection 

Technology Education > Information Technology > Basic Operations and Concepts > Viruses and Virus Protection 
Show More
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.
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.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.b Students create original works or responsibly repurpose or remix digital resources into new creations.
S.6.d Students publish or present content that customizes the message and medium for their intended audiences.
S.7.c Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
1B-NI-05 Discuss real-world cybersecurity problems and how personal information can be protected. (P3.1)
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.4.6 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.5.6 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.4.4a Read on-level text with purpose and understanding.
ELA-Literacy.RF.5.4a Read on-level text with purpose and understanding.
ELA-Literacy.RI.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.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
ELA-Literacy.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
ELA-Literacy.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELA-Literacy.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
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.W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
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.3.7 Conduct short research projects that build knowledge about a topic.
ELA-Literacy.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
ELA-Literacy.W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
ELA-Literacy.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
ELA-Literacy.W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
ELA-Literacy.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
ELA-Literacy.W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
ISTE seal of compliance for proficiency student standards ISTE seal of compliance for readiness student standards
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