Online Safety

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Type:Discussion

Estimated Time:30 minutes

Score Type:Custom Score

Use your gradebook of choice to provide a custom score for the student

Available Language: English


Objectives:

  • Students learn what type of personal information they should always keep private.
  • Students learn grade appropriate safety rules to protect them from unwanted contact.
  • Students learn that if someone they know or don't know sends a message that makes them uncomfortable, ignore and report.

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 Questions

Language Arts > Communication > Speaking Strategies / Presentations > Answer Questions

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 

Ask Questions

Language Arts > Communication > Speaking Strategies / Presentations > Ask Questions

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 

English Language Arts 

Information Technology > Connects to Other Disciplines > English Language Arts 

Ethics 

Information Technology > Digital Communications > Ethics 

Follows Along / Responds Appropriately In Class

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

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 

On-line Etiquette 

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

Opinion

Language Arts > Writing > Vocabulary > Word Choice > Opinion

Opinion

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

Opinion

Language Arts > Writing > Topic Development > Introduction > Opinion

Opinion

Language Arts > Writing > Topic Development > Organization > Opinion

Opinion

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

Opinion Pieces

Language Arts > Writing > Topic Development > Conclusion > Opinion Pieces

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 

Security Options 

Information Technology > Internet > Security Options 

Security and Privacy 

Information Technology > Internet > Security and Privacy 

Sharing of Information 

Information Technology > Internet > Sharing of Information 

Transitional Devices Opinion Pieces

Language Arts > Writing > Grammar / Parts of Speech > Transitional Devices Opinion Pieces

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.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.
1B-NI-05 Discuss real-world cybersecurity problems and how personal information can be protected. (P3.1)
2-NI-05 Explain how physical and digital security measures protect electronic information. (P7.2)
ELA-Literacy.L.3.3a Choose words and phrases for effect.
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.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELA-Literacy.L.7.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
ELA-Literacy.L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELA-Literacy.L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
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.4.6 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.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.
ELA-Literacy.W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
ELA-Literacy.W.3.1b Provide reasons that support the opinion.
ELA-Literacy.W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
ELA-Literacy.W.3.1d Provide a concluding statement or section.
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.4.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
ELA-Literacy.W.4.1b Provide reasons that are supported by facts and details.
ELA-Literacy.W.4.1c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
ELA-Literacy.W.4.1d Provide a concluding statement or section related to the opinion presented.
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.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.
ELA-Literacy.W.5.1b Provide logically ordered reasons that are supported by facts and details.
ELA-Literacy.W.5.1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
ELA-Literacy.W.5.1d Provide a concluding statement or section related to the opinion presented.
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.)
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