Online Safety

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Type:Application Exercise

Estimated Time:270 minutes

Score Type:Auto Score

This application exercise automatically provides a score to your gradebook

Available Language: English


Vocabulary: Analysis of data, Cyber bullying, Graphics and paint programs, Internet, Prevention of cyber bullying, Research, Spreadsheet and databases, Surveys


Primary Objectives:

  • Students learn what cyber bullying is and becomes familiar with different forms it can take.
  • Students learn that cyber bullying is taken very seriously by law enforcement and schools and that they are not powerless to stop cyber bullying.
  • Students learn what they should do to make it harder for someone to cyber bully them.
  • Students learn what they should and should not do when cyber bullied.
  • Students learn why it is important to act when they know someone else is being cyber bullied and what they have a responsibility to do.
  • Students learn to tell friends to stop cyber bullying.

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.

Subjects:

All Aspects

Language Arts > Communication > Group Work > All Aspects

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 

Empathy

Language Arts > Life Skills Daily Life > Appreciate Diversity > Empathy

Ethics 

Information Technology > Digital Communications > Ethics 

Expresses Feelings

Language Arts > Life Skills Daily Life > Expresses Feelings

Group Presentations

Language Arts > Communication > Group Work > Group Presentations

Group Work / Discussions

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

Including testing process

Information Technology > Basic Operations and Concepts > Software / Hardware Compatability > Including testing process

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 

Posters

Language Arts > Writing > Brochures / Pamphlets > Posters

Safety

Information Technology > Internet > Safety

Safety 

Information Technology > Internet > Safety 

Surveys

Language Arts > Research > Interviews > Surveys

Websites / Blogs / Email / Internet

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

  • See Lesson Plan

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.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.
2-CS-02 Design projects that combine hardware and software components to collect and exchange data. (P5.1)
2-NI-05 Explain how physical and digital security measures protect electronic information. (P7.2)
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.
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