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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:270 minutes

Grades:6-8

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: 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

Bold Italicized Headings Layout

Language Arts > Writing > Visual Aids Expository > Bold Italicized Headings Layout

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 

Development of Safe Interactive Environments 

Technology Education > Information Technology > Internet > Development of Safe Interactive Environments 

Digital Citizenship 

Technology Education > Digital Literacy > Student Use > Digital Citizenship 

Ethics 

Technology Education > Information Technology > Digital Communications > Ethics 

From Nonfiction Material

Language Arts > Research > Collect Data / Note Taking > Gather Facts Information Highlighting > From Nonfiction Material

Group Presentations

Language Arts > Communication > Group Work > Group Presentations

Group Work / Discussions

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

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 

Nonfiction

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

On-line Etiquette 

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

Personal Safety / Use / Online

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

Posters

Language Arts > Writing > Brochures / Pamphlets > Posters

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 

Spreadsheets 

Technology Education > Information Technology > Software Applications > Spreadsheets 

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 

Surveys

Language Arts > Research > Interviews > Surveys

Use Technology when Writing

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

Uses a Variety of Resources

Language Arts > Research > Reference Materials > Uses a Variety of Resources

Websites / Blogs / Email / Internet

Language Arts > Computer Literacy Skills > Personal Use > Websites / Blogs / Email / Internet
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  • See Lesson Plan

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.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.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.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
S.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
S.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
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-NI-05 Explain how physical and digital security measures protect electronic information. (P7.2)
ELA-Literacy.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
ELA-Literacy.RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
ELA-Literacy.SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
ELA-Literacy.W.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
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.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.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
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.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
ELA-Literacy.W.8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
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.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.
ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
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