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Online Safety

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Teacher-Facing Resources

Type:Lesson

Estimated Time:15 minutes

Grades:6-8

Score Type:Automatically Graded

Work completed by a student will be automatically graded and the grade will be sent to the Learning Management System (LMS) gradebook

Available Languages: English, Spanish


Vocabulary: communication, email, login, password, safety, safety, spam, texting, username, viruses


Primary Objectives:

  • Student understands the importance of protecting personal safety when communicating online.
  • Student learns how to use the basic features of Voice Over IP software to communicate online.
  • Student learns that it is best to clarify online communications if the message is confusing.
  • Student learns that online communications can involve more than two users and how to add other users to an already existing online conversation.
  • Student learns to download and save images from an online conversation.
  • Student learns how to ask for permission to publish copyrighted material on a blog or a website.
  • Student understands that spam or phishing emailing should be ignored and deleted to avoid viruses and other malware (malicious software).

Secondary Objectives:

  • Student understands the difference between an effective and a poorly-written text message.
  • Student understands that some online communication, such as texting and email, is not immediate and the recipient may not be able to respond quickly.
  • Student understands that the profusion of information on the internet can become distracting and the importance of staying focused while working online.
  • Student understands that an online file sharing site can be an effective and efficient way to work collaboratively on projects.
  • Student understands that malware like viruses and spyware are transmitted to users through links in emails and other online communications.

Subjects:

Audience Definition 

Technology Education > Information Technology > Digital Communications > Audience Definition 

Awareness of / Adjust For

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

Business Complaint or Concern Formal

Language Arts > Writing > Letters / Correspondence > Nonfiction > Business Complaint or Concern Formal

Chat / BLOGS / BBS 

Technology Education > Information Technology > Basic Operations and Concepts > Chat / BLOGS / BBS 

Communication to Others

Library Media > Information Technology > Student Use > Communication to Others

Communication to Others 

Technology Education > Information Technology > Student Use > Communication to Others 

Copyright

Technology Education > Digital Literacy > Reference and Research > Intellectual Property > Copyright

Copyright

Library Media > Information Literacy > Reference and Research > Intellectual Property > Copyright

Copyright Infringement and Plagiarism (Technology Specific)

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

Copyright Infringement and Plagiarism (Technology Specific) 

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

Create Communication Products 

Technology Education > Information Technology > Digital Communications > Create Communication Products 

Email 

Technology Education > Information Technology > Basic Operations and Concepts > Email 

Fonts / Graphics Symbols

Language Arts > Computer Literacy Skills > Personal Use > Fonts / Graphics Symbols

How Where to Locate Information

Language Arts > Research > Search Strategies > How Where to Locate Information

Hyperlinks 

Technology Education > Information Technology > Internet > Hyperlinks 

Instant Messaging 

Technology Education > Information Technology > Internet > Instant Messaging 

Internet Search Engines

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

Listening / Pay Attention

Language Arts > Communication > Media Literacy / Viewing > Comprehension > Listening / Pay Attention

Network and Device Security 

Technology Education > Information Technology > Mobile Applications > Network and Device Security 

Notes Messages Correspondence Invitation Email

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

On-line Etiquette 

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

Online collaboration

Library Media > Information Technology > Internet > Online collaboration

Online collaboration 

Technology Education > Information Technology > Internet > Online collaboration 

Safety

Library Media > Information Technology > Internet > Safety

Safety 

Technology Education > Information Technology > Internet > Safety 

Search Engines 

Technology Education > Digital Literacy > Reference and Research > Search Engines 

Security Options 

Technology Education > Information Technology > Internet > Security Options 

Student Communication with Others 

Technology Education > Information Technology > Digital Communications > Student Communication with Others 

Viruses and Virus Protection 

Technology Education > Information Technology > Basic Operations and Concepts > Viruses and Virus Protection 

VoIP 

Technology Education > Information Technology > Internet > VoIP 

Web Programming 

Technology Education > Information Technology > Internet > Web Programming 

Websites / Blogs / Email / Internet

Language Arts > Computer Literacy Skills > Personal Use > Websites / Blogs / Email / Internet
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  • Even the youngest students have most likely used text messaging, and perhaps have also started developing bad texting habits. Older students likely have more experience and more bad habits. It may be a good idea to spend additional time having students evaluate examples of well-written and poorly-written messages.

  • Texting acronyms are extremely popular, especially among younger users. It may be interesting to ask students to develop a texting dictionary so that all users can understand the many acronyms in common usage. Students could be broken into teams to create a dictionary, or each student could contribute one or more definitions. Have students decide which acronyms are widely used (most of the students know it) and which are rather obscure and possibly only used by one or two students. Discuss why it is important that an acronym be understood by users in order for it to be effective.
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.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.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
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.
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.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.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.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.8.4 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.)
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