Online Safety

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Type:Lesson

Estimated Time:18 minutes

Score Type:Auto Score

This lesson automatically provides a score to your gradebook

Available Languages: English, Spanish


Vocabulary: Internet safety, Web log, audience, blog, collaboration, communication, cultural issues, domain, ethical issues, information technology, online security, post, responsible use, security, societal issues, writing


Primary Objectives:

  • Student demonstrates a sound understanding of the nature and operation of Web logs, or blogs.
  • Student becomes proficient in the use blogs.
  • Student understands the ethical, cultural, and societal issues related to blogs.
  • Student practices responsible use of blog information and software.
  • Student develops positive attitudes toward blogging that support lifelong learning, collaboration, personal pursuits, and productivity.
  • Student uses blogging tools to enhance learning, increase productivity, and promote creativity.
  • Student uses a blog to communicate information and ideas effectively to multiple audiences.
  • Student learns to use blog security settings.
  • Student understands that they must think before they post, that anything they post online can be copied and be placed in other places on the Internet and remain public permanently, even after they delete their post.

Secondary Objectives:

  • Student writes for a variety of audiences and purposes and in a variety of forms.
  • Student capitalizes and punctuates correctly to clarify and enhance meaning.
  • Student writes with accurate spelling and uses resources to find correct spelling.
  • Student applies standard grammar and usage to communicate clearly and effectively in writing.
  • Student evaluates writing.
  • Student produces communications using technology.
  • Student assesses how language, medium, and presentation contribute to the message.
  • Student reads to take action, such as write a response.
  • Student analyzes the characteristics of text.
  • Student increases global awareness.
  • Student acts responsibly with the interests of the larger community in mind.
  • Student transfers learning from one domain to another.

Subjects:

Audience Definition 

Information Technology > Digital Communications > Audience Definition 

Awareness of / Adjust For

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

Chat / BLOGS / BBS 

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

Communication to Others

Information Technology > Student Use > Communication to Others

Communication to Others 

Information Technology > Student Use > Communication to Others 

Create Communication Products 

Information Technology > Digital Communications > Create Communication Products 

Identify Intended Audience

Language Arts > Communication > Media Literacy / Viewing > Identify Intended Audience

Instructions

Language Arts > Communication > Listening Strategies / Context > Follow Directions > Instructions

Internet Safety

Language Arts > Computer Literacy Skills > Personal Use > Internet Safety

Listening / Pay Attention

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

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 

Persuasive Language

Language Arts > Writing > Vocabulary > Word Choice > Persuasive Language

Security Options 

Information Technology > Internet > Security Options 

Security and Privacy 

Information Technology > Internet > Security and Privacy 

Student Communication with Others 

Information Technology > Digital Communications > Student Communication with Others 

Web Page Design 

Information Technology > Internet > Web Page Design 

Web Programming 

Information Technology > Internet > Web Programming 

Websites / Blogs / Email / Internet

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

  • The setting for the online lesson is the Glastonbury Festival held annually at Worthy Farms in Plinton, England. The festival is famous world wide. You might want to provide some background of the festival, have students locate Glastonbury, U.K. on a map, and hold a whole class discussion about England's culture and history as well as student's experiences and perceptions of England in general.

  • If setting up a class blog, consider a blog portal type of site such as 21Classes.com (www.21classes.com), in which you can set up a class page and students set up individual pages that are linked to the class page. Some other student-friendly blog sites include Gaggle Blogs (www.gaggle.net) and Aeonity Free Blog Hosting Community (www.aeonity.com), an advertisement-free blogging site.Whichever blogging Web site you use, make sure you monitor student work closely to ensure that only safe activities are being conducted.

  • While most blogging Web sites offer similar capabilities, their interfaces vary widely. You might want to point out the key features in the blogging Web site used in your class if necessary.

  • While the interactive lesson shows students how to delete posts and comments on a blog, the lesson does not show students how to delete an entire blog. Often, the option to delete a blog can be found in the blog's settings options. If desired, you may want to show the class how to delete their blogs after the class completes the unit.

  • The underlying theme throughout the Communicating Online unit is the role of effective writing in all walks of life throughout the world and throughout history. The lessons are presented against a backdrop of music festivals held around the world, and the accompanying activities are based on Shakespearean works. Note that music compositions and plays draw heavily on many basic writing and communication principles and skills. By exploring words in the context of music and poetic discourse, students can expand their perceptions of the multipurpose and cross-cultural aspects of written communication.

Extension Ideas:

  • Many classes use journals to allow students to reflect on work, brainstorm ideas, or write freely about daily topics. Consider allowing students to set up journaling blogs online. Then, allow students to use their blogs instead of journals on scheduled days. You can add comments to student reflections on their blogs or allow peers to comment on each other's writing, if appropriate. You might also provide time for student volunteers to read their entries to the class or print and display their blog entries on a "Blog On!" class bulletin board.

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.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
S.6.d Students publish or present content that customizes the message and medium for their intended audiences.
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.
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.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.W.5.10 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.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.)
ELA-Literacy.W.5.5 With 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 5 on page 29.)
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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