Description
Background
This Webcast is designed to increase student awareness of the concept that there are d
Lesson – Webcast: Cyber Security - Malicious Code
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Student Handout 1 - Reference Page: Computer Security Information
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Student Handout 2 - Empowerment: Short Form Documentary
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Student Handout 3 - Empowerment: Personal Release Form
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Student Handout 4 - Empowerment: iDrive Toolkit
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Student Handout 5 - Empowerment: iDrive Student Advisory Board Flyer
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Teacher Reference Page - iDrive Teacher Toolkit
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Webcast Video - Cyber Security: Malicious Code
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Instructions
Write, direct, and produce a five-minute video that addresses Social Issues on the Internet.
What is the “big” question that your topic presents? This will become your theme for your documentary.
Create a list of questions that stem from your “big” question.
Write a chronological outline of how you want these questions answered. This will become the outline of your story.
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
I, _______________________________________________________ (Print Name), do hereby grant ISAFE, including (without limitation) its principals, employees, agents, affiliates, contractors, successors and assigns, permission to use my likeness, voice, picture, name, and/or intellectual property (“content”) for print, radio, webcast, film, television or Internet broadcast anywhere throughout the United States and the world, and to edit such material on film or videotape or other media formats.
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Students investigate cyber security issues. They acquire and use technical terminology related to cyber security while discussing the ramifications for lack of security and the actions that promote the spread of malicious code. Students then describe four basic steps to ensure digital security and create informative materials to educate others.
Directions
Duplicate enough copies so that each student has either a screen name or a personal description.
Students simulate the process that online predators use to target youth. They determine the identity of chatroom participants though close analysis of screen names, and note the screen names that would be of particular interest to an online predator. They review key characteristics of the grooming process and devise techniques to reduce personal safety risks involved with online relationships by incorporating information delivered through the multimedia presentation and discussion.
Students simulate the process that online predators use to target youth. They determine the identity of chatroom participants though close analysis of screen names, and note the screen names that would be of particular interest to an online predator. They review key characteristics of the grooming process and devise techniques to reduce personal safety risks involved with online relationships by incorporating information delivered through the multimedia presentation and discussion.
Students simulate the process that online predators use to target youth. They determine the identity of chatroom participants though close analysis of screen names, and note the screen names that would be of particular interest to an online predator. They review key characteristics of the grooming process and devise techniques to reduce personal safety risks involved with online relationships by incorporating information delivered through the multimedia presentation and discussion.
Students simulate the process that online predators use to target youth. They determine the identity of chatroom participants though close analysis of screen names, and note the screen names that would be of particular interest to an online predator. They review key characteristics of the grooming process and devise techniques to reduce personal safety risks involved with online relationships by incorporating information delivered through the multimedia presentation and discussion.
Students simulate the process that online predators use to target youth. They determine the identity of chatroom participants though close analysis of screen names, and note the screen names that would be of particular interest to an online predator. They review key characteristics of the grooming process and devise techniques to reduce personal safety risks involved with online relationships by incorporating information delivered through the multimedia presentation and discussion.
Students simulate the process that online predators use to target youth. They determine the identity of chatroom participants though close analysis of screen names, and note the screen names that would be of particular interest to an online predator. They review key characteristics of the grooming process and devise techniques to reduce personal safety risks involved with online relationships by incorporating information delivered through the multimedia presentation and discussion.
Students simulate the process that online predators use to target youth. They determine the identity of chatroom participants though close analysis of screen names, and note the screen names that would be of particular interest to an online predator. They review key characteristics of the grooming process and devise techniques to reduce personal safety risks involved with online relationships by incorporating information delivered through the multimedia presentation and discussion.
Think About It
1. What is the danger of texting or talking on a phone while driving?
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Students discover that research dispels the concept of multitasking. They learn that the brain cannot truly focus on two tasks at once but rather must switch focus quickly from task to task. They then make applications to safety issues such as texting and driving, and academic issues related to studying while listening to music or watching videos.
Students discover that research dispels the concept of multitasking. They learn that the brain cannot truly focus on two tasks at once but rather must switch focus quickly from task to task. They then make applications to safety issues such as texting and driving, and academic issues related to studying while listening to music or watching videos.
Students discover that research dispels the concept of multitasking. They learn that the brain cannot truly focus on two tasks at once but rather must switch focus quickly from task to task. They then make applications to safety issues such as texting and driving, and academic issues related to studying while listening to music or watching videos.
The Power of Media
Media is an important and powerful tool. Every day, people are affected
by the media images they see – sometimes they rush out and
purchase something, other times they are influenced to laugh and cry,
and sometimes the media even influences behavior.
In fact, media so influences behavior it is often directly used by the
government and public service campaigns to reach out and change
people’s behavior.
Students come to understand that media has the power to change perceptions and behavior. They identify ways to effectively use media in order to address issues that matter to them.
Students come to understand that media has the power to change perceptions and behavior. They identify ways to effectively use media in order to address issues that matter to them.
Students come to understand that media has the power to change perceptions and behavior. They identify ways to effectively use media in order to address issues that matter to them.
Description
Lesson Overview
Students come to understand that not all online relationships are safe, nor are people always who they claim to be online.
Lesson - Avoiding Online Predators
Students come to understand that not all online relationships are safe, nor are people always who they claim to be online. They learn how to distinguish between appropriate and inappropriate online contacts by examining a series of scenarios. A collaborative discussion about the grooming process enables students to recognize the tactics that unsafe online contacts use to draw minors into compromising situations.
Slideshow - Avoiding Online Predators
Students come to understand that not all online relationships are safe, nor are people always who they claim to be online. They learn how to distinguish between appropriate and inappropriate online contacts by examining a series of scenarios. A collaborative discussion about the grooming process enables students to recognize the tactics that unsafe online contacts use to draw minors into compromising situations.
Description
Lesson Overview
Students learn how to safely and responsibly interact online.
Lesson - Grade 7: Identifying Online Predators
Students learn how to safely and responsibly interact online. They understand that unsafe contacts piece together information in online discussions as part of the grooming process. Students learn to identify key characteristics of suspicious online communication. Through collaborative discussion, students develop strategies to reduce personal safety risks involved with online relationships.
Student Handout - Worksheet: Online Chat Scenario
Students learn how to safely and responsibly interact online. They understand that unsafe contacts piece together information in online discussions as part of the grooming process. Students learn to identify key characteristics of suspicious online communication. Through collaborative discussion, students develop strategies to reduce personal safety risks involved with online relationships.
Teacher Reference Page - Answer Key: Online Chat Scenario
Students learn how to safely and responsibly interact online. They understand that unsafe contacts piece together information in online discussions as part of the grooming process. Students learn to identify key characteristics of suspicious online communication. Through collaborative discussion, students develop strategies to reduce personal safety risks involved with online relationships.
Slideshow - Identifying Online Predators
Students learn how to safely and responsibly interact online. They understand that unsafe contacts piece together information in online discussions as part of the grooming process. Students learn to identify key characteristics of suspicious online communication. Through collaborative discussion, students develop strategies to reduce personal safety risks involved with online relationships.
Teacher Reference Page - Articulo de Recursos para el Maestro de la Leccion 4
Students learn how to safely and responsibly interact online. They understand that unsafe contacts piece together information in online discussions as part of the grooming process. Students learn to identify key characteristics of suspicious online communication. Through collaborative discussion, students develop strategies to reduce personal safety risks involved with online relationships.
Student Handout - Worksheet: Muestra de Charla (SPA)
Students learn how to safely and responsibly interact online. They understand that unsafe contacts piece together information in online discussions as part of the grooming process. Students learn to identify key characteristics of suspicious online communication. Through collaborative discussion, students develop strategies to reduce personal safety risks involved with online relationships.
Teacher Reference Page - Clave de Respuesta para la Carrera de Chat (SPA)
Students learn how to safely and responsibly interact online. They understand that unsafe contacts piece together information in online discussions as part of the grooming process. Students learn to identify key characteristics of suspicious online communication. Through collaborative discussion, students develop strategies to reduce personal safety risks involved with online relationships.
Description
Lesson Overview
Students understand that statistics can be used to gain information about a
Unit - Integrated Math and Internet Safety
Students apply mathematical skills and concepts to collect, analyze and visually represent data sets related to e-Safety topics such as technology access, digital literacy, parental role in students' digital lives, digital security, cyber bullying, intellectual property, and personal safety. Resulting data sets may utilized as students prepare Empowerment projects and presentations that they will deliver on the school campus, in the local community, online and to the iDrive Student Advisory Board.
Lesson - Introduction to Graphing with Internet Safety
Students understand that statistics can be used to gain information about a population. They gather responses to statistical questions and represent the data as a bar graph.
Student Handout - Reference Page: Graphing
Students understand that statistics can be used to gain information about a population. They gather responses to statistical questions and represent the data as a bar graph.
Description
Lesson Overview
Students practice graphic representation of statistics related to e-Safety.
Unit - Integrated Math and Internet Safety
Students apply mathematical skills and concepts to collect, analyze and visually represent data sets related to e-Safety topics such as technology access, digital literacy, parental role in students' digital lives, digital security, cyber bullying, intellectual property, and personal safety. Resulting data sets may utilized as students prepare Empowerment projects and presentations that they will deliver on the school campus, in the local community, online and to the iDrive Student Advisory Board.
Lesson - More Graphing with Internet Safety
Students practice graphic representation of statistics related to e-Safety. They collect responses to statistical questions from a sample of the student population. They use a linear model (line graph), bar graph, and circle graph (pie chart) to represent and interpret data.
Student Handout 1 - Reference Page: Types of Graphs
Students practice graphic representation of statistics related to e-Safety. They collect responses to statistical questions from a sample of the student population. They use a linear model (line graph), bar graph, and circle graph (pie chart) to represent and interpret data.
Student Handout 2 - Reference Page: Statistical Data - Computer Basics
Students practice graphic representation of statistics related to e-Safety. They collect responses to statistical questions from a sample of the student population. They use a linear model (line graph), bar graph, and circle graph (pie chart) to represent and interpret data.
Student Handout 3 - Reference Page: Statistical Data - Parents & the Internet
Students practice graphic representation of statistics related to e-Safety. They collect responses to statistical questions from a sample of the student population. They use a linear model (line graph), bar graph, and circle graph (pie chart) to represent and interpret data.
Student Handout 4 - Reference Page: Statistical Data - Malicious Code
Students practice graphic representation of statistics related to e-Safety. They collect responses to statistical questions from a sample of the student population. They use a linear model (line graph), bar graph, and circle graph (pie chart) to represent and interpret data.
Student Handout 5 - Reference Page: Statistical Data - Cyber Bullying
Students practice graphic representation of statistics related to e-Safety. They collect responses to statistical questions from a sample of the student population. They use a linear model (line graph), bar graph, and circle graph (pie chart) to represent and interpret data.
Student Handout 6 - Reference Page: Statistical Data - Intellectual Property
Students practice graphic representation of statistics related to e-Safety. They collect responses to statistical questions from a sample of the student population. They use a linear model (line graph), bar graph, and circle graph (pie chart) to represent and interpret data.
Student Handout 7 - Reference Page: Statistical Data - Personal Safety
Students practice graphic representation of statistics related to e-Safety. They collect responses to statistical questions from a sample of the student population. They use a linear model (line graph), bar graph, and circle graph (pie chart) to represent and interpret data.