Description
Cyber Safety Lesson Objectives
Students will:
• gain a basic understanding of computer viruses through reading and discussion
• discuss basic strategies for coping with computer viruses
Unit - CCSS Model-Aligned Series: Internet Safety and Security: Learning through Literacy
Students develop essential literacy skills. They determine the central lesson in a literary work; analyze how the characters respond as the plot unfolds, and determine the meaning of words and phrases in the text. Students enhance critical thinking, build knowledge and develop a deeper understanding of e-Safety and digital security issues by completing an empowerment project.
Lesson - Mark: A Computer Virus Story
Students come to understand that cyber security issues put devices and personal information at risk, yet these problems are preventable. Students closely read a narrative text and identify the central character's actions that puts his computer and information at risk. Students determine ways to protect their devices and information privacy and security. They cite textual references during collaborative discussion.
Student Handout - Reference Page: Mark - A Computer Virus Story
Students come to understand that cyber security issues put devices and personal information at risk, yet these problems are preventable. Students closely read a narrative text and identify the central character's actions that puts his computer and information at risk. Students determine ways to protect their devices and information privacy and security. They cite textual references during collaborative discussion.
Mark hurries home from school. It is Friday and he has all weekend to complete his
homework. That means he can go online and just have fun tonight. For him, having fun
online means e-mailing Katie, his old friend.
It seems like Mark and Katie have been friends forever. They used to live next door to
each other. But that was before Katie moved far away. Now, the only way Mark gets to
talk and catch up with her is by e-mail.
Students develop essential literacy skills. They determine the central lesson in a literary work; analyze how the characters respond as the plot unfolds, and determine the meaning of words and phrases in the text. Students enhance critical thinking, build knowledge and develop a deeper understanding of e-Safety and digital security issues by completing an empowerment project.
Students come to understand that cyber security issues put devices and personal information at risk, yet these problems are preventable. Students closely read a narrative text and identify the central character's actions that puts his computer and information at risk. Students determine ways to protect their devices and information privacy and security. They cite textual references during collaborative discussion.
Students come to understand that cyber security issues put devices and personal information at risk, yet these problems are preventable. Students closely read a narrative text and identify the central character's actions that puts his computer and information at risk. Students determine ways to protect their devices and information privacy and security. They cite textual references during collaborative discussion.
Description
Lesson Objectives
Students will:
• reflect on learning and utilize literacy skills to write a narrative short story
• through writing, demonstrate understanding of one or more cyber safety and/or security strategies
Unit - CCSS Model-Aligned Series: Internet Safety and Security: Learning through Literacy
Students develop essential literacy skills. They determine the central lesson in a literary work; analyze how the characters respond as the plot unfolds, and determine the meaning of words and phrases in the text. Students enhance critical thinking, build knowledge and develop a deeper understanding of e-Safety and digital security issues by completing an empowerment project.
Lesson - Literacy Wrap-Up: Empowerment Project
Students select an e-Safety topic addressed in this unit. They use a variety of pre-writing strategies to plan heir narrative work. They brainstorm ideas, map out their story elements, write a draft and submit their work for peer evaluation. Students apply constructive feedback. They edit and revise their written work. They then submit their final draft and share their short stories with class. Digital publication is optional.
Student Handout 1 - Worksheet: Narrative Writing Planner
Students select an e-Safety topic addressed in this unit. They use a variety of pre-writing strategies to plan heir narrative work. They brainstorm ideas, map out their story elements, write a draft and submit their work for peer evaluation. Students apply constructive feedback. They edit and revise their written work. They then submit their final draft and share their short stories with class. Digital publication is optional.
Student Handout 2 - Worksheet: Story Map
Students select an e-Safety topic addressed in this unit. They use a variety of pre-writing strategies to plan heir narrative work. They brainstorm ideas, map out their story elements, write a draft and submit their work for peer evaluation. Students apply constructive feedback. They edit and revise their written work. They then submit their final draft and share their short stories with class. Digital publication is optional.
Student Handout 3 - Reference Page: Peer Review Guidelines
Students select an e-Safety topic addressed in this unit. They use a variety of pre-writing strategies to plan heir narrative work. They brainstorm ideas, map out their story elements, write a draft and submit their work for peer evaluation. Students apply constructive feedback. They edit and revise their written work. They then submit their final draft and share their short stories with class. Digital publication is optional.
Student Handout 4 - Worksheet: Peer Review Feedback Form
Students select an e-Safety topic addressed in this unit. They use a variety of pre-writing strategies to plan heir narrative work. They brainstorm ideas, map out their story elements, write a draft and submit their work for peer evaluation. Students apply constructive feedback. They edit and revise their written work. They then submit their final draft and share their short stories with class. Digital publication is optional.
Prompt
There are many Internet issues we encounter every day when we go online. Think of
an Internet issue you have encountered or are familiar with. Plan and then write a story
about a character who encounters that Internet issue.
Directions
1. Read the prompt carefully.
2. Brainstorm your topic.
3. Fill in the planner
4. Write your story.
Students develop essential literacy skills. They determine the central lesson in a literary work; analyze how the characters respond as the plot unfolds, and determine the meaning of words and phrases in the text. Students enhance critical thinking, build knowledge and develop a deeper understanding of e-Safety and digital security issues by completing an empowerment project.
Students select an e-Safety topic addressed in this unit. They use a variety of pre-writing strategies to plan heir narrative work. They brainstorm ideas, map out their story elements, write a draft and submit their work for peer evaluation. Students apply constructive feedback. They edit and revise their written work. They then submit their final draft and share their short stories with class. Digital publication is optional.
Students select an e-Safety topic addressed in this unit. They use a variety of pre-writing strategies to plan heir narrative work. They brainstorm ideas, map out their story elements, write a draft and submit their work for peer evaluation. Students apply constructive feedback. They edit and revise their written work. They then submit their final draft and share their short stories with class. Digital publication is optional.
Students select an e-Safety topic addressed in this unit. They use a variety of pre-writing strategies to plan heir narrative work. They brainstorm ideas, map out their story elements, write a draft and submit their work for peer evaluation. Students apply constructive feedback. They edit and revise their written work. They then submit their final draft and share their short stories with class. Digital publication is optional.
Students select an e-Safety topic addressed in this unit. They use a variety of pre-writing strategies to plan heir narrative work. They brainstorm ideas, map out their story elements, write a draft and submit their work for peer evaluation. Students apply constructive feedback. They edit and revise their written work. They then submit their final draft and share their short stories with class. Digital publication is optional.
Students select an e-Safety topic addressed in this unit. They use a variety of pre-writing strategies to plan heir narrative work. They brainstorm ideas, map out their story elements, write a draft and submit their work for peer evaluation. Students apply constructive feedback. They edit and revise their written work. They then submit their final draft and share their short stories with class. Digital publication is optional.
Story map
A story map can help you plot out just what will happen in the story you write.
• Fill in each part of the story map with idea notes.
• Use the story map to guide and develop your writing.
Students develop essential literacy skills. They determine the central lesson in a literary work; analyze how the characters respond as the plot unfolds, and determine the meaning of words and phrases in the text. Students enhance critical thinking, build knowledge and develop a deeper understanding of e-Safety and digital security issues by completing an empowerment project.
Students select an e-Safety topic addressed in this unit. They use a variety of pre-writing strategies to plan heir narrative work. They brainstorm ideas, map out their story elements, write a draft and submit their work for peer evaluation. Students apply constructive feedback. They edit and revise their written work. They then submit their final draft and share their short stories with class. Digital publication is optional.
Students select an e-Safety topic addressed in this unit. They use a variety of pre-writing strategies to plan heir narrative work. They brainstorm ideas, map out their story elements, write a draft and submit their work for peer evaluation. Students apply constructive feedback. They edit and revise their written work. They then submit their final draft and share their short stories with class. Digital publication is optional.
Students select an e-Safety topic addressed in this unit. They use a variety of pre-writing strategies to plan heir narrative work. They brainstorm ideas, map out their story elements, write a draft and submit their work for peer evaluation. Students apply constructive feedback. They edit and revise their written work. They then submit their final draft and share their short stories with class. Digital publication is optional.
Students select an e-Safety topic addressed in this unit. They use a variety of pre-writing strategies to plan heir narrative work. They brainstorm ideas, map out their story elements, write a draft and submit their work for peer evaluation. Students apply constructive feedback. They edit and revise their written work. They then submit their final draft and share their short stories with class. Digital publication is optional.
Students select an e-Safety topic addressed in this unit. They use a variety of pre-writing strategies to plan heir narrative work. They brainstorm ideas, map out their story elements, write a draft and submit their work for peer evaluation. Students apply constructive feedback. They edit and revise their written work. They then submit their final draft and share their short stories with class. Digital publication is optional.
Directions
Review Katie’s Story. Discuss Katie’s experience in your group and develop answers to the following.
1. Identify and list 7 factors that contributed to Katie becoming involved in an unhealthy online relationship.
1.
2.
3.
4.
5.
6.
7.
Students closely examine the meaning of willing participant in online grooming situations. They examine a true story of a teen named Katie who develops an unhealthy relationship and identify the factors that contribute to risk-taking behavior. Students draw conclusions based on evidence and research.
Students closely examine the meaning of willing participant in online grooming situations. They examine a true story of a teen named Katie who develops an unhealthy relationship and identify the factors that contribute to risk-taking behavior. Students draw conclusions based on evidence and research.
Students closely examine the meaning of willing participant in online grooming situations. They examine a true story of a teen named Katie who develops an unhealthy relationship and identify the factors that contribute to risk-taking behavior. Students draw conclusions based on evidence and research.
Students closely examine the meaning of willing participant in online grooming situations. They examine a true story of a teen named Katie who develops an unhealthy relationship and identify the factors that contribute to risk-taking behavior. Students draw conclusions based on evidence and research.
Students closely examine the meaning of willing participant in online grooming situations. They examine a true story of a teen named Katie who develops an unhealthy relationship and identify the factors that contribute to risk-taking behavior. Students draw conclusions based on evidence and research.
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.
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.
Description
Lesson Objectives
Students will:
• understand the concept of willing participation
Lesson - Risk and Research: “Willing Participation”
Students closely examine the meaning of willing participant in online grooming situations. They examine a true story of a teen named Katie who develops an unhealthy relationship and identify the factors that contribute to risk-taking behavior. Students draw conclusions based on evidence and research.
Student Handout 1 - Reference Page: Online Relationships & Risk
Students closely examine the meaning of willing participant in online grooming situations. They examine a true story of a teen named Katie who develops an unhealthy relationship and identify the factors that contribute to risk-taking behavior. Students draw conclusions based on evidence and research.
Student Handout 2 - Reference Page: Katie's Story
Students closely examine the meaning of willing participant in online grooming situations. They examine a true story of a teen named Katie who develops an unhealthy relationship and identify the factors that contribute to risk-taking behavior. Students draw conclusions based on evidence and research.
Student Handout 3 - Worksheet: Katie's Story
Students closely examine the meaning of willing participant in online grooming situations. They examine a true story of a teen named Katie who develops an unhealthy relationship and identify the factors that contribute to risk-taking behavior. Students draw conclusions based on evidence and research.
Student Handout - Quiz: Encuesta - Riesgo e Investigación (SPA)
Students closely examine the meaning of willing participant in online grooming situations. They examine a true story of a teen named Katie who develops an unhealthy relationship and identify the factors that contribute to risk-taking behavior. Students draw conclusions based on evidence and research.
13-year-old Katie began using a computer, the Internet, and chat rooms, aware of only the excitement and not the possible risks in connecting with millions of others. One Sunday morning in a teen chat room, she met a guy named Mark who said he was a 23-year-old college student. Although Katie recognized the difference in their ages, she thought their conversation harmless. It was just the Internet. She felt very safe behind the computer screen.
Students closely examine the meaning of willing participant in online grooming situations. They examine a true story of a teen named Katie who develops an unhealthy relationship and identify the factors that contribute to risk-taking behavior. Students draw conclusions based on evidence and research.
Students closely examine the meaning of willing participant in online grooming situations. They examine a true story of a teen named Katie who develops an unhealthy relationship and identify the factors that contribute to risk-taking behavior. Students draw conclusions based on evidence and research.
Students closely examine the meaning of willing participant in online grooming situations. They examine a true story of a teen named Katie who develops an unhealthy relationship and identify the factors that contribute to risk-taking behavior. Students draw conclusions based on evidence and research.
Students closely examine the meaning of willing participant in online grooming situations. They examine a true story of a teen named Katie who develops an unhealthy relationship and identify the factors that contribute to risk-taking behavior. Students draw conclusions based on evidence and research.
Students closely examine the meaning of willing participant in online grooming situations. They examine a true story of a teen named Katie who develops an unhealthy relationship and identify the factors that contribute to risk-taking behavior. Students draw conclusions based on evidence and research.