Privacy, Cyberstalking and Harassment | Ophea Teaching Tools

    Privacy, Cyberstalking and Harassment

    Grade 5
    Lesson 3 of 4
    30 minutes
    Curriculum expectations: C1.1, C2.2, C3.2, 1.3
    Other curriculum expectations: Language - Media Literacy: 1.5, 2.1, 2.2
    Topics: Healthy Living
    Learning Goals
    By the end of this lesson, students will be able to:

    • identify and describe the people and supportive services that can assist them when their online safety is being threatened
    • identify and describe when it might be important to seek adult intervention or further assistance
    • communicate effectively and apply decision-making, assertiveness, and refusal skills to deal with pressures pertaining to online situations (e.g., cyberstalking and luring)
    • explain how a person’s online actions, both positive and negative, can affect the feelings, self-concept, emotional well-being, and reputation of themselves and others when examining different responses from different points of view
    • identify how to present a balanced point of view in a media text
    • describe in detail the main elements of a brochure and identify the conventions and techniques used to help convey meaning and influence or engage the audience.
    Facility
    Classroom, Computer Lab
    Equipment List
    Minds On

    Share and clarify the lesson Learning Goals with students.

    Using direct instruction, review what has happened previously in the video.

    Using chart paper and markers, create a Mind Map (See Notes to Teachers) to brainstorm with students what luring online and cyberstalking look like from the perspective of a teenage online user. See Notes to Teachers for a definition of both.

    Review with students what can be done to prevent luring and cyberstalking (e.g., don’t give out personal information including photos; create proper passwords; don’t accept friend requests from people you don’t know in real life).

    A&E - Minds On

    Teacher observation and feedback of students’ ability to recognize what luring and cyberstalking are and what can be done to prevent them

    Action

    Play Part 3 of the Connect[ED] Grade 5 video episode: Your Life Online – Making Good Decisions. For a synopsis of Part 3 of the video see Teacher Resource 9 : Making Good Decisions Online Synopsis. Stop at the end of Part 3.

    Review Priya’s situation with the class.

    Teacher prompt: “Do you think the situation faced by Priya is a case of cyberstalking or luring?”

    Student response: “Yes it certainly is. In this case the person in the chat room goes so far as to threaten Priya if she does not talk to him.”

    Teacher prompt: “What could Priya and her friends have done to avoid this situation?

    Student response: “They should not have turned on a webcam without knowing who was on the other end; they should not have had any articles/pictures etc., that would identify who they were or where they were from; they should have discussed this kind of scenario ahead of time with their friends and voiced how they felt about being in photos with strangers.”

    Teacher prompt: “How would you have dealt with the situation if it were you?”

    Student response: “I would probably try to resolve the situation without involving my parents but if I began to feel threatened in any way I would certainly contact an adult quickly.”

    Have the students find a partner and work through the decision-making template provided on Student Resource 18: Decision Making Template for Priya’s Scenario. After a few minutes have the students share their results with the whole class.

    Decision-Making Model

    • state the problem
    • identify the alternatives
    • evaluate the alternatives
    • make a decision
    • implement the decision

    Teacher prompt: “We have now watched four different scenarios where the characters have had to deal with a tough situation while being online. Why do you think watching the Connect[ED] video was so important?”

    Student response: “We need to know what is okay and not okay when online. We might have to deal with these situations ourselves and now at least we know how to handle them. It’s important to know that it’s okay to go to an adult for help if we feel unsafe when we are online.”

    Teacher prompt: “There are many different media forms to get the online safety message out to students. A video, like the Connect[ED] video is one way to get the message about online safety out to students. Do you feel it was an effective way to get the message across?”

    Student response: “Yes it was entertaining, realistic and provided direction for students on how to deal with tough online situations.”

    Resume playing the video chapter, Synopsis of Four Tough Decisions, summarizing the four scenarios presented in the video.

    Teacher prompt: “Do you feel the four retrospective clips at the end of the video helped to consolidate your learning. Was this a good tool to help you gain an overview of the key messages of the video and the lessons?”

    Student response: “It was a nice summary of what happened and helped me focus on the key learning for me which was how to follow the decision-making process in order to make an informed and well thought out decision.”

    Teacher prompt: “How else could these clips be used to enhance student learning?”

    Student response: “They could be used to stimulate discussion in a follow up class or in a later year if a review was necessary.”

    Teacher prompt: “What other types of media could be used to get the message out about the importance of Internet safety and how to handle tough situations when they arise online?”

    Student response: “Other types of media could include commercials, public service announcements, posters and brochures.”

    Teacher prompt: “We are now going to create an information brochure for students about netiquette and cyberbullying and how to deal with difficult situations that arise online that relate to these topics.”

    In small groups, have students review sample brochures. Have students look at the physical structure of the brochure, and the layout of the brochures.

    Teacher prompt: “How are the brochures designed? What is the structure of the brochures?”

    Student response: “Three panels, folded twice, information on front and back, six sections for information to be written on.” “Folded like an accordion, back and forth.”

    Teacher prompt: “What do you notice about what is being presented in the brochures?”

    Student response: “Lots of information, tells us about different things, informs us.”

    Review with the class the topics covered in the last three lessons. Write on chart paper.

    Topics:

    • Netiquette and examples of netiquette

    • Online Safety – privacy, effective passwords, digital permanence, luring, cyberstalking

    • Cyberbullying – what it is, how to prevent it and what to do if you are being cyberbullied

    • Where/Who to go to for help if your safety is being threatened online

    • How to effectively deal with various unsafe situations online using the decision-making model

    Inform students that they will be responsible for creating their own brochures on netiquette, cyberbullying and online safety.

    Teacher prompt: “A brochure informs people about certain topics or issues. They allow individuals, companies and organizations to provide information to the public in an accessible, artistic and relatively inexpensive way. The purpose of a brochure is to communicate a message to a target audience. The brochure you are creating will aim to inform other Grade 5 students about netiquette, cyberbullying, decision making and cybersafety.

    Student brochures should include information from each of the topics that were covered during the last three lessons (refer to topics listed on chart paper) and should present a balanced point of view.

    In partners, have students brainstorm ideas for each of the topics listed on chart paper. Have each pair write down 2 ideas for each topic. Discuss with class.

    A&E - Action

    Teacher observation and feedback of students’ ability to make good decisions in tough situations, and communicate effectively when being pressured by peers to make a choice that could negatively impact others when online, using Teacher Resource 3: Anecdotal Recording Chart

    Teacher observation and feedback of student brainstorming about netiquette, cyberbullying and online safety content for their brochures

    Consolidation

    Hand out Student Resource 19: Brochure Planner

    Review information on Brochure Planner with students. Inform them that this planner will assist them in deciding on the content and layout for their brochure. Have students work on this using information they listed on chart paper.

    Near the end of the class ask the students to share their ideas with their partners for feedback.

    Hand out Teacher Resource 12: Parent/Guardian Lesson and go over the goals of the lesson. Use the Thumbs Up Strategy to determine if students understand the expectations of the Parent/Guardian Lesson.

    A&E - Consolidation

    Peer Sharing: Observation and feedback from their partner on the proposed organization and information for their brochure

    Teacher observation of student self-assessment related to expectations of the Parent/Guardian Lesson

    Ideas for Extension

    Have the students go to the Power To Learn: Social Networking site and click on Read the Story. Have the students work through Jill’s story and use the decision-making model to help them reach the desired outcome for the end of the story. The URL for the site is: http://www.powertolearn.com/internet_smarts/interactive_case_studies/social_networking/sn_s/start.shtml

    Next Steps

    Create final product: Brochure

    Notes to Teacher

    Mind Map: A visual thinking tool that helps organize thoughts in a graphical way. Record the main idea in the center of the map and appropriate connections are added from the main concept.

    Child Luring

    Luring is an illegal act whereby someone communicates with a child on the Internet for the purpose of facilitating the commission of a sexual offense against that child. Many of the sexual offences related to luring are connected to the age of consent, which prohibits adults from having sexual relations with children under 16, though some (such as child pornography and other forms of sexual exploitation) include youths under age 18. Since 2002, the Criminal Code of Canada has criminalized Internet luring.

    Kids without positive personal relationships may be at increased risk to cyber luring. They may look online for what is missing in their own lives or as an escape from their real life situation.

    Cyberstalking

    Cyberstalking is the use of the Internet or other electronic means to stalk or harass an individual, a group of individuals, or an organization. This could take the form of rude or threatening messages, slanderous information or repeated, unwanted messages.

    Additional Resources

    For additional resources and websites please see the Additional Teacher Supports section of the Connected[ED] website.