Playing the Game
- apply interpersonal skills as they describe benefits and dangers, for themselves and others that are associated with the use of computers and other technologies, and identify protective responses; and
- apply critical thinking skills as they assess the impact of different types of bullying or harassment on others, and identify ways of preventing or resolving such incidents.
Mirror Image game (loaded on a computer/on multiple computers)
Before accessing the Mirror Image game, it is essential that the following introductory information about the game is shared with students.
- Large or small groupings – The game may be played on a single computer (theatre style) or in small groups on multiple computers. If working in a large group, assign one or two students to use the keyboard. Have the rest of the students call out their answers to the challenges. If played in small groups of 2-3 students consider assigning roles for each student in the group (e.g., timekeeper, keyboard user, recorder). Regardless of style chosen, it is important to direct and support game play.
- The Game – Explain to students that the Mirror Image game is based on a real life story that happened in Canada. Read Teacher Resource: Introduction to the Game (The Real Story) to the class prior to playing the game.
- CyberCops – Inform students that there is an individual in the game that is a CyberCop and the girls have accessed him online. It is important to stress that this is not a real individual who can be accessed online. However, there are individuals in Ontario who are considered “CyberCops” who investigate crimes on the Internet. See Lesson 4: Ideas for Extension – Careers in Cyberpolicing for more information on the job of a Cybercrime Specialist.
- Mirror Image Log Book – It is essential that students collect information as they go through the game. There will be six clues throughout the game that the students must recognize and input accurately in order to move forward in the game. Provide each student with Student Resource: Mirror Image Log Book to record important information. Instruct students to use the log book to enter their responses to the clues. Inform students that if they do not accurately get the clue within three attempts to bring the log book to the teacher to direct the students to the correct response (for answers access Teacher Resource: Mirror Image Log Book Answers).
- Time – Remind students that the amount of time they have access to the computers is limited and in order to finish the game the students must stay on task.
Teacher observation of students demonstrated understanding of the components of the game.
Playing the Game
Begin the game, or have students work in groups to complete the game.
Caution: If you press ‘Escape’, the program stops and you must restart from the very beginning of the program. The game must be played in sequence as it cannot be stopped and restarted at the point stopped. Once a correct answer is entered, the program continues directly to the video and cannot be stopped. Thus, any important discussions or instructions should be given before the correct answer is entered or one must wait until the end of that video sequence so as to avoid disturbing students’ concentration during the video. There is an opportunity to advance more quickly through the game. To skip a clue, wait for the dialogue box to appear and type in the word ‘skip’.
Teacher observation of students demonstrated application of interpersonal skills as they describe benefits and dangers, for themselves and others, that are associated with the use of computers and other technologies, and identify protective responses; and students application of critical thinking skills as they assess the impact of different types of bullying or harassment on others, and identify ways of preventing or resolving such incidents during game play and using Student Resource: Mirror Image Log Book
After the Game
Allow students to discuss areas of interest, concerns and topics that need further clarification.
Have the students complete the sections on Student Resource: Cyber Organizer entitled “Could this happen to you?” and “List positive and negative choices the characters made.” In the “Could this happen to you?” section have the students reflect on what happened in the game and provide a response paragraph outlining why or why not they think this could happen to them. In the "List positive and negative choices the characters made" section have the students list and explain one positive and one negative choice/decision the characters made in the game.
Teacher observation of students demonstrated application of interpersonal skills as they describe benefits and dangers, for themselves and others, that are associated with the use of computers and other technologies, and identify protective responses; and students application of critical thinking skills as they assess the impact of different types of bullying or harassment on others, and identify ways of preventing or resolving such incidents using Student Resource: Cyber Organizer
Technology Used in the Game
Divide students into five groups. Provide each group with one of the types of cybertools used in the game (described in the Detective's Notebook Module). Each group will discuss how this type of technology can be used and the benefits of this technology. Have groups brainstorm other types of new technology that is being used. Students may want to do some additional research on this topic.
Playing Mirror Image
It is important to allocate adequate time to play the game uninterrupted. The game can be played in either theatre style or in small groups. It is important that the teacher direct and support the game regardless of the style chosen.
Teacher Answer Sheet
Teacher Resource: Mirror Image Log Book Answers provides the correct responses to each of the six clues in the game. It is important to bring this sheet with you when playing the game as a quick reference.