Lesson 1 of 430 minutesCurriculum expectations: C2.2, C3.2, 1.3, 1.4,1.5

CyberCops

Reviewing Cyber Harassment andInternet SafetyGrade 8

Ophea | 2016 | CyberCops

Lesson 1 of 430 minutesCurriculum expectations: C2.2, C3.2, 1.3, 1.4,1.5

CyberCops

Reviewing Cyber Harassment andInternet SafetyGrade 8

Ophea | 2016 | CyberCops

Learning Goals

By the end of this lesson, students will be able to:

apply interpersonal skills and critical and creative thinking skills as they demonstrate an understanding of●

cyberharassment and Internet safety while assessing potentially harmful situations and analyse the impact ofviolent behaivours.

Facility

Classroom, Computer Lab

Equipment List

Student Resource: Be Safe! Know Information and Communication Technology Uses

Student Resource: Code of Conduct

Student Resource: Cyber Graphic Organizer

Student Resource: Information and Communication Technology (ICT) Inventory

Student Resource: Steps in Decision-Making Model

Teacher Resource: Decision-Making Model Checkbric Assessment Tool

Teacher Resource: Four Corners – Student Sample

Teacher Resource: Modified Word Wall – Student Sample

Teacher Resource: Word Cards

Lesson 1 of 430 minutesCurriculum expectations: C2.2, C3.2, 1.3, 1.4,1.5

CyberCops

Reviewing Cyber Harassment andInternet SafetyGrade 8

Ophea | 2016 | CyberCops

Minds On

Four CornersActivate students’ prior knowledge about cyberharassment using the Four Corners strategy. See TeacherResource: Four Corners – Student Sample for student samples of the strategy.

Have students brainstorm a definition of cyberharassment. Consider recording student responses forreference throughout the unit. Next have each student think about, and respond to, the following by goingto a corner picture that best represents their thoughts on the statement:

“Cyberharassment is a big deal/problem.”●

Students will move to their chosen corner and discuss in a small group why they chose that particularpicture. The pictures found in Teacher Resource: Four Corners–Student Sample can be enlarged forposting around the room.

Each group will decide on one idea to share with the whole class.

Have the various groups share the information gathered in the small group discussions with the wholeclass.

A&E - Minds On

Teacher observation of students' demonstrated application of interpersonal skills and critical and creativethinking skills as they demonstrate an understanding of cyberharassment and Internet safety

Action

Provide each student with a copy of Student Resource: Be Safe! Know Information and CommunicationTechnology Uses. Each student will indicate True or False under the “Before” column on his or her copy.Once complete, have students share their opinions with a partner and then with the class.

Consider encouraging students to think about any questions they may have around this anticipation guide

Lesson 1 of 430 minutesCurriculum expectations: C2.2, C3.2, 1.3, 1.4,1.5

CyberCops

Reviewing Cyber Harassment andInternet SafetyGrade 8

Ophea | 2016 | CyberCops

and ask students to record the thoughts at the bottom of the page for use as a question swap later in theunit.

Students will use this guide in Lesson 4 to help fill out their decision-making model.

Word WallSee Teacher Resource: Modified Word Wall - Student Sample for student samples of the strategy.

Provide an introduction to the language that students will be exposed to in this unit (some may have beengenerated already through the previous activities, in which case there can be a comparison) and havestudents complete the modified word wall task using pre-made word cards to match key terms withdefinitions that will be useful during the unit. See Teacher Resource: Word Cards.

Distribute Student Resource: Information and Communication Technology (ICT) Inventory. Have eachstudent individually complete Student Resource: Information and Communication Technology (ICT)Inventory.

With an elbow partner (a group of 2 or 3 students sitting near each other), have students share theinformation that they recorded on the Student Resource: Information and Communication Technology (ICT)Inventory sheet. Have students highlight any answers they have given that could put them at risk whenthey are communicating using these ICT’s.

If time permits provide an opportunity for the whole class to share some ideas around the ICT Inventoryusing a “popcorn" style of commenting (e.g., if a student has something to share they stand up and shareand sit right back down again allowing for another student to pop up and share. This continues for a fewminutes until all comments have been shared.)

Have students work with their partner and another pair to brainstorm some familiar terms that are usedwith respect to ICT. Have each group share their list with the class. Record the words on the chalk boardor chart paper.

A&E - Action

Teacher observation of students’ demonstrated application of interpersonal skills and critical and creativethinking skills as they demonstrate an understanding of cyberharassment and Internet safety whileassessing potentially harmful situations and analyse the impact of violent behaviours using Student

Lesson 1 of 430 minutesCurriculum expectations: C2.2, C3.2, 1.3, 1.4,1.5

CyberCops

Reviewing Cyber Harassment andInternet SafetyGrade 8

Ophea | 2016 | CyberCops

Resource: Information and Communication Technology (ICT) Inventory

Consolidation

CyberGraphic Organizer IntroductionIntroduce Student Resource: Cyber Graphic Organizer. The organizer will be used starting in Lesson 2.Students will complete the organizer using information gathered throughout the unit.

Introduce Teacher Resource: Decision-Making Model Checkbric Assessment Tool and Student Resource:Steps in Decision-Making Model and explain that they will be analysing a case scenario for use as a finalassessment.

Students demonstrate their understanding of the assessment tools by giving a thumbs up (if theyunderstand), thumbs middle (if they have questions), thumbs down (if they need more information).

A&E - Consolidation

Teacher observation of students demonstrated understanding of the assessment tools using the ThumbsUp Strategy

Ideas for Extension

Code of Conduct with respect to “Online” acceptable conductHave students read the Code of Conduct provided in Student Resource: Code of Conduct and discuss witha partner or a small group what is missing and what might need to be added to the code to reflect themany uses of ICT.

Students can also examine their school’s Code of Conduct related to technology use and makerecommendations to the principal for items to be added to ensure students are safe on the Internet andare using the various forms of ICT in an appropriate manner.

Lesson 1 of 430 minutesCurriculum expectations: C2.2, C3.2, 1.3, 1.4,1.5

CyberCops

Reviewing Cyber Harassment andInternet SafetyGrade 8

Ophea | 2016 | CyberCops

Notes to Teacher

Students will be introduced to new terminology related to Information and Communication Technology(ICT). Students need to recognize that software piracy, fraud, bullying and other inappropriate activitiesoften happen on the Internet and that there are consequences for these behaviours. Discussion of theseterms will occur during the activities within the lessons.

Lesson 2 of 430 minutesCurriculum expectations: C2.2, C3.2, 1.3, 1.4,1.5

CyberCops

Playing the GameGrade 8

Ophea | 2016 | CyberCops

Learning Goals

By the end of this lesson, students will be able to:

apply interpersonal skills and critical and creative thinking skills as explore the Air Dog game while assessing●

potentially harmful situations and analyse the impact of violent behaviours.

Facility

Classroom, Computer Lab

Equipment List

Air Dogs game (loaded on a computer or multiple computers)

Student Resource: Air Dogs Log Book

Student Resource: Be Safe! Know Information and Communication Technology Uses

Student Resource: Cyber Graphic Organizer

Student Resource: Information and Communication Technology (ICT) Inventory

Teacher Resource: Air Dogs Log Book Answers

Teacher Resource: Introduction to the Game (The Real Story)

Minds On

Lesson 2 of 430 minutesCurriculum expectations: C2.2, C3.2, 1.3, 1.4,1.5

CyberCops

Playing the GameGrade 8

Ophea | 2016 | CyberCops

Before going to the computer lab or accessing the Air Dogs game, it is essential that the followingintroductory information about the game is shared with the students.

The Game - Explain that the Air Dogs game is based on a real life story that happened in the United States.●

Read Teacher Resource: Introduction to the Game to the class prior to playing the game. The Air Dogs gamehas three streams of video: from the RCMP office in Quebec, the Homeland Security office in Vermont, andfrom the video chats of Luke and Marisol. Consider using a map to share with students the geographicallocation of the three areas.CyberCops - Inform students that they are taking on the role of a CyberCop to gather information and help●

solve challenges throughout the game. It is important for students to understand their overall purpose forcompleting the game is to 1) Beware of Internet Fraud; 2) Avoid Counterfeit Software; 3) Report Bullying.AirDogs Log Book - It is essential that students collect information as they go through the game. There will be●

five challenges throughout the game that the students must recognize and input information accurately inorder to move on. Provide each student with Student Resource: Air Dogs Log Book to record their responsesto the clues and important information as they play the game. Inform students that if they do not accuratelysolve the clue within three attempts, they are to bring the log book to the teacher who will provide the correctresponse.Time - Remind students that there is a limited amount of time to complete the game.●

A&E - Minds On

Teacher observation of students’ demonstrated application of interpersonal skills and critical and creativethinking skills as they demonstrate an understanding of cyberharassment and Internet safety whileassessing potentially harmful situations and analyse the impact of violent behaviours using StudentResource: Air Dogs Log Book

Action

The game may be played on a single computer (theatre style) or in small groups on multiple computers. Ifworking in a large group, assign one or two students to use the keyboard and have the rest of the classcall out their answers to the challenges. If playing in small groups of 2-3 students, consider assigning rolesfor each student in the group (e.g., timekeeper, keyboard user, recorder). It is important to support anddirect game play regardless of style chosen.

Begin the game.

Lesson 2 of 430 minutesCurriculum expectations: C2.2, C3.2, 1.3, 1.4,1.5

CyberCops

Playing the GameGrade 8

Ophea | 2016 | CyberCops

Caution: If you press ‘Escape’, the program stops and you must restart from the very beginning of theprogram. The game must be played in sequence as it cannot be stopped and restarted at the pointstopped. Once a correct answer is entered, the program continues directly to the game and cannot bestopped. Thus, any important discussions or instructions should be given before the correct answer isentered or one must wait until the end of that game sequence so as to avoid disturbing students’concentration during the game. There is an opportunity to advance more quickly through the game; toskip a clue, wait for the dialog box to appear and type in the work “skip”.

A&E - Action

Teacher observation of students’ demonstrated application of interpersonal skills and critical and creativethinking skills as they demonstrate an understanding of cyberharassment and Internet safety whileassessing potentially harmful situations and analyse the impact of violent behaviours using StudentResource: Cyber Graphic Organizer and Student Resource: Air Dogs Log Book

Consolidation

Allow students time to complete Student Resource: Air Dogs Log Book. Have students make connectionsbetween the game and their life. “What is similar? What is different? How might you respond?” Addressand clarify any questions that may have arisen after playing the game.

In pairs, have students complete the sections on Student Resource: Cyber Graphic Organizer.

A&E - Consolidation

Teacher observation of students’ demonstrated application of interpersonal skills and critical and creativethinking skills as they demonstrate an understanding of cyberharassment and Internet safety whileassessing potentially harmful situations and analyse the impact of violent behaviours using StudentResource: Cyber Graphic Organizer and Student Resource: Air Dogs Log Book

Lesson 2 of 430 minutesCurriculum expectations: C2.2, C3.2, 1.3, 1.4,1.5

CyberCops

Playing the GameGrade 8

Ophea | 2016 | CyberCops

Ideas for Extension

After playing the game, have students review and consider changes or additions to their StudentResource: Information and Communication Technology (ICT) Inventory. As a further task, have studentsindicate True or False under the “After” column on Student Resource: Be Safe! Know Information andCommunication Technology Uses.

Notes to Teacher

It is recommended to play the game prior to introducing it to the classroom to be familiar and comfortablewith the program.

When preparing this sub task, a copy of Teacher Resource: Introduction to the Game (The Real Story) willbe needed to read to the students.

Become familiar with Teacher Resource: Air Dogs Log Book Answers as it provides the correct responsesto each of the five main clues in the game. It is important to bring this sheet when playing the game as aquick reference. You cannot progress through the program without the correct responses.

Lesson 3 of 430 minutesCurriculum expectations: C2.2, C3.2, 1.3, 1.4,1.5

CyberCops

Identifying Ways to be SafeGrade 8

Ophea | 2016 | CyberCops

Learning Goals

By the end of this lesson, students will be able to:

apply interpersonal skills and critical and creative thinking skills as they identify similarities and differences●

between the situations in the game and their own lives, and identify how to deal with them appropriately andsafely, as they describe the role of support services in prevention of violence.

Facility

Classroom, Computer Lab

Equipment List

Markers

Student Resource: Air Dogs Internet Safety Poster Sample

Student Resource: Air Dogs Internet Safety Poster Template

Student Resource: Cyber Graphic Organizer

Student Resource: Profile Recorder

Student Resource: Understanding Internet Safety Protocol

Minds On

Use a think pair share activity to generate discussion about what made Luke vulnerable. Ask students toindividually read and reflect on what each wrote in Student Resource: Cyber Graphic Organizer. Then inpairs have students share what each wrote in their Cyber Graphic Organizer. Students will discuss some of

Lesson 3 of 430 minutesCurriculum expectations: C2.2, C3.2, 1.3, 1.4,1.5

CyberCops

Identifying Ways to be SafeGrade 8

Ophea | 2016 | CyberCops

the unsafe practices that Luke demonstrated during the game. What was it that made Luke vulnerable?

A&E - Minds On

Teacher observation of students’ demonstrated application of interpersonal skills and critical and creativethinking skills as they demonstrate an understanding of cyberharassment and Internet safety whileassessing potentially harmful situations and analyse the impact of violent behaviours using StudentResource: Cyber Graphic Organizer

Action

Lead a class discussion about what students saw in the game about how Luke was vulnerable to bullyingand extortion.

Have the students individually complete Student Resource: Profile Recorder in order to identify and recordhow Luke was enticed to make the choices that he did. Students examine the similarities and differencesbetween Luke’s character and themselves to complete the remaining sections.

A&E - Action

Teacher observation of students’ demonstrated application of interpersonal skills and critical and creativethinking skills as they demonstrate an understanding of cyberharassment and Internet safety whileassessing potentially harmful situations and analyse the impact of violent behaviours using StudentResource: Profile Recorder

Consolidation

Have students complete the questions on the bottom of the Student Resource: Profile Recorder as an “exitpass”. An “exit pass” refers to an activity that students will need to complete at the end of class toconsolidate their learning. Have students identify “three to five ways to prevent myself from being

Lesson 3 of 430 minutesCurriculum expectations: C2.2, C3.2, 1.3, 1.4,1.5

CyberCops

Identifying Ways to be SafeGrade 8

Ophea | 2016 | CyberCops

cyberharassed” and “what supports are available to me”.

A&E - Consolidation

Teacher observation of students’ demonstrated application of interpersonal skills and critical and creativethinking skills as they demonstrate an understanding of cyberharassment and Internet safety whileassessing potentially harmful situations and analyse the impact of violent behaviours using StudentResource: Profile Recorder

Ideas for Extension

Using Student Resource: Understanding Internet Safety Protocol have students read through the articleand discuss how they are currently being safe on the Internet and when sharing through social media, andwhat they could do to be safer when using ICT.

Using Student Resource: Air Dogs Internet Safety Poster Template (or create your own) have studentsdevelop a poster addressing Internet safety. Ensure that students include the three main points addressedin the Air Dogs resource:

Beware of Internet Fraud1.Avoid Counterfeit Software2.Report Bullying3.

Consider distributing Student Resource: Air Dogs Internet Safety Poster Sample as an example of anInternet Safety Poster.

Lesson 4 of 430 minutesCurriculum expectations: C2.2, C3.2, 1.3, 1.4,1.5

CyberCops

Analyse Situations That ArePotentially Dangerous to PersonalSafetyGrade 8

Ophea | 2016 | CyberCops

Lesson 4 of 430 minutesCurriculum expectations: C2.2, C3.2, 1.3, 1.4,1.5

CyberCops

Analyse Situations That ArePotentially Dangerous to PersonalSafetyGrade 8

Ophea | 2016 | CyberCops

Learning Goals

By the end of this lesson, students will be able to:

apply interpersonal skills and critical and creative thinking skills as they analyse situations that are potentially●

dangerous to their personal safety; and

identify support services and explain how to access them.●

Facility

Classroom, Computer Lab

Equipment List

Student Resource: Be Safe! Know Information and Communication Technology Uses

Student Resource: Steps in Decision-Making Model

Teacher Resource: Decision Making-Model Checkbric Assessment Tool

Teacher Resource: Decision Making-Model Sample for Luke

Teacher Resource: ICT Case Scenarios

Minds On

Model a decision-making process by working through one of the dilemmas that Luke encountered in thegame (e.g., the decision to help Terry sell laptops; the decision to not come forward with information

Lesson 4 of 430 minutesCurriculum expectations: C2.2, C3.2, 1.3, 1.4,1.5

CyberCops

Analyse Situations That ArePotentially Dangerous to PersonalSafetyGrade 8

Ophea | 2016 | CyberCops

when Marisol questions him; the choice to not implicate Terry because he is worried about hissnowboarding career). Using Teacher Resource: Decision-Making Model Sample, lead a class discussion.

A&E - Minds On

Teacher observation of students’ demonstrated understanding of the decision-making process as theydemonstrate an understanding of cyberharassment and Internet safety while assessing potentiallyharmful situations

Action

Have students individually analyse a case scenario (see Teacher Resource: ICT Case Scenarios) bycompleting Student Resource: Steps in Decision-Making Model for one of the case scenarios.

Distribute or post Teacher Resource: Decision-Making Model Checkbric Assessment Tool and discuss theassessment tool.

Have students identify the problem, explore the options or alternatives, evaluate the possibilities,consider the consequences, make a decision, and reflect on that decision.

To help students in the decision-making process have them refer back to Student Resource: Be Safe!Know Information and Communication Technology Uses.

A&E - Action

Teacher observation of students’ demonstrated application of interpersonal skills and critical and creativethinking skills as they demonstrate an understanding of cyberharassment and Internet safety whileassessing potentially harmful situations and analyse the impact of violent behaviours using TeacherResource: Decision-Making Model Checkbric Assessment Tool

Lesson 4 of 430 minutesCurriculum expectations: C2.2, C3.2, 1.3, 1.4,1.5

CyberCops

Analyse Situations That ArePotentially Dangerous to PersonalSafetyGrade 8

Ophea | 2016 | CyberCops

Consolidation

Have students create a Public Service Announcement (PSA). Students choose one piece of Internet safety(direct messaging, social media, account security, hacking, blogging, etc.) and make their audience awareof how to stay safe. Students also choose a target audience and a medium for the PSA. The PSA can bedelivered through a poster, video, rap/song, story, or PowerPoint presentation. Students need to addressthe following areas:

Safety concern●

Strategies on how to be safe●

Available supports that assist victims of violence●

A&E - Consolidation

Teacher observation of students’ demonstrated application of interpersonal skills and critical and creativethinking skills as they demonstrate an understanding of cyber harassment and Internet safety whileassessing potentially harmful situations and analyse the impact of violent behaviours using TeacherResource: Decision-Making Model Checkbric Assessment Tool

Ophea | 2016 | Air Dogs (Grade 8)

8Student Resource: Steps in Decision-Making Model

Healthy Living Air Dogs (Page 1 of 1)

What is the problem?

What are the situations that are dangerous?

What are the options and choices? Analyse and weigh the options keeping in mind the consequences (include supports that are available).

Option 1 Option 2 Option 3

Consequences Option 1 Consequences Option 2 Consequences Option 3

Make a decision based on your options Reflect on your decision. I chose this option because...

Ophea | 2016 | Air Dogs (Grade 8)

8Student Resource: Understanding Internet Safety Protocol

Healthy LivingAir Dogs (Page 1 of 2)

As we begin to delve into this vast open space we refer to as the Internet, we must first examine and adhere to a set of protocols to ensure our safety needs are met.

It is very easy to hop onto a Direct Messenger (DM) service while at home doing homework or even in school when doing class work. As long as the computer you are using has allowed you to download and install the DM software, you’re set to chat with friends and anyone else who chooses to chat with you.

So what’s the big deal? Why does everyone want us to stay so anonymous when we’re using the Internet? I could win a trip to Florida by filling in the contest pop-up form. Or, I can win an iPod or the new X-box gaming console if I just give them my address and phone number. It will even get sent to my home!

The big deal is that there are many companies that use this information for other purposes. They can sell your personal information to anyone. The person who created the contest form may not even be part of a company, but possibly someone who is an ‘online predator’. By providing information and interacting (i.e. chatting) in an online environment like the Internet, we open up our vulnerabilities to people we just don’t know. This is what makes the Internet an ‘unsafe’ place. This is why we need to know and understand Internet safety protocols.

1 Chat with people you know. Be aware that the person you are chatting with via Instant Messaging may not be who he/she claims to be. There have been many instances where students are under the impression they are talking with a youth, when in fact the person is actually an older adult. Just because you talk to them on a regular basis online, does NOT make them a friend.

2 Keep all personal information off the Internet. We refer to information about you as personal information because it is just that – personal. Never give out specific information about yourself online, whether you are filling out an email application form or a contest form that states you’re a winner! Both attempts are made by the form designer to manipulate you into providing information to them. It’s easy to get caught – be cautious.

3 Keep your passwords private. When registering for email accounts – or a school network account – try to use a password that no one can guess. Family and pet names, birthdates and nicknames are too easy to guess for someone who wants access to your account. Never share you password with anyone – even a best friend. You never know how careful they are when using it. If you think someone might have guessed your password, change it right away.

4 Protect your computer. Another way to protect yourself is to actually protect your computer. Make sure that you have a current anti-virus software program installed on your computer. It’s also a good idea to make sure that you have installed an anti-spyware software. Spyware software can take partial control of your computer to do a variety of things without your consent. Protect yourself by protecting your computer.

Ophea | 2016 | Air Dogs (Grade 8)

8Student Resource: Understanding Internet Safety Protocol

Healthy LivingAir Dogs (Page 2 of 2)

5 Cyberbullying can take many forms today. You may be bullied in an instant message; an online chat room; an email or text message; or you may even be mentioned on someone’s website in a negative way. If you feel you are being bullied online there are several steps to help your situation. a) T urn to a trusted adult. It might sound cliché, but trusting an adult with this information

really does help. This could be your parent/guardian, caregiver or a teacher you get alongwith. Talking about this with an adult can help the situation before it becomes even worse.

b) Never agree to meet someone you don’t know . If you like to DirectMessage (DM) then you’re just like most youth your age. This is a lot of fun to use, but be wary ofwhom you arechatting with. A friend of a friend who you don’t really know may simply be impersonatingsomeone your age. People you invite to chat with that you have never met may be dangerous people. Never agree to meet someone in person who you don’t know. If you really want to meet someone that you have met in an online environment, take an adult with you. If the personis safe they shouldn’t object to meeting you with another person. If someone continuallymakes you feel uncomfortable by inviting you to chat ‘privately’ online, or threatens you in some form, tell an adult or contact your local police.

c) Have you ever thought about blocking? If someone invites you to chat or wants to be addedto your DM ‘contact list’, but you don’t recognize the name – simply block that person. If they are indeed one of your friends then they can tell you their ‘online name’ when you see them in person. By blocking people you don’t know you are essentially blocking possible bullies. If the bully doesn’t get a rise out of you because you do not respond to their negativeemails or have blocked them, they may stop bullying you.

Ophea | 2016 | Air Dogs (Grade 8)

8Student Resource: Be Safe! Know Information and Communication Technology Uses

Healthy Living Air Dogs (Page 1 of 1)

Before

True FalseStatement

After

True False

1. Direct Messaging people I do not know is dangerous.

2. It is important to always use a good, up-to-date anti-virusand spyware blocking program.

3. Bullying can instigate further violent acts such as assault,robbery and extortion.

4. Posting information that may be used to identify or findyou offline such as full name, address, cell or phonenumber, school or sports team, or links to sites thathave that information is not recommended at any time.

5. It is advisable to keep your password a secret even if anemail asks you to log on to a site.

6. It is possible to talk to several people at once withoutknowing it.

7. Your computer camera images could easily be sharedanywhere by anyone.

8. Software piracy and computer hacking are “cool” activities.

9. People can be bullied using Information and CommunicationTechnologies.

10. 21% of kids have received mean or threatening email orother messages.

11. 65% of students between 8-14 have been involveddirectly or indirectly in a cyberbullying incident as thebully, victim or friend.

12. 40% of students have had their password stolen andchanged by a bully (locking them out of their ownaccount) or sent communications posing as them.

Question Swap

One or two questions that I have are:

1.

2.

Ophea | 2016 | Air Dogs (Grade 8)

8Student Resource: Code of Conduct

Healthy Living

Air Dogs (Page 1 of 1)

Code of Conduct

What does the Code of Conduct Say:

Standards of Behaviour

Respect, civility and responsible citizenship All school members must:

• respect and comply with all applicable federal,provincial, and municipal laws;

• demonstrate honesty and integrity;• respect differences in people, their ideas,

and their opinions;• treat one another with dignity and respect at all

times, and especially when there is disagreement;• respect and treat others fairly, regardless of,

for example, race, ancestry, place of origin,colour, ethnic origin, citizenship, religion,gender, sexual orientation, age, or disability;

• respect the rights of others;• show proper care and regard for school property

and the property of others;• take appropriate measures to help those in need;• seek assistance from a member of the school

staff, if necessary, to resolve conflict peacefully;• respect all members of the school community,

especially persons in positions of authority;• respect the need of others to work in an

environment that is conducive to learningand teaching;

• not swear at a teacher or at another personin a position of authority.

What needs to be added:

Standards of Behaviour

Respect, civility and responsible citizenship All school members must:

iMinistry of Education. (2001). Code of Conduct, Ontario Schools. http://www.edu.gov.on.ca/extra/eng/ppm/128.pdf

Ophea | 2016 | Air Dogs (Grade 8)

8Student Resource: Cyber Graphic Organizer

Healthy LivingAir Dogs (Page 1 of 1)

What types of ICT does he use? What enticed Luke to get involved with the Laptop scheme?

What are the positive choices Luke makes?

What are his past experiences with the law?

What are the negative choices Luke makes?

Luke15 years old

What prevented him from reaching out for help?

What supports are available to him?

What are the dangers associated with the ICT used by Luke?

Ophea | 2016 | Air Dogs (Grade 8)

8Student Resource: Information and Communication Technology (ICT) Inventory

Healthy LivingAir Dogs (Page 1 of 1)

What does ICT mean?

What types of ICT do you use?

What are the dangers associated with using ICT?

Types of ICT regularly used by the public are...

What are your family rules around using ICT?

Some inappropriate uses of ICT are...

ICT Inventory

Ophea | 2016 | Air Dogs (Grade 8)

8

Student Resource: Air Dogs Log Book

Healthy LivingAir Dogs (Page 1 of 1)

Air Dogs Log Book

Question 1: Stephen challenges the players to compare the legitimate disc with one that Luke has burned in the basement. How can you spot the fake?

Answer:

Question 2: a) Using the Bar Code Chart, what is the waybill number? b) What does Luke’s package contain? c) What are the credit card and expiration numbers from the waybill?

Answer: a)

b)

c)

Question 3: a) Can you find the password to open Luke’s email? b) Who has sent Luke emails? c) Who is responsible for creating the bullying website?

Answer: a)

b)

c)

Question 4: a) Whose bank statement is this? b) What is the hidden message? c) What is Terry’s bank account number?

Answer: a)

b)

c)

Question 5: What is the latitude and longitude of Terry’s location?

Answer: latitude: longitude:

Ophea | 2016 | Air Dogs (Grade 8)

8Student Resource: Air Dogs Internet Safety Poster Sample

Healthy Living Air Dogs (Page 1 of 1)

Luke is an airdog. He pushes himself past the limit – on the mountain and on-line. Did he go too far this time?

A computer game about risks and consequences.

PROTECT YOURSELF

Don’t Pirate Software. Software piracy is copying games, movies or music without

permission. It is just like stealing from a store. If you thought about the consequenc-es, would you do it?

Don’t Steal On-line. Friends may ask you to get involved in credit card fraud, promising

to reward you. Remember, if they were really your friends they wouldn’t ask you to commit a crime.

Report Bullying. If people are bullying you into doing things that are wrong, don’t

get involved! Tell an adult you trust: a parent, teacher or police officer. They can make a difference.

1 2 3

Ophea | 2016 | Air Dogs (Grade 8)

8Student Resource: Air Dogs Internet Safety Poster Template

Healthy Living Air Dogs (Page 1 of 2)

Ophea | 2016 | Air Dogs (Grade 8)

8Student Resource: Air Dogs Internet Safety Poster Template

Healthy Living Air Dogs (Page 2 of 2)

Select One Photo

A B

C D

Ophea | 2016 | Air Dogs (Grade 8)

8Student Resource: Profile Recorder

Healthy Living Air Dogs (Page 1 of 1)

How was Luke vulnerable and enticed into the choices he made? (Consider the ICT’s he used, his character, social influences, parent/guardian influences, past experiences and interests.)

How am I vulnerable and how could I be enticed into making unsafe choices? (Consider the ICT’s you use, your own character, social influences, parent/guardian influences, past experiences and interests.)

Similarities (between Luke and me) Differences (between Luke and me)

ASS

P

EXIT

3 - 5 ways to prevent myself from being cyberharrassed What supports are available to me?

Ophea | 2016 | Air Dogs (Grade 8)

8Teacher Resource: Decision-Making Model Checkbric Assessment Tool

Healthy LivingAir Dogs (Page 1 of 1)

By the end of grade 8, students will: • Analyse situations that are potentially dangerous to personal safety

• Identify support services that assist victims of violence, and explain how to access them

To assist in the assessment of student understanding related to the above expectations, use the ‘checkbric’ below with the decision making model (Student Resource 6) following Lesson 4.

Level 1

Students have identifiedthe problem and or dangers associated with it with limited ability.

Students have identified the options and supports available with limited ability.

Evaluates decision made with a limited degree of effectiveness.

Analyses the alternative or consequences of the scenario with a limited degree of effectiveness.

Level 3

Students have identified most of the problems and or dangers associated with it.

Students have identified most of the options and supports available.

Evaluates decision made with a considerable degree of effectiveness.

Analyses the alternatives or consequences of the scenario with a considerable degree of effectiveness.

Level 4

Students have clearly and accurately identified the problem and or dangers associated with it.

Students have clearly identified the options and supports available.

Evaluates decision made with a high degree of effectiveness.

Analyses the alternatives or consequences of the scenario with a high degree of effectiveness.

Level 2

Students have identified some of the problems and or dangers associated with it.

Students have identified most of the options and supports available.

Evaluates decision made with some degree of effectiveness.

Analyses the alternatives or consequences of the scenario with some degree of effectiveness.

Ophea | 2016 | Air Dogs (Grade 8)

8Teacher Resource: Four Corners - Student Sample

Healthy LivingAir Dogs (Page 1 of 1)

Cyberharassment is a big deal/problem

Cyberharassment is a big deal/problem

• It is a hot hot topic right now…• I have been in the hot seat with this…

• I have a group of friends that hadsome problems with harassment onthe Internet

• My friends and I block out people wedon’t know

• I am not really sure if I know what is safe?• What happens if you get caught?

• I have been warned to monitor how I usethe computer because of some issues withinappropriate use of the Internet

• There are laws around cyberbullying just like traffic laws

Ophea | 2016 | Air Dogs (Grade 8)

8

Teacher Resource: ICT Case Scenarios

Healthy LivingAir Dogs (Page 1 of 2)

ICT Case Scenarios Case Scenario #1: Copyright Sameer bought a CD compilation from his classmate Mark. Mark charges $6 for a personalized music CD. Sameer doesn’t know where Mark gets all his music from, and has never bothered to ask.

Mark is using a free Peer to Peer software program that allows him to download music for free from other user’s computers. He is not paying for these downloads and is profiting from this illegal action by selling music CDs to his friends.

a) Is Sameer putting himself at risk by purchasing these burned CDs from Mark? b) Is Mark putting himself at risk by downloading the music and then selling CD compilations? c) If you had access to a computer that could download music or videos, would you download them?

Is this okay?

Case Scenario #2: Direct Messaging Lucy isn’t the most popular girl in grade 9, but she has a few good friends. She is smart, does her homework all the time, and last year her parent/guardians bought her a computer as a reward for graduating with honours. She uses it all the time now that she is in high school.

In her grade 9 geography class, Lucy is assigned to a group which includes some of the “cool” kids from her previous school. She offers to have the group meet at her house after school to work on the project.

When Lucy left her room to get some snacks for the group, one of the “cool kids” noticed her school Direct Messaging App was open, and used this access to send some messages from her account: 1. A cruel and hurtful message to Lucy’s good friend

2. A love note to the captain of the football team, and 3. A rude message to one of their teachers.

These messages have hurt Lucy’s reputation as a quiet and good student and as a good friend.

a) How did Lucy put herself in a position to be bullied? b) What could Lucy do to protect herself from this happening again?

Case Scenario #3: Chat Room Meetings Anita and her best friend Sandra both joined an online chat room about basketball. The group discusses all kinds of basketball topics (events, players, new moves, etc). Both girls participate in many of the discussion threads.

Lately, Anita has been invited to private chats with Jonathan – another member of the online group. Recently, Jonathan has been talking about a lot more than just basketball. He has been talking about wanting a girlfriendto hang out with and to play more than just basketball with. Jonathan seems like a really nice guy and his online profile is really similar to Anita’s. Anita decides to accept his invitation to meet at a downtown mall.It’s a public place so she knows she’ll be safe.

Anita decides not to tell Sandra or her parent/guardians about Jonathan’s latest flirtatious emails – and will tell them about their encounter after they meet.

a) Did Anita make an informed decision when she chose to meet Jonathan? b) Is Anita putting herself in a situation that is potentially dangerous to her personal safety? c) How could Anita have handled this situation differently?

Ophea | 2016 | Air Dogs (Grade 8)

8

Teacher Resource: ICT Case Scenarios

Healthy Living | Air Dogs (Page 2 of 2)

ICT Case Scenarios (cont.) Case Scenario #4: The Cyberbully Website Some of the kids at SunnyviewMiddle School decided to set up an anonymous website expressing their views about different students at their school. The first page contains an Internet Polling Survey listing the fattest student, the ugliest boy and the sluttiest girl in grade 8. Pictures were placed beside the names in each survey. Anna showed the site to her friend Kathy. Both of them are listed on the site.

The second page of the website shows many pictures of a handful of students with rude or cruel captions. Again Kathy found herself portrayed on this page with a caption that took her school picture completely out of context. What is even more distressing is that Anna found out about this website because her older sister had the web link sent to her as a text message on her cell phone. The website is being passed around the local high school to vote.

a) Is there anything Kathy or Anna can do now that they have found this site? b) Is there anyone they can talk to about this situation?

Case Scenario #5: Credit Card theft/fraud Layla decided to invite some friends over for a small house party while her parents/guardians were out for the night. One of her friends accidentally forwarded the email invitation to everyone in her address book. The email was then widely circulated. The result was that by 8 p.m. her house was overflowing with people.

Gary, the older brother of one of Layla’s friends stopped by, grabbed a slice of pizza then snooped around the house. In a short period of time he found Layla’s room and her wallet with the credit card her parents/ guardians had given her for emergency use. Gary copied down the credit card information and used it to buy several items over the next month online.

Enjoying the fruits of his labour, Gary threatened to tell Layla’s parents/guardians about the party if she told on him. Since this was the first time Layla’s parents/guardians had trusted her to stay home alone, she does not want them to lose their trust in her.

a) How would you handle this situation if you were Layla? b) What would you do if you were one of her friends at the party? c) What are the potential consequences if she does not tell her parent/guardian? d) What are the potential consequences if she does tell her parent/guardian?

Case Scenario #6: Sext Jenny has been texting with a guy at school and after a couple of weeks of small talk he has started sending her sexts. She doesn’t like him that way and they make her feel uncomfortable. Now the guy has been pressuring her to send some back.

a) What are some of the risks Jenny is taking if she responds to the sext? b) In what ways might Jenny respond? c) Who could Jenny talk to for support?

Ophea | 2016 | Air Dogs (Grade 8)

8

Teacher Resource: Air Dogs Log Book Answers

Air DogsHealthy Living (Page 1 of 1)

Question 1: Stephen challenges the players to compare the legitimate disc with one that Luke has burned in the basement. How can you spot the fake?

Answer: hologram, TJ, logo

Question 2: a) Using the Bar Code Chart, what is the waybill number? b) What does Luke’s package contain? c) What are the credit card and expiration numbers from the waybill?

Answer: a) 0367294158

b) laptops, 2 laptops, two laptops

c) 4423 12/11

Question 3: a) Can you find the password to open Luke’s email? b) Who has sent Luke emails? c) Who is responsible for creating the bullying website?

Answer: a) snowboarder , snowboard and goggles

b) Terry, Continental Bank of Canada, Jeannette

c) Taylor and James or TJ

Question 4: a) Whose bank statement is this? b) What is the hidden message? c) What is Terry’s bank account number?

Answer: a) Luke’ s

b) You may need this GBAH DEBF GADE DDBC AB/AATerry

c) 02369257

Question 5: What is the latitude and longitude of Terry’s location?

Answer: latitude: 44.942˚ N longitude: 72.215˚ W

Please note if a computer malfunctions, teachers may want to go back to the same spot in the game quickly. To skip a clue, wait for the dialog box to appear and type the word “skip”.

Ophea | 2016 | Air Dogs (Grade 8)

8Teacher Resource: Introduction to the Game (The Real Story)

Healthy LivingAir Dogs (Page 1 of 1)

The Air Dogs computer game is based on a 2003 police case from Massachusetts in which a U.S. snowboarding coach created an international cybertheft network and manipulated dozens of youth into assisting him.

In 2002, he was caught crossing the U.S./Canadian border with a notebook filled with stolen credit card numbers. He served three years in prison. After his release, he assisted LiveWires Design and the Massachusetts Association of District Attorneys in the development of this program.

In the fictionalized version of the story, Luke is a youth who shows great promise as a snowboarder. However, he needs money for gear and training in order to reach the top of the sport, so he begins to counterfeit software in his basement.

As the game opens, Luke has been arrested and convicted. Students examine the legal and illegal discs to see if they can spot the detail proving Luke has counterfeited the software.

Luke’s arrest is made all the more painful because his father, Stephen, is a police officer who works on joint projects with the U.S. Department of Homeland Security. Stephen’s counterpart in Vermont is Marisol, a by-the-book agent who has been sent in from New York City to step up law enforcement along the U.S./Canadian border.

When Stephen finds that his son is receiving courier packages from the U.S., he is suspicious. He asks students to track the waybill number of a parcel. They find it contains two laptop computers. But before Stephen can question his son, two bullies descend on Luke and threaten him. Luke hands over the laptops.

Stephen and Marisol disagree on how the problem should be addressed. As a father, Stephen wants to sort out the problem with the bullies privately; Marisol believes that the police should be involved. “Theft. Extortion. These are crimes, whether you are sixteen or sixty.”

The police seize the computers belonging to Luke and the two bullies. When students review the files they find that the older bullies were behind the software piracy. Luke, their younger accomplice, was pressured into taking the blame.

The files reveal there is only one bright light in Luke’s life: his snowboarding coach, Terry, who has praised Luke’s talent in a snowboarding magazine. But even Terry’s support proves to be a fantasy. When students strip away the color bands of a photograph Terry has sent, they discover a secret message with Terry’s bank account number.

Marisol suspects that Terry has been using stolen credit cards to buy laptops, which he ships to Luke. Although Luke believes he has a “job” selling laptops, he is actually fencing (selling) stolen property.

Faced with the possibility of spending the next year in jail, Luke gives Marisol a cell phone number she can use to track Terry. Students are given a 3-D map of the border area between Vermont and Quebec, and use triangulation to locate Terry.

The Department of Homeland Security tracks Terry with two infrared cameras, one on the ground and one in the air. Students must spot the tiny figure of Terry as he makes his way through the forest on snowshoes. When Marisol moves in for the arrest, Terry threatens his Canadian accomplice: “Luke, remember. If I go down, you go down.”

Ophea | 2016 | Air Dogs (Grade 8)

8Teacher Resource: Decision-Making Model Sample for Luke

Healthy Living

Air Dogs (Page 1 of 1)

What is the problem?

Luke is being bullied by Taylor and James, both on the Internet and in person.

What are the situations that are dangerous?

Bullying can lead to more aggressive forms of violence. Other students may see that it is easy to bully Luke and may start to join in.

What are the options and choices? Analyse and weigh the options keeping in mind the consequences (include supports that are available).

Option 1

Ignore the problem and hope that it goes away.

Option 2

Fight back against Taylor and James.

Option 3

Go to a trusted adult for help, and tell them what Taylor and James have been doing.

Consequences Option 1

The bullying continues or it might even become more severe.

Consequences Option 2

The bullying might become more intense. More problems could be created by fighting back. The bullying might become more physical.

Consequences Option 3

Taylor and James could findthem ­selves in trouble . Taylorand James could come back to deal with Luke later. Other things that Luke has done may come out.

Make a decision based on your options

Go to a trusted adult for help, and tell the adult what Taylor and James have been doing.

Reflect on your decision. I chose this option because...

I chose this option because now someone else is aware of what is going on. Taylor and James now have to be aware that they might be seen by an adult when they are bullying Luke. Luke may find himself in trouble too, but at least the bullying will not continue from Taylor and James.

Ophea | 2016 | Air Dogs (Grade 8)

8Teacher Resource: Word Cards

Healthy LivingAir Dogs (Page 1 of 2)

Smart Phone

A cell phone with a built-in camera with the ability to take photographs, access the Internet, and transmit video and video calls.

Information and Communication

Technologies (ICT)

Describe a range of technologies that are used to convey and or manipulate information. Examples of ICT include: Desktop Computers; Tablets; GPS systems; Mobile Cell Phones; Internet; Television; Satellite Radios; DVD’s and CD Rom’s; Digital Music Players; Digital Cameras and USB Flash Drives.

Instant Messaging

Communication software allows users to exchange information online in a synchronous (live) environment. Communication (usually between two people) is achieved instantaneously, hence the term ‘Instant Message’, also known as Direct Messaging [DM].

Peripherals

Include internal and external devices that are attached to your computer. Peripheral examples include: Scanners, printers, mice, keyboards, speakers, CD ROM drives and modems.

Ophea | 2016 | Air Dogs (Grade 8)

8Teacher Resource: Word Cards

Healthy LivingAir Dogs (Page 2 of 2)

Pirating Software

The act of replicating software applications for the purpose of illegal distribution. Software is purchased with a specific licensing agreement. By copying CD ROMs a user is infringing upon this agreement.

URL (Uniform Resource

Locator)

The address of a resource or webpage displayed in the address bar of a web browser.

Web Browser

A software application that allows users to find, access and utilize information on the Internet.

Ophea | 2016 | Air Dogs (Grade 8)

8Teacher Resource: Mo dified Word Wall - Student Sample

Healthy LivingAir Dogs (Page 1 of 2)

Modified Word Wall - Student Sample

Smart Phone Peripherals

ICT (Information and Communication technologies)

Instant Messaging

Pirating Software Web Browser

URL (Uniform Resource Locator)

Word Cards with Definitions

Smart Phone A cell phone with a built in camera with the ability to take photographs, access the Internet and transmit video and video calls.

Web Browser A software application that allows users to find, access and utilize information on the Internet.

Ophea | 2016 | Air Dogs (Grade 8)

8Teacher Resource: Mo dified Word Wall - Student Sample

Healthy LivingAir Dogs (Page 2 of 2)

Peripherals Include internal and external devices that are attached to your computer. Peripheral examples include: scanners, printers, mice, keyboards, speakers, CD ROM drives and modems.

URL The address of a resource or webpage displayed in the address bar of a web browser.

Instant Messaging Communication Software allows users to exchange information online in a synchronous (live) environment. Communication (usually between two people) is achieved instantaneously, hence the term ‘Instant Message’, also known as Direct Messaging [DM].

Pirating Software The act of replicating software applications for the purpose of illegal distribution. Software is purchased with a specific licensing agreement. By copying CD ROMs a user is infringing upon this agreement.

ICT Describes a range of technologies that are used to convey and or manipulate information. Examples of ICT include: desktop computers; tablets; GPS systems; mobile cell phones; Internet; television; satellite radios; DVD’s and CD Rom’s; digital music players; digital cameras and USB flash