{"id":23,"date":"2025-02-03T16:23:42","date_gmt":"2025-02-03T16:23:42","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/front-matter\/lesson-cyber-choices-tame-the-tyrannolaurus\/"},"modified":"2025-07-28T19:10:54","modified_gmt":"2025-07-28T19:10:54","slug":"lesson-cyber-choices-tame-the-tyrannolaurus","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/front-matter\/lesson-cyber-choices-tame-the-tyrannolaurus\/","title":{"raw":"Lesson: Cyber Choices - Tame the Tyrannolaurus","rendered":"Lesson: Cyber Choices &#8211; Tame the Tyrannolaurus"},"content":{"raw":"<span class=\"ng-star-inserted\" data-start-index=\"0\">In this lesson, students learn what to do when they witness cyberbullying.<\/span>\r\n\r\n<strong>Grade range: <\/strong>4-6<strong>\r\n<\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/before-the-story-2\/\">Teacher Material<\/a><\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/discovering\/chapter\/to-share-or-not-to-share\/\">Student Material<\/a><\/strong>\r\n\r\n<strong>Time Frame<\/strong>\r\n<table border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td><\/td>\r\n<td><strong>One class period (45-60 minutes)<\/strong><\/td>\r\n<td><strong>Two or three class periods (90-120 minutes)<\/strong><\/td>\r\n<td><strong>Extended Unit\r\n<\/strong><\/td>\r\n<td><strong>\u00a0<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong>Activities<\/strong><\/td>\r\n<td>&nbsp;\r\n\r\nBefore the Story\r\n\r\nDuring the Story\r\n\r\nAfter the Story\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td>&nbsp;\r\n\r\nBefore the Story\r\n\r\nDuring the Story\r\n\r\nAfter the Story\r\n\r\nHelping People Guidelines\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td>Before the Story\r\n\r\nDuring the Story\r\n\r\nAfter the Story\r\n\r\nHelping People Guidelines\r\n\r\nYou Finish the Story<\/td>\r\n<td><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>\u00a0<\/strong>\r\n\r\n<strong>Preparation:<\/strong>\r\n\r\n<span style=\"color: #000000\"><em>Cyber Choices<\/em> is an interactive tutorial designed to teach students the essential digital citizenship skills they need to make safe, wise and responsible choices online. It does this by allowing students to guide characters through four stories that present them with moral dilemmas on a variety of online ethical issues. At key moments in each story students face Decision Points where they have to choose between two possible ways of resolving a situation. Because the tutorial\u2019s focus is on the power young people have to make choices, before students decide what to do they are given a list of reasons why they might choose one action or another, and then must sort out which reasons support which actions. Only when they have sorted the reasons successfully can they choose between the options and continue the story. This forces students to think carefully about their decisions and the possible reasons and consequences of each one.<\/span>\r\n\r\n<span style=\"color: #000000\">Each of the four stories focuses on a different issue and can be completed separately. All of the stories have multiple endings which students reach based on the choices they make. Students are encouraged to play each story more than once in order to see how it might turn out differently if they make different choices.<\/span>\r\n\r\n<span style=\"color: #000000\"><strong>Technical Requirements<\/strong><\/span>\r\n\r\n<span style=\"color: #000000\">Make sure that students can access the interactive activities in the student chapters.<\/span>\r\n\r\n<span style=\"color: #000000\"><em>Cyber Choices<\/em> requires the following minimum hardware and software:<\/span>\r\n\r\n<span style=\"color: #000000\"><strong>Hardware Requirements:<\/strong><\/span>\r\n<ul>\r\n \t<li><span style=\"color: #000000\">Internet connected desktop device (Laptop, PC) or iPad2 or higher<\/span><\/li>\r\n \t<li><span style=\"color: #000000\">Minimum screen resolution: 1024px x 768px<\/span><\/li>\r\n<\/ul>\r\n<span style=\"color: #000000\"><strong>Software Requirements:<\/strong><\/span>\r\n<ul>\r\n \t<li><span style=\"color: #000000\">Operating System: Microsoft Windows 7+ or Mac OSX 10.11+ or Chrome SO<\/span><\/li>\r\n \t<li><span style=\"color: #000000\">JavaScript enabled browser: Google Chrome v22 or later, Firefox v17 or later, Safari v9 or later, Internet<\/span><\/li>\r\n \t<li><span style=\"color: #000000\">Explorer 11 or later, Microsoft Edge.<\/span><\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\n<span style=\"color: #000000\"><strong>Other Requirements:<\/strong><\/span>\r\n<ul>\r\n \t<li><span style=\"color: #000000\">Speakers or headphones (one pair per student)<\/span><\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\n<span style=\"color: #000000\"><strong>Incorporating <em>Cyber Choices<\/em> into Your Classroom<\/strong><\/span>\r\n\r\n<span style=\"color: #000000\"><em>Cyber Choices<\/em> is designed to allow flexibility in how you incorporate it into your classroom. Below are some suggested approaches which you can choose from based on the grade level of your class and the needs of your students. You may also wish to use a mix of different approaches, for instance completing one or more stories as a teacher-led activity and then allowing students to complete the remaining stories independently.<\/span>\r\n\r\n<span style=\"color: #000000\">1. Teacher-led<\/span>\r\n\r\n<span style=\"color: #000000\">If you have access to a data projector or interactive whiteboard, you can project <em>Cyber Choices<\/em> onto a screen and complete it as a class. In this approach, you or a student you designate will control the tutorial as the class collaborates in completing the different stories and activities. This approach is recommended for younger students.<\/span>\r\n\r\n<span style=\"color: #000000\">2. Pair or Group Work<\/span>\r\n\r\n<span style=\"color: #000000\">Depending on the number of computers available, students can complete <em>Cyber Choices<\/em> in pairs or groups, with each group member acting as a \u201cgroup leader\u201d for different stories. You may choose to use the worksheets so that students can demonstrate their learning as they complete the stories or as assessment or evaluation tools once they have completed the tutorial. Between stories, you may also choose to have students discuss their experiences as a class.<\/span>\r\n\r\n<span style=\"color: #000000\">3. Remote Delivery<\/span>\r\n\r\n<span style=\"color: #000000\">If some or all of your class is being delivered remotely, you may have students complete the stories on their own (or with their parents as homework) or share your screen and conduct a teacher-led session.<\/span>\r\n\r\n<span style=\"color: #000000\">4. Hybrid<\/span>\r\n\r\n<span style=\"color: #000000\">You can also use the <em>Cyber Choices<\/em> homework handout to have students complete some or all of the scenarios at home, then take up the questions and any extension activities you choose in class.<\/span>\r\n\r\n&nbsp;\r\n<div>\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Learning Outcomes<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<em>Big ideas\/key concepts<\/em>: Students will understand that\u2026\r\n\r\nInteractions through digital media have a real impact\r\n<ul>\r\n \t<li>It can be hard to tell when something is cyberbullying<\/li>\r\n \t<li>What we do when we see cyberbullying has a big impact<\/li>\r\n<\/ul>\r\nDigital media experiences are shaped by the tools we use\r\n\r\nIt can be hard to tell how people are feeling when we talk to them or play with them online\r\n\r\n<em>Key questions<\/em>:\r\n<ul>\r\n \t<li>How can we tell if something is cyberbullying?<\/li>\r\n \t<li>What can we do when someone we know is being a cyberbully?<\/li>\r\n<\/ul>\r\n<em>Essential knowledge<\/em>: Students will know\u2026\r\n<ul>\r\n \t<li>Reading media: Ways that digital media influence how we use them and interact with others<\/li>\r\n \t<li>Ethics and empathy: Strategies for responding when we witness cyberbullying; things to consider to avoid making things worse<\/li>\r\n \t<li>Community engagement: Best practices for helping people online\r\n<ul>\r\n \t<li>Key vocabulary: [pb_glossary id=\"742\"]offline[\/pb_glossary],\u00a0[pb_glossary id=\"741\"]online[\/pb_glossary]<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<em>Performance tasks<\/em>: Students will be able to\u2026\r\n<ul>\r\n \t<li>Use: Use digital tools in a positive and ethical way<\/li>\r\n \t<li>Understand: Analyze how digital communication can make it harder to feel empathy or identify others' emotions<\/li>\r\n \t<li>Engage: Identify best practices for responding to cyberbullying<\/li>\r\n<\/ul>\r\n<strong>Student-friendly outcomes:<\/strong>\r\n<ul>\r\n \t<li>We will learn how the apps and websites we use can change the way we talk to each other and treat each other<\/li>\r\n \t<li>We will learn how we can tell if something is cyberbullying<\/li>\r\n \t<li>We will learn smart ways to respond when we see cyberbullying happening, and things to avoid doing that might make the situation worse<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div>\r\n\r\n&nbsp;\r\n\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Curriculum Connections<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n&nbsp;\r\n\r\n<strong>Strand A: Literacy Connections and Applications<\/strong>\r\n\r\n<strong>A2 Digital Media Literacy<\/strong>\r\n\r\nA2.1 Digital Citizenship\r\n\r\nexplain their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities\r\n\r\nA2.2 Online Safety, Well-Being and Etiquette\r\n\r\ndemonstrate an understanding of how to navigate online environments safely, manage their privacy and personal data, and interact in a way that supports their well-being and that of others, including seeking appropriate permission\r\n\r\nA2.4 Forms, Conventions, and Techniques\r\n\r\ndemonstrate an understanding of the forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts\r\n\r\nA2.7 Community and Cultural Awareness\r\n\r\ncommunicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate cultural awareness with members of the community\r\n\r\n<strong>A3 Applications, Connections, and Contributions<\/strong>\r\n\r\nA3.1 Cross-Curricular and Integrated Learning\r\n\r\nexplain how the knowledge and skills developed in this grade support learning in various subject areas and in everyday life, and describe how they enhance understanding and communication\r\n\r\n&nbsp;\r\n\r\n<strong>Strand C: Comprehension: Understanding and Responding to Texts<\/strong>\r\n\r\n<strong>C1 Knowledge About Texts<\/strong>\r\n\r\nC1.1 Using Foundational Knowledge and Skills to Comprehend Texts\r\n\r\nread and comprehend various texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge\r\n\r\nC1.3 Text Patterns and Features\r\n\r\n<em>Grade 4: <\/em>identify text patterns, such as spatial order in a graphic text, and text features, such as type styles and hyperlinks, associated with various text forms, including cultural texts, and explain how they help readers, listeners, and viewers understand the meaning\r\n\r\n<em>Grade 5: <\/em>identify text patterns, such as cause and effect in a persuasive text, and text features, such as a preface and glossary, associated with various text forms, including cultural texts, and explain how they help readers, listeners, and viewers understand the meaning\r\n\r\n<em>Grade 6:<\/em> analyze text patterns, such as problem-solution in a report, and text features, such as subheadings and pull-down menus, associated with various text forms, including cultural texts, and explain how they help readers, listeners, and viewers understand the meaning\r\n\r\nC1.4 Visual Elements of Texts\r\n\r\n<em>Grades 4-5: <\/em>explain how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts\r\n\r\n<em>Grade 6:<\/em> analyze and compare how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts\r\n\r\nC1.6 Point of View\r\n\r\n<em>Grades 4-5: <\/em>identify the narrator\u2019s point of view, including first, second, or third person, in a variety of texts, and describe the advantages and disadvantages of the approach used in each story\r\n\r\n<em>Grade 6: <\/em>identify the narrator\u2019s point of view, including first, second, or third person, in a variety of texts, providing evidence, and explain how using an alternative point of view would change each story\r\n\r\n<strong>C2. Comprehension Strategies<\/strong>\r\n\r\nC2.1 Prereading: Activating Prior Knowledge\r\n\r\nidentify and explain prior knowledge from various sources, including personal experiences, that they can use to make connections and understand new texts\r\n\r\nC2.2 Prereading: Identifying the Purpose for Reading, Listening, and Viewing\r\n\r\n<em>Grades 4-5: i<\/em>dentify a variety of purposes for engaging with texts, and select texts from diverse creators that are suitable for the purposes\r\n\r\n<em>Grade 6: <\/em>identify a variety of purposes for engaging with texts, select texts from diverse creators that are suitable for the purposes, and explain why the selections are appropriate\r\n\r\nC2.3 Monitoring of Understanding: Making and Confirming Predictions\r\n\r\n<em>Grades 4-5: <\/em>make predictions using background knowledge, text features, and evidence from the text, and pose questions to check whether their predictions were correct\r\n\r\n<em>Grade 6: <\/em>make predictions using background knowledge and textual information, pose questions to check whether their predictions were correct, and, if not, adjust their understanding\r\n\r\nC2.4 Monitoring of Understanding: Ongoing Comprehension Check\r\n\r\n<em>Grades 4-5: <\/em>use strategies such as adjusting reading rate, visualizing, reading ahead, asking questions, and consulting references and other texts or sources of information, to monitor and confirm their understanding of various texts\r\n\r\n<em>Grade 6: <\/em>use strategies such as visualizing, reading ahead, asking questions, and consulting references and other texts or sources of information, to monitor and confirm their understanding of various texts\r\n\r\nC2.5 Monitoring of Understanding: Making Connections\r\n\r\n<em>Grades 4-5: <\/em>describe how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them\r\n\r\n<em>Grade 6: <\/em>explain how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them\r\n\r\nC2.6 Summarizing: Identifying Relevant information and Drawing Conclusions\r\n\r\n<em>Grade 4: <\/em>summarize the main idea of a text and the supporting details in sequence, and draw a simple conclusion\r\n\r\n<em>Grade 5: <\/em>summarize the main idea of a text and the supporting details in sequence, and draw a well-supported conclusion\r\n\r\n<em>Grade 6:<\/em> summarize and record the main idea and supporting details in various texts, and draw well-supported\r\n\r\n<strong>C3 Critical Thinking in Literacy<\/strong>\r\n\r\nC3.2 Making Inferences\r\n\r\n<em>Grades 4-5: <\/em>make local and global inferences, using explicit and implicit evidence, to extend their understanding of various texts\r\n\r\n<em>Grade 6:<\/em> make local and global inferences, using explicit and implicit evidence, to develop interpretations about various texts and to extend their understanding\r\n\r\nC3.3 Analyzing Texts\r\n\r\n<em>Grade 4: <\/em>analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing the events of multiple plots, and explaining cause and effect\r\n\r\n<em>Grade 5:<\/em> analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing the events of multiple plots, recording relevant information, and explaining cause and effect\r\n\r\n<em>Grade 6:<\/em> analyze various texts, including literary and informational texts, by identifying main and supporting ideas, evaluating the quality of information and its relevance for a specific purpose, and formulating conclusions\r\n\r\nC3.5 Perspectives within Texts\r\n\r\n<em>Grades 4-5: <\/em>identify explicit and implicit perspectives communicated in various texts, explain how these perspectives are conveyed, give some evidence of any biases the texts may contain, and suggest how such biases could influence an audience\r\n\r\n<em>Grade 6:<\/em> explain explicit and implicit perspectives communicated in various texts, including narrative texts, provide any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such bias\r\n\r\nC3.6 Analysis and Response\r\n\r\n<em>Grades 4-5: <\/em>explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, and describe what insights or messages are conveyed\r\n\r\n<em>Grade 6:<\/em> explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, analyze the insights or messages conveyed, and identify different positions presented\r\n\r\nC3.8 Reflecting on Learning\r\n\r\n<em>Grades 4-5: <\/em>identify the critical thinking skills they used to analyze and evaluate various texts, and explain how these skills have helped them better understand the texts\r\n\r\n<em>Grade 6: <\/em>compare the critical thinking skills they used when analyzing and evaluating various texts, identify the skills that best supported their understanding, and explain why they are effective\r\n\r\n&nbsp;\r\n\r\n<strong>Strand D: Composition: Expressing Ideas and Creating Texts<\/strong>\r\n\r\n<strong>D1. Developing Ideas and Organizing Content<\/strong>\r\n\r\nD1.1 Purpose and Audience\r\n\r\nidentify the topic, purpose, and audience for various texts they plan to create, and explain why the chosen text form, genre, and medium suit the purpose and audience, and how they will help communicate the intended meaning\r\n\r\nD1.2 Developing Ideas\r\n\r\ngenerate and develop ideas and details about various topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences\r\n\r\nD1.4 Organizing Content\r\n\r\n<em>Grades 4-5: <\/em>select and classify ideas and collected information, using appropriate strategies and tools, and sequence content, taking into account the chosen text form, genre, and medium\r\n\r\n<em>Grade 6:<\/em> classify and sequence ideas and collected information, using appropriate strategies and tools, and identify and organize relevant content, taking into account the chosen text form, genre, and medium\r\n\r\n<strong>D2. Creating Texts<\/strong>\r\n\r\nD2.1 Producing Drafts\r\n\r\n<em>Grades 4-5: <\/em>draft texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies\r\n\r\n<em>Grade 6: <\/em>draft complex texts of various forms and genres, including narrative, expository, and informational texts, using a variety of media, tools, and strategies\r\n\r\n<strong>D3 Publishing, Presenting, and Reflecting<\/strong>\r\n\r\nD3.1 Producing Final Texts\r\n\r\n<em>Grade 4: <\/em>produce final texts using a variety of techniques and tools, including simple digital design and production tools, to achieve the intended effect\r\n\r\n<em>Grade 5: <\/em>produce final texts using a variety of techniques and tools, including digital design and production tools, to achieve the intended effect\r\n\r\n<em>Grade 6: <\/em>produce final texts, selecting a variety of suitable techniques and tools, including digital design and production tools, to achieve the intended effect\r\n\r\n<\/div>\r\n&nbsp;\r\n\r\n<\/div>\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<p><span class=\"ng-star-inserted\" data-start-index=\"0\">In this lesson, students learn what to do when they witness cyberbullying.<\/span><\/p>\n<p><strong>Grade range: <\/strong>4-6<strong><br \/>\n<\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/before-the-story-2\/\">Teacher Material<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/discovering\/chapter\/to-share-or-not-to-share\/\">Student Material<\/a><\/strong><\/p>\n<p><strong>Time Frame<\/strong><\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td><strong>One class period (45-60 minutes)<\/strong><\/td>\n<td><strong>Two or three class periods (90-120 minutes)<\/strong><\/td>\n<td><strong>Extended Unit<br \/>\n<\/strong><\/td>\n<td><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Activities<\/strong><\/td>\n<td>&nbsp;<\/p>\n<p>Before the Story<\/p>\n<p>During the Story<\/p>\n<p>After the Story<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td>&nbsp;<\/p>\n<p>Before the Story<\/p>\n<p>During the Story<\/p>\n<p>After the Story<\/p>\n<p>Helping People Guidelines<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td>Before the Story<\/p>\n<p>During the Story<\/p>\n<p>After the Story<\/p>\n<p>Helping People Guidelines<\/p>\n<p>You Finish the Story<\/td>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Preparation:<\/strong><\/p>\n<p><span style=\"color: #000000\"><em>Cyber Choices<\/em> is an interactive tutorial designed to teach students the essential digital citizenship skills they need to make safe, wise and responsible choices online. It does this by allowing students to guide characters through four stories that present them with moral dilemmas on a variety of online ethical issues. At key moments in each story students face Decision Points where they have to choose between two possible ways of resolving a situation. Because the tutorial\u2019s focus is on the power young people have to make choices, before students decide what to do they are given a list of reasons why they might choose one action or another, and then must sort out which reasons support which actions. Only when they have sorted the reasons successfully can they choose between the options and continue the story. This forces students to think carefully about their decisions and the possible reasons and consequences of each one.<\/span><\/p>\n<p><span style=\"color: #000000\">Each of the four stories focuses on a different issue and can be completed separately. All of the stories have multiple endings which students reach based on the choices they make. Students are encouraged to play each story more than once in order to see how it might turn out differently if they make different choices.<\/span><\/p>\n<p><span style=\"color: #000000\"><strong>Technical Requirements<\/strong><\/span><\/p>\n<p><span style=\"color: #000000\">Make sure that students can access the interactive activities in the student chapters.<\/span><\/p>\n<p><span style=\"color: #000000\"><em>Cyber Choices<\/em> requires the following minimum hardware and software:<\/span><\/p>\n<p><span style=\"color: #000000\"><strong>Hardware Requirements:<\/strong><\/span><\/p>\n<ul>\n<li><span style=\"color: #000000\">Internet connected desktop device (Laptop, PC) or iPad2 or higher<\/span><\/li>\n<li><span style=\"color: #000000\">Minimum screen resolution: 1024px x 768px<\/span><\/li>\n<\/ul>\n<p><span style=\"color: #000000\"><strong>Software Requirements:<\/strong><\/span><\/p>\n<ul>\n<li><span style=\"color: #000000\">Operating System: Microsoft Windows 7+ or Mac OSX 10.11+ or Chrome SO<\/span><\/li>\n<li><span style=\"color: #000000\">JavaScript enabled browser: Google Chrome v22 or later, Firefox v17 or later, Safari v9 or later, Internet<\/span><\/li>\n<li><span style=\"color: #000000\">Explorer 11 or later, Microsoft Edge.<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000\"><strong>Other Requirements:<\/strong><\/span><\/p>\n<ul>\n<li><span style=\"color: #000000\">Speakers or headphones (one pair per student)<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000\"><strong>Incorporating <em>Cyber Choices<\/em> into Your Classroom<\/strong><\/span><\/p>\n<p><span style=\"color: #000000\"><em>Cyber Choices<\/em> is designed to allow flexibility in how you incorporate it into your classroom. Below are some suggested approaches which you can choose from based on the grade level of your class and the needs of your students. You may also wish to use a mix of different approaches, for instance completing one or more stories as a teacher-led activity and then allowing students to complete the remaining stories independently.<\/span><\/p>\n<p><span style=\"color: #000000\">1. Teacher-led<\/span><\/p>\n<p><span style=\"color: #000000\">If you have access to a data projector or interactive whiteboard, you can project <em>Cyber Choices<\/em> onto a screen and complete it as a class. In this approach, you or a student you designate will control the tutorial as the class collaborates in completing the different stories and activities. This approach is recommended for younger students.<\/span><\/p>\n<p><span style=\"color: #000000\">2. Pair or Group Work<\/span><\/p>\n<p><span style=\"color: #000000\">Depending on the number of computers available, students can complete <em>Cyber Choices<\/em> in pairs or groups, with each group member acting as a \u201cgroup leader\u201d for different stories. You may choose to use the worksheets so that students can demonstrate their learning as they complete the stories or as assessment or evaluation tools once they have completed the tutorial. Between stories, you may also choose to have students discuss their experiences as a class.<\/span><\/p>\n<p><span style=\"color: #000000\">3. Remote Delivery<\/span><\/p>\n<p><span style=\"color: #000000\">If some or all of your class is being delivered remotely, you may have students complete the stories on their own (or with their parents as homework) or share your screen and conduct a teacher-led session.<\/span><\/p>\n<p><span style=\"color: #000000\">4. Hybrid<\/span><\/p>\n<p><span style=\"color: #000000\">You can also use the <em>Cyber Choices<\/em> homework handout to have students complete some or all of the scenarios at home, then take up the questions and any extension activities you choose in class.<\/span><\/p>\n<p>&nbsp;<\/p>\n<div>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Learning Outcomes<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><em>Big ideas\/key concepts<\/em>: Students will understand that\u2026<\/p>\n<p>Interactions through digital media have a real impact<\/p>\n<ul>\n<li>It can be hard to tell when something is cyberbullying<\/li>\n<li>What we do when we see cyberbullying has a big impact<\/li>\n<\/ul>\n<p>Digital media experiences are shaped by the tools we use<\/p>\n<p>It can be hard to tell how people are feeling when we talk to them or play with them online<\/p>\n<p><em>Key questions<\/em>:<\/p>\n<ul>\n<li>How can we tell if something is cyberbullying?<\/li>\n<li>What can we do when someone we know is being a cyberbully?<\/li>\n<\/ul>\n<p><em>Essential knowledge<\/em>: Students will know\u2026<\/p>\n<ul>\n<li>Reading media: Ways that digital media influence how we use them and interact with others<\/li>\n<li>Ethics and empathy: Strategies for responding when we witness cyberbullying; things to consider to avoid making things worse<\/li>\n<li>Community engagement: Best practices for helping people online\n<ul>\n<li>Key vocabulary: <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_23_742\">offline<\/a>,\u00a0<a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_23_741\">online<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em>Performance tasks<\/em>: Students will be able to\u2026<\/p>\n<ul>\n<li>Use: Use digital tools in a positive and ethical way<\/li>\n<li>Understand: Analyze how digital communication can make it harder to feel empathy or identify others&#8217; emotions<\/li>\n<li>Engage: Identify best practices for responding to cyberbullying<\/li>\n<\/ul>\n<p><strong>Student-friendly outcomes:<\/strong><\/p>\n<ul>\n<li>We will learn how the apps and websites we use can change the way we talk to each other and treat each other<\/li>\n<li>We will learn how we can tell if something is cyberbullying<\/li>\n<li>We will learn smart ways to respond when we see cyberbullying happening, and things to avoid doing that might make the situation worse<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<div>\n<p>&nbsp;<\/p>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Curriculum Connections<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>&nbsp;<\/p>\n<p><strong>Strand A: Literacy Connections and Applications<\/strong><\/p>\n<p><strong>A2 Digital Media Literacy<\/strong><\/p>\n<p>A2.1 Digital Citizenship<\/p>\n<p>explain their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities<\/p>\n<p>A2.2 Online Safety, Well-Being and Etiquette<\/p>\n<p>demonstrate an understanding of how to navigate online environments safely, manage their privacy and personal data, and interact in a way that supports their well-being and that of others, including seeking appropriate permission<\/p>\n<p>A2.4 Forms, Conventions, and Techniques<\/p>\n<p>demonstrate an understanding of the forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts<\/p>\n<p>A2.7 Community and Cultural Awareness<\/p>\n<p>communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate cultural awareness with members of the community<\/p>\n<p><strong>A3 Applications, Connections, and Contributions<\/strong><\/p>\n<p>A3.1 Cross-Curricular and Integrated Learning<\/p>\n<p>explain how the knowledge and skills developed in this grade support learning in various subject areas and in everyday life, and describe how they enhance understanding and communication<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand C: Comprehension: Understanding and Responding to Texts<\/strong><\/p>\n<p><strong>C1 Knowledge About Texts<\/strong><\/p>\n<p>C1.1 Using Foundational Knowledge and Skills to Comprehend Texts<\/p>\n<p>read and comprehend various texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge<\/p>\n<p>C1.3 Text Patterns and Features<\/p>\n<p><em>Grade 4: <\/em>identify text patterns, such as spatial order in a graphic text, and text features, such as type styles and hyperlinks, associated with various text forms, including cultural texts, and explain how they help readers, listeners, and viewers understand the meaning<\/p>\n<p><em>Grade 5: <\/em>identify text patterns, such as cause and effect in a persuasive text, and text features, such as a preface and glossary, associated with various text forms, including cultural texts, and explain how they help readers, listeners, and viewers understand the meaning<\/p>\n<p><em>Grade 6:<\/em> analyze text patterns, such as problem-solution in a report, and text features, such as subheadings and pull-down menus, associated with various text forms, including cultural texts, and explain how they help readers, listeners, and viewers understand the meaning<\/p>\n<p>C1.4 Visual Elements of Texts<\/p>\n<p><em>Grades 4-5: <\/em>explain how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts<\/p>\n<p><em>Grade 6:<\/em> analyze and compare how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts<\/p>\n<p>C1.6 Point of View<\/p>\n<p><em>Grades 4-5: <\/em>identify the narrator\u2019s point of view, including first, second, or third person, in a variety of texts, and describe the advantages and disadvantages of the approach used in each story<\/p>\n<p><em>Grade 6: <\/em>identify the narrator\u2019s point of view, including first, second, or third person, in a variety of texts, providing evidence, and explain how using an alternative point of view would change each story<\/p>\n<p><strong>C2. Comprehension Strategies<\/strong><\/p>\n<p>C2.1 Prereading: Activating Prior Knowledge<\/p>\n<p>identify and explain prior knowledge from various sources, including personal experiences, that they can use to make connections and understand new texts<\/p>\n<p>C2.2 Prereading: Identifying the Purpose for Reading, Listening, and Viewing<\/p>\n<p><em>Grades 4-5: i<\/em>dentify a variety of purposes for engaging with texts, and select texts from diverse creators that are suitable for the purposes<\/p>\n<p><em>Grade 6: <\/em>identify a variety of purposes for engaging with texts, select texts from diverse creators that are suitable for the purposes, and explain why the selections are appropriate<\/p>\n<p>C2.3 Monitoring of Understanding: Making and Confirming Predictions<\/p>\n<p><em>Grades 4-5: <\/em>make predictions using background knowledge, text features, and evidence from the text, and pose questions to check whether their predictions were correct<\/p>\n<p><em>Grade 6: <\/em>make predictions using background knowledge and textual information, pose questions to check whether their predictions were correct, and, if not, adjust their understanding<\/p>\n<p>C2.4 Monitoring of Understanding: Ongoing Comprehension Check<\/p>\n<p><em>Grades 4-5: <\/em>use strategies such as adjusting reading rate, visualizing, reading ahead, asking questions, and consulting references and other texts or sources of information, to monitor and confirm their understanding of various texts<\/p>\n<p><em>Grade 6: <\/em>use strategies such as visualizing, reading ahead, asking questions, and consulting references and other texts or sources of information, to monitor and confirm their understanding of various texts<\/p>\n<p>C2.5 Monitoring of Understanding: Making Connections<\/p>\n<p><em>Grades 4-5: <\/em>describe how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them<\/p>\n<p><em>Grade 6: <\/em>explain how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them<\/p>\n<p>C2.6 Summarizing: Identifying Relevant information and Drawing Conclusions<\/p>\n<p><em>Grade 4: <\/em>summarize the main idea of a text and the supporting details in sequence, and draw a simple conclusion<\/p>\n<p><em>Grade 5: <\/em>summarize the main idea of a text and the supporting details in sequence, and draw a well-supported conclusion<\/p>\n<p><em>Grade 6:<\/em> summarize and record the main idea and supporting details in various texts, and draw well-supported<\/p>\n<p><strong>C3 Critical Thinking in Literacy<\/strong><\/p>\n<p>C3.2 Making Inferences<\/p>\n<p><em>Grades 4-5: <\/em>make local and global inferences, using explicit and implicit evidence, to extend their understanding of various texts<\/p>\n<p><em>Grade 6:<\/em> make local and global inferences, using explicit and implicit evidence, to develop interpretations about various texts and to extend their understanding<\/p>\n<p>C3.3 Analyzing Texts<\/p>\n<p><em>Grade 4: <\/em>analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing the events of multiple plots, and explaining cause and effect<\/p>\n<p><em>Grade 5:<\/em> analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing the events of multiple plots, recording relevant information, and explaining cause and effect<\/p>\n<p><em>Grade 6:<\/em> analyze various texts, including literary and informational texts, by identifying main and supporting ideas, evaluating the quality of information and its relevance for a specific purpose, and formulating conclusions<\/p>\n<p>C3.5 Perspectives within Texts<\/p>\n<p><em>Grades 4-5: <\/em>identify explicit and implicit perspectives communicated in various texts, explain how these perspectives are conveyed, give some evidence of any biases the texts may contain, and suggest how such biases could influence an audience<\/p>\n<p><em>Grade 6:<\/em> explain explicit and implicit perspectives communicated in various texts, including narrative texts, provide any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such bias<\/p>\n<p>C3.6 Analysis and Response<\/p>\n<p><em>Grades 4-5: <\/em>explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, and describe what insights or messages are conveyed<\/p>\n<p><em>Grade 6:<\/em> explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, analyze the insights or messages conveyed, and identify different positions presented<\/p>\n<p>C3.8 Reflecting on Learning<\/p>\n<p><em>Grades 4-5: <\/em>identify the critical thinking skills they used to analyze and evaluate various texts, and explain how these skills have helped them better understand the texts<\/p>\n<p><em>Grade 6: <\/em>compare the critical thinking skills they used when analyzing and evaluating various texts, identify the skills that best supported their understanding, and explain why they are effective<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand D: Composition: Expressing Ideas and Creating Texts<\/strong><\/p>\n<p><strong>D1. Developing Ideas and Organizing Content<\/strong><\/p>\n<p>D1.1 Purpose and Audience<\/p>\n<p>identify the topic, purpose, and audience for various texts they plan to create, and explain why the chosen text form, genre, and medium suit the purpose and audience, and how they will help communicate the intended meaning<\/p>\n<p>D1.2 Developing Ideas<\/p>\n<p>generate and develop ideas and details about various topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences<\/p>\n<p>D1.4 Organizing Content<\/p>\n<p><em>Grades 4-5: <\/em>select and classify ideas and collected information, using appropriate strategies and tools, and sequence content, taking into account the chosen text form, genre, and medium<\/p>\n<p><em>Grade 6:<\/em> classify and sequence ideas and collected information, using appropriate strategies and tools, and identify and organize relevant content, taking into account the chosen text form, genre, and medium<\/p>\n<p><strong>D2. Creating Texts<\/strong><\/p>\n<p>D2.1 Producing Drafts<\/p>\n<p><em>Grades 4-5: <\/em>draft texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies<\/p>\n<p><em>Grade 6: <\/em>draft complex texts of various forms and genres, including narrative, expository, and informational texts, using a variety of media, tools, and strategies<\/p>\n<p><strong>D3 Publishing, Presenting, and Reflecting<\/strong><\/p>\n<p>D3.1 Producing Final Texts<\/p>\n<p><em>Grade 4: <\/em>produce final texts using a variety of techniques and tools, including simple digital design and production tools, to achieve the intended effect<\/p>\n<p><em>Grade 5: <\/em>produce final texts using a variety of techniques and tools, including digital design and production tools, to achieve the intended effect<\/p>\n<p><em>Grade 6: <\/em>produce final texts, selecting a variety of suitable techniques and tools, including digital design and production tools, to achieve the intended effect<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_23_742\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_23_742\"><div tabindex=\"-1\"><p>Things that don\u2019t happen on the internet are offline.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_23_741\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_23_741\"><div tabindex=\"-1\"><p>When you\u2019re using the internet you are online.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":2,"menu_order":8,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"front-matter-type":[],"contributor":[],"license":[],"class_list":["post-23","front-matter","type-front-matter","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter\/23","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter"}],"about":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/types\/front-matter"}],"author":[{"embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":7,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter\/23\/revisions"}],"predecessor-version":[{"id":1570,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter\/23\/revisions\/1570"}],"metadata":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter\/23\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/media?parent=23"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter-type?post=23"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/contributor?post=23"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/license?post=23"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}