CYBERCOPS: Mirror Image An Interactive Internet Safety Program

GRADE 7 TEACHER RESOURCE PACKAGE

Health and Physical Education Grade 7

Healthy Living Personal Safety and Injury Prevention

ACKNOWLEDGEMENTS Ophea would like to acknowledge the following for their contributions to this resource:

Development team: Michael Brophy, Ontario Principal‟s Council Debra Courville, Ophea Curriculum Advisory Council Colin Harris, Educational Computing Organization of Ontario Ken Morris, Toronto Catholic District School Board Kelly Pace, Conference of Independent Schools Jennifer Jilks-Racine, Educational Computing Organization of Ontario Steve Soroko, Ophea Mel Trojanovic, Halton District School Board

Reviewers: Michael Brophy, Toronto District School Board Jennifer Jilks-Racine, Educational Computing Organization of Ontario Sharron McKeever, Institute for Catholic Education Ken Morris, Toronto Catholic District School Board Tim Overholt, Halton Catholic District School Board Troy Parkhouse, Ophea Curriculum Advisory Council Lara Paterson, Limestone District School Board All field test participant schools. LiveWires Design Ltd.

Ministry of Education

Ontario Provincial Police

This Internet Safety Initiative was made possible by a grant from the Ministry of Education in partnership with the Ministry of the Attorney General‟s Victim Justice Fund.

Health and Physical Education Grade 7

Healthy Living Personal Safety and Injury Prevention

TABLE OF CONTENTS Section 1 – Upfront Introduction..................................................................................................................................................... 1 The Principal .................................................................................................................................................. 2 The Teacher ................................................................................................................................................... 4 The Student .................................................................................................................................................... 6 The Parent...................................................................................................................................................... 7 Connections to the Grade 7 Curriculum ......................................................................................................... 8 Using CyberCops .......................................................................................................................................... 9 Background .................................................................................................................................................. 10 Definitions..................................................................................................................................................... 11

Section 2 - The Unit CyberCops Unit Preparation ........................................................................................................................ 15 Mirror Image - Game Overview .................................................................................................................... 16 1.The Detective‟s Notebook ............................................... 17 2.Mirror Image Game Synposis .......................................... 18 3.Behind the Headlines ...................................................... 20 4.Internet Safety Plans ....................................................... 21 CyberCops Unit Overview ........................................................................................................................... 22 Sub Tasks 1-5 ............................................................................................................................................. 24

Section 3 – Supports Copy Masters .............................................................................................................................................. 33 Appendices ................................................................................................................................................. 45 A – Literacy – Small-Group Discussions – Place Mats ...... 46 B – Literacy – Getting Ready to Read ................................ 49 C – Literacy – Gathering and Evaluating ........................... 53 D – Reporting Child Abuse and Neglect ............................ 58 E – Additional Supports ...................................................... 61 Additional Supports…………………………………………………………………………………….…... Glossary ...................................................................................................................................................... 62 References .................................................................................................................................................. 65

Health and Physical Education Grade 7

Healthy Living Personal Safety and Injury Prevention

SECTION 1 Upfront

INTRODUCTION The Ontario Curriculum for elementary schools recognizes the importance of and strongly encourages the use of technology to support learning in all curriculum areas. Elementary schools are more equipped with higher levels of technology to support and extend classroom learning. With this increased ability to explore the cyberworld and all the benefits that come with it, there is also a new set of concerns for the personal safety of the children and youth using this technology. As a result, new levels of safety are required to ensure all students are able to learn in a safe and supportive environment with the tools needed to achieve success. “A wealth of information is available through CD ROMs, the Internet, and many other simulation activities. As a result, our students are spending more time on computers, both at home and at school, accessing previously unavailable information. With increased access, however, comes an increased risk for those who explore cyberspace. In the information age, schools can and should take a role in teaching students how to be multimedia and technology literate in a world that is increasingly digital. Principals must be aware of Internet safety and the dangers that exist for students; classroom teachers must also be aware of and teach students about strategies to stay safe on-line” (Jilks-Racine, 2005).

Cyberdangers: The Current Environment Keeping students safe as they explore the Internet today calls for more than simple website blockers and filters. Parents and teachers must be vigilant in educating children and youth about Internet safety, yet many parents and educators do not understand the perils that can befall children who explore this medium. Many adults ignore emails that offer drugs, pornography, or illicit comments. But students are more vulnerable to these same messages since many are exploring their sexuality and may be intrigued by these messages” (Jilks-Racine, 2005). Research suggests that many young people are engaging in high-risk behavior on the Internet, without understanding how dangerous this may be. In its attempts to address this, The Mirror Image game has three goals: 1. Protect Yourself. Mirror Image was designed to help youth to recognize the tactics predators use to exploit vulnerable teens. The game encourages young people to discuss strategies for protecting themselves from a similar experience. Did You Know? 2. Protect your Computer. Youth often disable safety software, leaving the computer open to incursion. Mirror Image explains why it is important to use safeguards such as firewalls and virus protection. 3. Turn to a Trusted Adult. Mirror Image illustrates how cyber police officers can protect youth who find themselves in a dangerous situation. The game is designed to open a dialogue on Internet safety between youth and a trusted adult (e.g., teachers, parents).

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 99% of young people have access to the Internet  80% have Internet access in their home  The average child maintains about 40 online “buddies” or contacts  10% of these buddies are strangers (Frank Clegg, Microsoft Canada)

Healthy Living Personal Safety and Injury Prevention

THE PRINCIPAL Role of the Principal School Administrators have a DUTY OF CARE to:  Ensure that all reasonable safety procedures are carried out to protect the well being of: students, staff, volunteers, visitors and others.

How Principals/Vice Principals can Help The school administrator has a responsibility to provide leadership in ensuring that all students have the opportunity to learn in a safe environment. The principal should inform teachers about the board/school Acceptable Use Policy and provide the staff with access to appropriate resources. They also have the role of providing clear parameters around acceptable use in the school and ensuring the policies set out by the school board and school are followed. This can be done through vigilance and a consistent set of consequences for inappropriate use. 1. Acceptable Use Policies Send out School/Board Acceptable Use Policies At the beginning of each school year, prior to the students accessing the Internet, establish a protocol to inform parents that students will be using the Internet, the type of technology that will be used, and include the Acceptable Use Policy of the school. Communicate and work with the school board technology department to establish Acceptable Use Policies. Understand the role that they can provide to support the school in their vigilance towards safe Internet use. They may be able to provide training and resource support for school staff. 2. Organize and Supervise Organize and Supervise Computers in the School Computer labs must be set up in such a way as to allow teachers to view all of the screens in a quick sweep of the room. Setting up the monitors around the perimeter of the room allows for vigilant teachers to make a quick check of screen content. Some schools have software which allows teachers to view student monitors on their own screen, but the “walkabout” is the most effective method to let students know you are being vigilant. Post Safe Internet Usage Signs by the Computers Post safe Internet use signs in all rooms near computers with Internet access. Also provide tips for reporting unsafe activities. 3. Communicate to Staff Acceptable Use Policy for Internet Use Inform staff of their school/board Acceptable Use Policy for both students and staff and provide staff with the necessary information and supports to inform students of what acceptable use means and the consequences associated with not complying with the policy.

CODE OF CONDUCT Principals, under the direction of their school board, take a leadership role in the daily operation of a school. They provide this leadership by:  demonstrating care and commitment to academic excellence and a safe teaching and learning environment;  holding everyone, under their authority, accountable for their behaviour and actions;  communicating regularly and meaningfully with all members of their school community.

Appropriate Supervision of Students Using the Internet Make staff aware of the level of supervision required while students are using the Internet. Inform staff that while students are using the Internet, circulating around the room is an effective way to monitor that students are using appropriate sites and are on task.

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Steps to Dealing with Inappropriate use of Technology Staff should be aware of the potential for inappropriate activities while students are using the Internet and the steps to take when these activities are found/reported. 4. Communicate to Parents Provide ongoing communication to parents to both inform and educate them on the topic of Internet safety. Information can be published in school newsletters and communicated to school councils. Coordinate with the school council a common message about the appropriate use of the Internet at school. The school may host a parent‟s information night on Internet safety to inform parents about the school/board Acceptable Use Policy, supports available for the safe use of the Internet at home and what is being done at the school to foster appropriate use of the Internet. It is important to inform parents of the seriousness of the situation and the potential threats. 5. Work in Partnership Investigate the partnerships available in your community and potential supports that can be utilized to reinforce the messages sent about Internet safety. Community partners make great supports to reinforce the curriculum lessons learned in the classroom, to present at school councils meetings, and to provide advice and expert support when dealing with issues around Internet safety. Some of the community partners that can be accessed are: the local police force, the Ontario Provincial Police, boards of health, and community support agencies.

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Healthy Living Personal Safety and Injury Prevention

THE TEACHER Role of the Teacher Education Act - Duties of the teacher: (Reg. 298, S.20) g) Ensure that all reasonable safety procedures are carried out in courses and activities for which the teacher is responsible.

How Teachers can Help The teacher should inform and discuss with the students the appropriate use of technology. It is very important to carefully supervise students and be vigilant in monitoring student use of technology as well as teach students the appropriate response to clicking onto an inappropriate site and how to report inappropriate Internet activity. It is also important for the teacher to preview relevant sites and bookmark safe, educational sites for student use. 1. Acceptable Use Policy Be familiar with your Board’s Acceptable Use Policy Take time to read over the Acceptable Use Policy and share the contents of it with the students. Have the students discuss the meaning and consequences of this policy to further develop their understanding and knowledge of the rules. Create a classroom Acceptable Use Policy in a cooperative learning class activity. Inform the students that there are consequences if they do not use computer time appropriately. Ensure that students are engaged and challenged allowing no time to visit sites they do not belong in. Work with the school board technology department to support the teaching of Internet safety. 2. Organize and Supervise (e.g., Classrooms and Labs) Computer labs must be set up in such a way as to allow teachers to view all of the screens in a quick sweep of the room. Setting up the monitors around the perimeter of the room allows for vigilant teachers to make a quick check of screen content. Some schools have software which allows teachers to view student monitors on their own screen but the “walkabout” is the most effective method to let students know you are being vigilant. Report any Suspected Inappropriate Content or Activity Some schools and teachers have been vulnerable to those who choose to harass and leave hateful and hurtful email. It must not be tolerated. Report these inappropriate activities to the school administrator immediately.

CODE OF CONDUCT Teachers and School staff, under the leadership of their principals, maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behaviour. As role models, staff uphold these high standards when they:  help students work to their full potential and develop their selfworth;  communicate regularly and meaningfully with parents;  maintain consistent standards of behaviour for all students;  demonstrate respect for all students, staff and parents;  prepare students for the full responsibilities of citizenship.

Create a recommended list of resources rather than allowing Internet searches which may lead to potentially dangerous and inappropriate web pages.

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3. Communicate to Students Listen to student‟s concerns and fears and help them seek appropriate help. If it is related to school use, follow appropriate board policies for reporting inappropriate internet use and disclosure of student information. Post in the computer lab or by computers safety tips for using the computer. You may want to have a learning bulletin board that outlines safe Internet practices and what students should do if inappropriate situations arise. Teach students how to use technology respectfully and how to be a responsible cybercitizen. This includes information on appropriate participation in chat rooms, how to appropriately deal with potentially dangerous situations and how to access support. It is important to teach the students how to look after and protect themselves. They must learn to question all people they meet, whether in person or on the Internet. There are warning signs when students are out in the real world, there are few in cyberspace. 4. Communicate with Parents Ensure all parents are informed and understand that students will be using the Internet, the type of technology that will be used and the Acceptable Use Policy of the school prior to students using the Internet. Parents must understand the seriousness of inappropriate Internet use and the potential threats associated with it. Provide ongoing communication about the use of technology in the classroom and tips for safe Internet use. This information can be published in class newsletters. 5. Work in Partnership Contact the local police department or Ontario Provincial Police to access an officer with expertise and experiences in the areas of cybersafety to come in to support the teaching of Internet safety in the classroom.

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THE STUDENT How Students can Help The increase in information and communication access for youth through the Internet and chat rooms provides new freedom and access to the world, and with this comes new responsibilities. Students are responsible for understanding and following the Acceptable Use Policies of the Internet while at school and at home. Students should also ensure that they know what to do if a potentially dangerous situation arises. 1. Acceptable Use Policy  Read carefully the Acceptable Use Policy and share with your parents. Remember that nothing you write on the web is completely private including email, so be careful and think about what you type and who you tell. Never use language in chat rooms that you would not use in public. 2. Organization and Supervision  Never arrange a face-to-face meeting without telling your parent/guardian. If your parent/guardian agrees to the meeting make sure you meet in a public place with a parent/guardian present. It is potentially dangerous to meet unsupervised.  Be wary of those who want desperately to be your friend, especially if they try to turn you against your parents or real friends.  Respect the feelings and privacy of others online.  Choose a password that is easy to remember and hard to guess.  Only chat over a webcam with people that you already know and trust in the real world, under adult supervision wherever possible.  Be sure that you are dealing with someone that you and your parent/guardian know and trust before giving out any personal information about yourself via email such as name, home address, school name, or telephone number in a public message, such as a chat room or on bulletin boards.  Never send a person a picture of yourself without first checking with a parent/guardian.  Never open emails, files, links, images or games from people you do not know or trust. 3. Communicate to Parents  Remind your parents to keep the family computer properly protected by installing up to date security patches, current anti-virus software and a firewall.  Let your parents know the moment something worries you CODE OF CONDUCT online and report it to the chat service provider. Save any Students are to be treated with respect conversations that you think could prove someone has and dignity. In return, they must been bullying or harassing you. Some chat rooms have demonstrate respect for themselves, for instructions on how to do this. others and for the responsibilities of  Be careful when someone offers you something for citizenship through acceptable nothing, such as gifts and money. Be very careful about behaviour. Respect and responsibility any offers that involve you coming to a meeting or having are demonstrated when a student: someone visit your house.  comes to school prepared, on time 4. Communicate with School and ready to learn;  Understand the school/board Acceptable Use Policy and  shows respect for themselves, for ensure that you are using the computers for school related others and for those in authority; work. Report potentially dangerous situations immediately.  refrains from bringing anything to  Know who to talk to at the school and the steps to take if a school that may compromise the potentially dangerous situation arises.

safety of others;

 follows the established rules and

5. Work in Partnership takes responsibility for his or her own  If a dangerous situation arises communicate the situation action. to parents, teachers, peers, police officers, etc., immediately in order to support yourself in addressing and resolving the situation and preventing the situation from getting worse. Health and Physical Education Grade 7

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Healthy Living Personal Safety and Injury Prevention

THE PARENT How Parents can Help Parents must stay well informed about the dangers that their children could encounter as they explore the Internet. By understanding these dangers and discussing them with their children, parents can help realize the positive potential of the Internet while minimizing its inherent risks. 1. Acceptable Use Policy  Establish a set of rules for your child(ren) to follow when using the Internet that include amount of use, how to interact appropriately online, and what to do if they feel uncomfortable or in danger.  Be familiar with the school/board Acceptable Use Policy. When this document comes home to be signed, discuss the components with your child and outline the benefits of using technology and the safety procedures that need to be taken when using it. 2. Organization and Supervision  Keep Internet-connected computers in an open area and out of the bedrooms. Check out your child‟s Instant Messaging (IM) names and profiles to ensure personal information is not being shared or accessed over the Internet.  Supervise children‟s computer usage. Do not rely on filtering software to do the work. 3. Communicate with Your Child(ren)  Talk to your children about Internet safety and ethical behaviour on the Internet. Participate with them online. If they know more than you, let them teach you.  Ensure that, if your children are thinking of meeting an online friend, they check with you. It is potentially dangerous for this meeting to take place unsupervised.  Teach your child(ren) never to give out personal information without your permission when using email, chat rooms, or instant messaging, filling out registration forms and personal profiles, and entering online contests.  Encourage your child(ren) to come to you if they receive a message that makes them feel uncomfortable or threatened. The Internet should not be used to spread gossip, bully or threaten others.

CODE OF CONDUCT Parents play an important role in the education of their children and have a responsibility to support the efforts of school staff in maintaining a safe and respectful learning environment for all students. Parents fulfill this responsibility when they:  show an active interest in their child's school work and progress;  communicate regularly with the school;  help their child be neat, appropriately dressed and prepared for school;  ensure that their child attends school regularly and on time;  promptly report to the school their child‟s absence or late arrival;  become familiar with the Code of Conduct and school rules;  encourage and assist their child in following the rules of behaviour;  assist school staff in dealing with disciplinary issues.

4. Communicate with the School  Ensure you understand the school/board Acceptable Use Policy. If you have any questions or concerns contact the school immediately.  If your child feels uncomfortable or threatened by things done on the Internet such as gossip, bullying, harassment, or threats contact the school immediately to ensure it is addressed.

5. Work in Partnership  Be aware the supports available in the community to support safe Internet practices and how to access them if needed.  Be aware of the safety features that the Internet Provider has available.  If a situation becomes potentially dangerous contact and report the situation immediately to the local police, school administrator, or other support agencies.

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CONNECTIONS TO THE GRADE 7 CURRICULUM Health and Physical Education – Personal Safety and Injury Prevention (The Ontario Curriculum, Grades 1-8, Health and Physical Education, 2000) Personal safety and injury prevention are essential components of the healthy living strand. Education in these areas is critical for reducing children‟s injuries. Personal safety topics include bullying, peer assault, child abuse, harassment, and violence in relationships. Injury prevention topics include bicycle safety, seasonal safety rules, sun protection, home safety, fire safety, seat belt use, and first aid. The expectations address the knowledge and skills needed to reduce safety risks at home, at school, and in the community. Students will become familiar with the support available to them within the family as well as with the agencies and services that provide support and help within the community. However, knowledge alone is not enough; students require the necessary skills to respond appropriately to situations that threaten their personal safety and well-being. Living skills such as conflict resolution, assertiveness, resistance and refusal techniques, and decision-making will help them respond to situations effectively. Ontario Code of Conduct (Ontario Code of Conduct, 2001) A school is a place that promotes responsibility, respect, civility and academic excellence in a safe learning and teaching environment. All students, parents, teachers and staff have the right to be safe, and feel safe, in their school community. With this right comes the responsibility to be law-abiding citizens and to be accountable for actions that put at risk the safety of others or oneself. The Ontario Code of Conduct sets clear provincial standards of behaviour. It specifies the mandatory consequences for student actions that do not comply with these standards. The provincial standards of behaviour apply not only to students, but also to all individuals involved in the publicly funded school system – parents or guardians, volunteers, teachers and other staff members – whether they are on school property, on school buses or at school-authorized events or activities. Language (The Ontario Curriculum, Grades 1-8, Language, 1997) Oral communication is an important component in a variety of communications media; it is the main component in radio, for example. But many communications media have a strong visual component in addition to, and sometimes instead of, the oral component – as in film, television, or the graphic arts. Students' repertoire of communication skills should include the ability to understand and interpret the messages they receive through the various media and the ability to use these media to communicate their own ideas. In particular, skills related to high-technology media (such as film, television, and the Internet) are important because of the pervasive influence of these media in our lives and society. Learning to understand and use these and other media can greatly expand students' sources of information, expressive and communicative capabilities, and career opportunities. To develop their media communication skills, students should have opportunities to view, analyze, and discuss a wide variety of media works and to relate them to their own experience. They should also have opportunities to use a range of technologies to create media works of many types (e.g., drawings, cartoons, designs, radio plays, films, World Wide Web pages).

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USING CYBERCOPS The CyberCops: Mirror Image disc included in this resource includes the following: a Guide for Parents and Teachers, the Detective‟s Notebook, a slide show that demonstrates how the game can be used in the classroom, the Mirror Image game, Internet Safety Plan pages, and the Behind the Headlines module. 1. Download the Guide for Parents and Teachers and the Detective’s Notebook. The guide is a PDF that can be downloaded to paper. It gives useful background information and suggestions for using the game in the classroom. Teachers should also download the Detective‟s Notebook and the Internet Safety Plan pages. The Answer Page is included in this resource. 2. View the slide show for background and suggestions on how the game can be played in the classroom. There are two ways of playing Mirror Image in the classroom: Theatre Style: The game can be played on a single computer, hooked up to a projector at the front of the classroom. The teacher assigns one student to use the keyboard, while the rest of the class is asked to call out their answers to the puzzles. Played this way, the class will finish the game in approximately 40 minutes. Small Groups: The game can also be loaded onto multiple computers, with students playing in pairs. One student is in charge of the keyboard, while the other writes down the clues. Played this way, it will take approximately 60 minutes to play the game. Note: the game must be played in sequence as it can not be stopped and restarted at the point stopped.

3. Download the game from the disc. The Mirror Image story is told through two simultaneous streams of video. In order to achieve a smooth playback of both video streams, use a computer with a minimum of 128 Mg of RAM (256 is preferred). The computer should be loaded with Quicktime 6.0. 4. View Behind the Headlines. Behind the Headlines is an interactive newspaper featuring interviews with a teenage victim of the New Brunswick stalking case. "Caitlin", her parents, two police officers and the prosecutor describe how the stalker was caught and convicted. The interviews encourage students to discuss the real life consequences of stalking. Note: Be aware that the content in this story is factual and references are made to sexual conduct. Appropriate pre-teaching should take place, and teachers should check with school board guidelines around addressing this issue.

Teachers and police officers can visit the website www.cybercops.net for other ways of using Mirror Image in the classroom.

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BACKGROUND The Ontario Government has funded the CyberCops game series – Mirror Image (Grade 7) and Air Dogs (Grade 8) as part of its commitment to ensuring that youth in Ontario schools learn through concrete applications, the critical thinking skills required to make judicious decisions associated with Internet use. The Personal Safety and Injury Prevention component of the Health and Physical Education Curriculum document is the primary subject area in the curriculum where students can learn about Internet safety. This component of the Health and Physical Education curriculum focuses on effective decision making skills, conflict resolution, resistance and refusal techniques at all age levels to respond to various situations effectively. Students in grades 7 and 8 would have prior knowledge related to these living skills and thus a solid foundation on which to apply the knowledge acquired through the CyberCops programs, Mirror Image and Air Dogs.

Notes for Catholic District School Boards Issues that address the Ontario Health and Physical Education Curriculum: Health Living Strand can be effectively integrated with the Family Life Education Program, Fully Alive. The issues identified in this unit that addresses relationships and sexuality are effectively taught through the themes and topics presented in Fully Alive. The Fully Alive Program provides the students with a context of values within the Catholic faith tradition to teach the Healthy Living expectations. The program reinforces learning and provides a strong basis for decision-making. This unit was also written with the Ontario Catholic School Graduate Expectations in mind. Some expectations that should be considered when the unit is taught are: CGE 3 A reflective, creative and holistic thinker who solves problems and makes responsible decisions with an informed moral conscience for the common good CGE 6 A caring family member who attends to family, school, parish, and the wider community

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DEFINITIONS The following definitions can help teachers and other users, such as community police officers to identify and understand the following elements within the game: criminal harassment, pornography and child luring.

Harrassment The Ophea H&PE Curriculum Resource Support Document, Grade 7(2005) defines harassment as any unwanted, uninvited remarks, gestures, sounds or actions of a persistent nature that make you feel unsafe, degraded or uncomfortable. It includes any overt, subtle, verbal or written comments or any physical conduct which places pressure on, ridicules, degrades, or expresses hatred based on a person‟s sex or sexual orientation, race, ethnicity, cultural background, place of birth, religion, citizenship or ancestry. Some examples are: • unwanted, unwelcome physical contact like touching, grabbing or patting; • sexual gossip; • obscene phone calls; • rude jokes or suggestive remarks of a sexual nature; • demeaning nicknames; • catcalls, rating, or embarrassing whistles; • stalking; • graffiti; • threats, abuse, or assault; • sexually insulting remarks about race, culture, ability or class. It is not: • a hug between friends; • mutual flirtation; • sincere and personal compliments. These types of harassment can take place in person or over the Internet. Harassment of any kind is unacceptable both in and out of the school environment.

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Criminal Harassment Criminal harassment can take the form of stalking. This form of criminal harassment involves persistent behaviours that instill apprehension and fear in its victim. With the advent of new technologies, traditional stalking has taken on entirely new forms through media such as Internet and email - sometimes referred to as cyberstalking. How Cyberstalking Occurs a. Searching for a Victim The Internet offers hundreds of thousands of websites with personal profiles and photographs: online beauty contests, dating services, and sites dedicated to hobbies and sports. This enables the cyberstalker to conduct an exhaustive search for victims who fit his personal preferences. Note that income, education, urban or rural living makes no difference on who a cyberstalker will select. b. Tracking the Victim Once a cyberstalker has chosen a victim, they can assemble a dossier on their quarry before they make contact. The Internet provides instant access to addresses, maps, telephone directories, and school websites. Many cyberstalkers create detailed lists of their victim‟s activities each day of the week. c. Creating a False Identity The Internet is the ideal tool for a predator who wants to meet young people, because they can invent a persona that will appeal to their victim. The cyberstalker may converse with a potential victim for weeks before revealing who they really are. d. Disappearing without a Trace. A cyberstalker whose identity is known can be cautioned by a restraining order or a visit from police. But a cyberstalker who uses the Internet is difficult to trace. They may mask their email address behind multiple facades and torment their victims for months before being discovered.

It is important to note that these actions can escalate very quickly into other forms of harassment and put the victim in danger. In 2005, the Canadian Centre for Justice Statistics reported that one third of stalking victims feared for their life. Cyberharassment can lead to criminal charges and should therefore not be ignored. It should be reported to police. Cyberstalking and the Law The Criminal Code of Canada makes reference to stalking as criminal harassment. It states that no person shall engage in repeated conduct (such as following or stalking, communicating directly or indirectly or threatening) that causes the other person to fear for their safety or the safety of anyone known to them. These actions are all punishable by law. Prevention If cyberstalking persists, children must confide in their parents, a teacher or a police officer. Adults are best situated to take the next step, which may be reporting the behaviour to their Internet Service Provider, the school board, the local police or the RCMP.

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Child Pornography Indirectly, the widespread presence of child pornography on the Internet confirms the existence of an organized and mobilized community of predators who regard the sexualized imagery of children as instrumental to the satisfaction of their sexual appetites. The ready availability of online imagery promises to affirm and possibly increase these appetites. More directly, child pornography may also serve as a tool in the arsenal of sexual predators who are engaged in the business of "grooming" and "luring" child victims. Here, examples of child pornography may serve as proof to their prey that child sexuality is "normal." Predators are also known to solicit photos from children and youth. These photos may then become an irretrievable part of an international library of child pornography. As always, the responsibility rests with adults to educate children about these dangers and to be proactive about supervising the Internet activities of children and youth. How Child Pornography Occurs The creation and distribution of child pornography, once a backroom industry, has been radically transformed by computer and digital technology. Hardware such as digital cameras, video cameras and webcams, combined with sophisticated software and an Internet connection, increases exponentially the sheer volume of available product even while it creates instantaneous access to that product. In the borderless world that is the Internet, child pornography has become a truly global industry. Cheap admission to a vast, unregulated international marketplace represents a stunning benefit for purveyors of child pornography. First, since their work is illegal, it has been, by definition, clandestine. Second, the rate at which this technology can be adapted and improved effectively guarantees that the race to apprehend these criminals will be rigorous, intense and ongoing. International policing efforts over the past decade confirm that the worldwide volume of child pornography is extensive. Third, the Internet currently provides purveyors with a degree of anonymity. Consumers of child pornography also enjoy anonymity as an online benefit. The Internet creates opportunities for consumers to seek and find not only a product, but also a supportive community. In numbers, there is not only safety but shared information. Child Pornography and the Law The Criminal Code of Canada defines Child Pornography as: A photographic film, video or other visual representation, whether or not it was made by electronic or mechanical means that shows a person who is or is depicted as being under the age of 18 years and is engaged in or is depicted as engaged in explicit sexual activity.

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Child Luring Luring is an illegal act whereby someone communicates with a child on the Internet for the purpose of committing a sexual offense against that child. Depending on the offense committed the required age of the child can vary from 14 to 18 years old. The Media Awareness Network conducted a research program in 2000 that revealed that of all young Internet users, 25% of children and youth have been asked, by someone they have only ever met on the Internet, to meet face to face. Also reported, and of perhaps greater concern, is that 15% of all young Internet users have met, in person, at least one individual they first met on the Internet - putting themselves in real danger. How Child Luring Occurs Over the course of an Internet friendship, familiarity, trust and affection develop between the predator and the victim. Some predators are willing to travel thousands of miles and cross international borders to connect with their online victims. Many studies show, however, that most predators reside within 100 kilometers of the victim's home. It is common for a predator to spend time quietly observing the dialogue in youth chat rooms. Such anonymous "spying" offers a means of identifying a vulnerable child and staying in synch with a chat room's dynamic. They stay current on issues, trends and cultural references that are important to their target age group. It is this knowledge that makes it easy to join in the conversation. Once a conversation has been initiated, the predator will devote a great deal of time and energy to establishing "trust" and a "friendship" with the target child. At the outset, conversations may appear normal. The predator, however, soon employs strategies to exploit the vulnerabilities of youth. They will demonstrate a "genuine" interest in the child and will go to great lengths to flatter the child and convey understanding for all aspects of his or her life. This attention - heavy acquaintanceship quickly becomes a "friendship" where confidences and secrets are shared. Predators soon lure their victims into increasingly intimate conversations. They send photos and then soft porn leading to more and more sexual content laden conversations. At this point the predator might maneuver the child into meeting with him. Youth suffering from a lack of intimacy and have needs for friendship are the most vulnerable. Predators know that these troubled adolescents are looking for selfvalidation and companionship; these kids are vulnerable as they lack the protective networks that the rest of us have around us. Since 2002, Cybertip.ca, Canada‟s national online child protection website, noted that luring accounted for 10% of their reports, making it the second-largest category of complaint. The majority of these incidents involved luring adolescent girls. Cyberluring and the Law Canadian legislation prohibits the luring of children. Since 2002, the Criminal Code of Canada has criminalized electronic communication with a person believed to be a child for the purpose of facilitating the commission of sexual offences. Internet luring of children is punishable by law.

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SECTION 2 The Unit

CYBERCOPS UNIT PREPARATION Important Notes to Consider Prior to the Unit: The classroom teacher should:  send home CM10 - Letter to Parents in advance of starting the lessons.  become familiar with the Mirror Image game (i.e., play the game), the Detective‟s Notebook, and the Behind the Headlines class discussion before introducing it to the students.  decide if the game will be played in theatre style or small groups and arrange for the necessary computers for an adequate amount of time. Dealing with Disclosure Teachers are required to be aware of legislation (Child and Family Services Act, Section 72 – Duty to Report) and school board policies regarding reporting of disclosures of abuse (or suspected neglect) to the Children‟s Aid Society. Before commencing any anti-violence lessons, teachers are required to know the procedures for the reporting and documenting of abuse and ways to support students. See Appendix D for a complete listing of the Child and Family Service Act responsibilities. Cautionary Note: During the presentation of the following material, the potential exists for students to disclose personal experiences of an abusive nature. Encouragement should be given to the student to take up such matters with the teacher outside the context of the class. It is incumbent upon the teacher to follow up with the directions specified in their board‟s Child Abuse Protocol. The following are the abbreviations and symbols used in the CyberCops unit:  Copy Master (CM) - these are pages provided at the end of the unit for the teacher to copy for each student in the class. 7p14 – this is the reference to the curriculum expectation that will be the focus in the unit/lesson. The referenced expectations codes can be found in the Ontario Curriculum Unit Planner (www.ocup.org). The first number refers to the grade, the letter (p) refers to the subject Health and Physical Education, and the final number (14) refers to the expectation number.  Graphic Organizer - is the tool the students will use throughout the unit to collect information and use to provide information for their role-play at the end of the unit.  Classroom Materials -these are materials that the teacher should have on hand in order for the students to work on the sub-tasks as described. If a teacher wishes to modify the lesson, additional materials may be needed.  Assessment Opportunity - this indicates the assessment opportunities or assessment tools available throughout the unit.  Student Materials - these are materials the students are asked to contribute in order to effectively complete a sub-task.

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Mirror Image Game Overview Mirror Image was designed to help students recognize three crimes they may encounter on the Internet: cyberstalking, child pornography and Internet luring. The program is divided into four segments. 1. The Detective's Notebook. The Detective's Notebook prepares students to play the game. First, the teacher should open the interactive module consisting of a short slide show (from the disc). In each slide, an officer from the Ontario Provincial Police explains one cybertool used to solve online crimes. While viewing the slide show, students should make short notes in their Detective's Notebooks. 2. Mirror Image. The Mirror Image computer game is based on a 2001 police case. Eight youth from New Brunswick were stalked by a man who pretended to be a modeling agent. For the computer game, the case was rewritten as the fictional drama of two friends, Sheena and Megan, who are lured by a man they met through Instant Messaging. 3. Behind the Headlines. Behind the Headlines is an interactive newspaper featuring interviews with a teenage victim of the New Brunswick stalking case. "Caitlin", her parents, two police officers and the prosecutor describe how the stalker was caught and convicted. The interviews encourage students to discuss the real life consequences of stalking. Note: Be aware that the content in this story is factual and references are made to sexual conduct. Appropriate pre-teaching should take place, and teachers should check with school board guidelines around addressing this issue. 4. Internet Safety Plan. When students have completed the three interactive modules, they may write an Internet Safety Plan with guidelines for protecting themselves online. Each of these is further explained on the next few pages.

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1. The Detective's Notebook One of the goals of the CyberCops program is to explore the emerging career Choice of becoming a cybercrime specialist and the technology used in that line of work. Therefore, the program begins with an interactive module with a short slide show. In the show, an officer from the Ontario Provincial Police explains each tool used to gather and process digital evidence.

1. Magnify. Internet predators use fake emails and websites to fool recipients into revealing personal information. To combat this, cyberpolice look for errors, false information or spelling mistakes showing that the suspect has altered the document. Police also use magnification to compare the unique characteristics of original documents with documents seized from suspects.

2. Search a Directory. The Internet offers hundreds of directories where a stalker can find information about a person he is targeting. But cyberpolice can use the same directories to find the predator. They cross-reference phone numbers, addresses, city maps, email and website information to build up a picture of the man they are trying to find.

3. Look Up a Domain Name: Whois. If cyberpolice officers believe that a stalker is using a specific website to lure young people, they employ a "domain name lookup", also called a Whois. This service provides all the information that was provided at the time that the website was registered, usually the names of the host server and the subscriber.

4. Retrieve Emails: Scavenger. When a search warrant is issued, the electronic devices in the suspect's home or office are seized and brought to the police lab. There, police review all of the files. They also use special software to retrieve files, including emails, that have been deleted. In the Mirror Image game we have given this technology the name Scavenger.

5. Mapping Internet Transmissions: Nomad. Each email has an Internet Protocol address (or IP address) that identifies the route it took from sender to receiver. An IP address is made up of four groups of numbers with a decimal between each group. When police officers want to track a cybercriminal, they first find an email with the IP address. This helps them locate the server where the message originated. Then, cyberpolice officers use a program that maps the electronic route that an email has taken across the Internet. This Internet mapping technology identifies the route of a communication from beginning to end, and lists all the intermediate routers a message passed through on its journey. In the Mirror Image game, this technology has been given the fictitious name Nomad. Health and Physical Education Grade 7

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2. Mirror Image – Game Synopsis The following pages provide teachers with a brief overview of the Mirror Image game. This includes a synopsis of the plot and a description of how each clue can be solved. Nevertheless, it is recommended that teachers play the game to the end before introducing it to the students.

Mirror Image opens as the CyberCop is getting ready to end his shift. Suddenly he receives a call on his webcam. Two young girls, Sheena and Megan, want to report a crime. Sheena is being stalked by a man she met on the Internet. Mitch contacted Sheena after reading her profile on Instant Messaging. He claimed to be a modelling agent and offered to send her photos to a New York agency that was engaged in a 'search for new faces'. Sheena was thrilled. She filled in the application form Mitch sent her, giving him personal information. Soon after, she noticed that a black van was following her in the street. Then she began to receive threatening phone calls. To protect herself from the stalker, Sheena turned to the cyberpolice. Challenge: The CyberCop asks Sheena to send the home page for the modelling agency and the application form that Mitch sent her. Students must compare the two documents to determine whether the application form really comes from the modelling agency or whether it was faked by Mitch. Solution: Students click on the magnifier and compare the two documents, section by section. When they compare the right side of the two documents a sharp-eyed student should notice that the address of the modelling agency - Berkeley Street - is spelled wrong on the application.

Megan also posted her profile on Instant Messaging (IM) where it caught the eye of Mike. The two exchanged emails. Then Mike began to send Megan gifts. Now Mike has invited Megan to a romantic dinner at an expensive restaurant. Meanwhile, Sheena has persuaded her cousin to shoot a photo portfolio. She sent Mitch photos in her cheerleading outfit and in street clothes. Soon afterward, Mitch asked Sheena to pose for more provocative pictures, but she refused. Challenge: The CyberCop asks Sheena to send him the profile that she posted on Instant Messaging. She also forwards the photographs she emailed to Mitch. The challenge is to determine whether Mitch would have been able to use this information to discover the location of Sheena's school. Solution: The IM Profile indicates that Sheena goes to a Toronto school that is located close to her gym. The logo on her shirt suggests that either her school or her gym has the letters 'ing' in its name. When students use the telephone directory to look up the names and addresses of gyms and schools, they find that Springboard Gym is located on the same street as Glen High School. This is how Mitch was able to find the address of the high school that Sheena attends.

The cyberpolice officer breaks the bad news to Sheena: her photographs have been altered and placed on pornographic websites all over the world. Her dreams of a modelling career are over. Then, to the dismay of both girls, the cyberpolice discover that Mitch and Mike are the same man. He has been able to track the two girls because the application form for the modelling agency has placed a Trojan on their computers. Health and Physical Education Grade 7

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"Mitch" is able to open all of their files, read their Instant Messages, and activate their webcams to videotape them in their bedrooms. Challenge: Students are asked what facts they can discover about the man who calls himself Mitch and Mike. They are given his email address and the website of his model search company. Solution: Students click on the icon of the Whois to get the information that was filed with Mitch's website when it was registered. They follow the trail of the website owners until it reaches a dead-end in Moscow. However, they do find that Sheena's photos are now posted on a website owned by a man named Vladimir.

The CyberCop warns: "We have to catch the predator with his hands on the keyboard or he'll just claim someone else made the child pornography." Challenge: First, students must remember an unusual, specific word that was used in a conversation with Mitch: 'Panorama', 'g-string' and 'mysterious beauty' are options. Then, students use Scavenger to search the hard drive of Sheena's computer for the email that contains this word. Challenge: Students search the code at the bottom of the email to find the Internet Protocol (IP) address of the server Mitch used. The IP address is embedded in the code: 156.114.152.256. Challenge: Nomad technology gives us the latitude and longitude of the computer that Mitch is using. Students have to scour the satellite images for the Toronto building at this location. When students run the cursor over the building, the the IP address confirms the address where the police must go to make the arrest. Solution: To find Sheena's images, students will have to remember the name of the computer: Keyhole. The cyberpolice enter Mitch's office and arrest him while he is still deleting files from the computer.

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3. Behind the Headlines After playing the Mirror Image game, students often ask: "Did this really happen?" When they learn that Mirror Image is based on a true story, they often want to learn the details. Therefore, the Mirror Image package comes with an interactive "newspaper" that tells the story of one of the victims and her family. This story can be used to encourage students to look at the emotional consequences of stalking. Note: Be aware that the content in this story is factual and references are made to sexual conduct. Appropriate pre-teaching should take place, and teachers should check with school board guidelines around addressing this issue.

Caitlin is one of the victims of the stalker Robert Laking. Now eighteen, she can speak openly about the months when she was afraid to open her email messages or to answer the phone. After she played the Mirror Image game, Caitlin agreed to be interviewed so that other teens could learn from her experience. Her parents and the police officers who solved the case were also gave their thoughts on the legal, social and ethical dilemmas posed by the case. 1. Caitlin - When Caitlin's friends began to complain about "Rob", a man who was harassing them online, Caitlin offered to tell him off. Soon she became the target of abuse herself. In her interview, Caitlin explains what happened when she tried to deal with the situation alone. 2. Caitlin's Parents - When Caitlin finally told her parents about the stalker, their emotions ran from anger to panic. This interview follows the family's first attempts to protect their daughter, attempts that could have landed them in legal difficulties of their own. 3. Sgt. Fred Morton - When Caitlin's family approached Sgt. Fred Morton of the Saint John Police Department, they were distraught. Sgt. Morton mapped out a strategy to protect the victims and their families in the days leading up to the arrest. 4. James McAvity - As Crown Prosecutor, James McAvity was responsible for bringing Robert Laking to trial. In this interview he explains how he chose his trial strategy.

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4. Internet Safety Plans Mirror Image is fun to play - but does it work as an Internet safety tool? That was the question posed by researchers at the University of Lethbridge. They found that students designed more guidelines for their Internet behavior after playing Mirror Image. Researchers in the Faculty of Education at the University of Lethbridge were curious to know whether computer games are an effective tool to communicate ideas about risky behavior, ideas that youth might otherwise ignore. During the 2004 school year, researchers conducted an evaluation of the Mirror Image game with 500 students from schools in Canada, the United States and Australia. Students filled in an Internet Safety Plan before and after playing Mirror Image. The completed surveys were analyzed to see whether there was a significant increase in safety ideas in three areas. The research from the University of Lethbridge has shown that: -there was an increase in the guidelines students had for their personal protection. The most dramatic gains were made in the number of students who realized they should not send photographs of themselves over the Internet. -the researchers noted a dramatic increase in the guidelines for protecting the family computer, as students recognized the importance of using filtering software and controlling webcam use. -perhaps the most gratifying result was a significant rise in the number of students who wrote that they would talk to their parents or a police officer if they ran into difficulties online. Teachers using Mirror Image in the classroom may ask their students to fill out an Internet Safety Plan. This will help students to remember what they have learned from the experience.

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CYBERCOPS UNIT OVERVIEW Duration:

5 Sub-Tasks (approximately 30 – 50 minutes each)

Description: By the end of this unit the students will connect the harassment definition previously introduced (in the Personal Safety and Injury Prevention unit) to include the description of the term cyberharassment and identify specific ways that they can deal with it. Students will identify people and resources that can support someone experiencing cyberharassment. Sub-Task Title 1. Defining Cyberharassment 2. Mirror Image – Playing the Game 3. Is this Just a Game? 4. Making Good Decisions and Choices 5. Making Good Decisions and Choices II

Expectation Codes 7p14, 7p15 7p14, 7p15 7p14, 7p15 7p14, 7p15 7p14, 7p15

Assessment and Evaluation A variety of assessment methods may be used in this unit. Some of the assessment strategies and tools included are: o CM4 - Self/Peer Assessment Checklist o CM5 - Graphic Organizer Rating Scale Links to Prior Knowledge Prior knowledge refers to the overall expectation in the Grade 6 Ontario Curriculum document which states that the students will identify and describe methods for preventing and treating ailments and identify the responsibilities associated with caring for themselves and others. Students will describe how to respond appropriately to potentially dangerous situations. Students should have previous experience/knowledge of: o working in groups o role play o peer assessment o the definition of harassment o how to complete a graphic organizer o computer skills (in order to navigate the Mirror Image game) Notes to Teacher About the Unit The overall and specific expectations in this unit are age-appropriate and should be addressed with sensitivity and respect for individual differences. Because of the sensitive nature of these topics, parents or guardians must be informed about the content of the curriculum and time of delivery. Teachers and learners must develop a comfort level with these topics so that information can be discussed openly, honestly, and in an atmosphere of mutual respect. These expectations should be addressed only after teachers have developed a rapport with their students. Read the Role of the Teacher and the Role of the Principal (pages 4 - 7) prior to starting the unit or playing the game. Teachers should integrate the lessons on Internet Safety into the Personal Safety and Injury Prevention unit (Unit 1) in the Ophea, Grade 7, Curriculum Resource Support Document. Health and Physical Education Grade 7

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Teachers should send home CM10 - Letter to Parents Teachers should become familiar with the Mirror Image game (i.e., play the game) before introducing it to the students. Teachers should decide if the game will be played in theatre style or in small groups and arrange for the necessary computers for an adequate amount of time. Dealing with Disclosure Teachers are required to be aware of legislation (Child and Family Services Act, Section 72 – Duty to Report) and school board policies regarding reporting of disclosures of abuse (or suspected neglect) to the Children‟s Aid Society. Before commencing any anti-violence lessons teachers are required to know the procedures for the reporting and documenting of abuse and ways to support students. See Appendix D for a complete listing of the Child and Family Service Act responsibilities. Cautionary Notes: During the presentation of the following material, the potential exists for students to disclose personal experiences of an abusive nature. Encouragement should be given to the student to take up such matters with the teacher outside the context of the class. It is incumbent upon the teacher to follow up with the directions specified in their board‟s Child Abuse Protocol. Be aware that the content in the Behind the Headlines story is factual and references are made to sexual conduct. Appropriate pre-teaching should take place, and teachers should check with school board guidelines around addressing this issue. Modifications and/or Accommodations Not all students in a Grade 7 classroom will be able to complete independently all of the unit suggestions or assessments. Teachers may wish to adapt the Teaching/Learning Strategies to accommodate the needs of exceptional students consistent with the strategies outlined in their IEP. Students may require scribing, instructions repeated, paired groupings, etc.

Appendices Copy Master 1 – Internet Inventory Copy Master 2 – Dealing with Cyberharassment Copy Master 3 – Cyber Organizer Copy Master 4 – Self/Peer Assessment Tool Copy Master 5 – Graphic Organizer Checklist Copy Master 6 – Introduction to the Game (The Real Story) Copy Master 7 – CyberCop – Log Book Copy Master 8 – CyberCop – Log Book Answers Copy Master 9 – Profile and Supports Copy Master 10 – Sample Letter to Parents Copy Master 11 – Code of Conduct Copy Master 12 – Cybercrime Specialist Appendix A – Place Mat (Oral Communication) Appendix B – Word Wall (Writing) Appendix C – Gathering and Evaluating (Reading) Appendix D - Reporting Child Abuse and Neglect Appendix E – Additional Supports

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Sub Task # 1 Title: Defining Cyberharassment Materials  CM1 – Internet Inventory  CM3 – Cyber Organizer  CM5 - Graphic Organizer Checklist  Appendix B - Word Wall Description  Chart Paper

 CM2 - Dealing with Harassment  CM4 - Self/Peer Assessment Checklist  Appendix A – Placemat Description  Markers  Writing Utensil

Description Students develop an understanding of cyberharassment and explore a variety of ways to deal with it. Expectation Code 7p14 7p15

Learning Expectation describe harassment and identify ways of dealing with it (e.g., by communicating feelings and reporting incidents of harassment) identify people and resources that can support someone experiencing harassment

Assessment Opportunities: Suggestions for Assessing Expectations Final Assessment - Provide students with a copy of CM4 – Self/Peer Assessment Checklist and CM5 – Graphic Organizer Checklist and discuss the areas of assessment for this unit. Diagnostic Assessment – there is an opportunity for the teacher to observe and record diagnostic assessment information with respect to the students understanding of the term cyberharassment and some examples of it. This can be done during the small group discussions.

Background Information Internet terminology (etiquette) – Students need to recognize that bullying, harassment and other inappropriate activities often happen on the Internet and there are consequences for these behaviours. This discussion should take place prior to the first sub-task through a class discussion or small group activity. Identification of words used to replace longer words on the Internet or in chat rooms (e.g., lol) and how to respond appropriately to messages. Notes to Teacher Students require strategies to be critical thinkers when on the Internet. This will allow them to identify the information that others have access to and how to ensure that they are acting in a safe manner. Teaching/Learning Strategies Class Discussion Review of the term harassment that was taught in Unit 1– Personal Safety and Injury Prevention, Overview, p.35 in the Ophea Curriculum Resource Support Document, Grade 7. See Section 1 – Definitions in this resource (page 11).

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Place Mat (10-15 minutes) See Appendix A – Place Mat for description and samples of the strategy. Have each student respond to the following questions in their personal section of the chart paper;  What is cyberharassment?  What does it look like? Each group will decide on one definition of cyberharassment and provide one or two examples in the middle of the chart paper. Have each group share their information with the class. The teacher will clarify the definition before moving on to ensure all students start the unit with an accurate definition of cyberharassment.

Internet Language Introduction (10-15minutes) Have each student individually complete CM1 – Internet Inventory. Students will highlight or star any information that is personal and could reveal/communicate personal information about themselves to others. Have students work with a partner or a small group and brainstorm some familiar terms that are used on the Internet and in chat rooms with the meanings and definitions and include these at the bottom of CM1 in the box entitled Common Terms. Have each group share their list with the class while the teacher records the words on the black board or chart paper.

Word Wall See Appendix B - Word Wall Strategy for descriptions and samples of the strategy. The teacher will give an introduction to the language that they will be exposed to in this unit and compare it to the list the students came up with.

Think Pair Share (20-30 minutes) Provide each student with a copy of CM2 – Dealing with Cyberharassment. Each student will indicate in order (#1 - #10) the ways they would deal with being harassed on the Internet or in a chat room. Once completed, students will work with a partner and discuss and determine their top 3 ways to deal with cyberharassment. Each group will choose the best way and explain why they believe this is the more appropriate way to deal with cyberharassment. Each group will share with the class. The teacher may wish to record the ways students chose to deal with cyberharassment and refer back to these after they play the Mirror Image game.

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Graphic Organizer Introduction Students will be given CM3 – Cyber Organizer to use throughout this unit. The organizer will be used to inform the content of their role play at the end of the unit. The students will use the organizer throughout the unit and complete: a. definition of cyberharassment (provided) b. ways to deal with cyberharassment c. people and resources that can support someone experiencing cyberharassment d. the students‟ cyberrules at home Students will complete the Internet Rules section of the Cyber Organizer and list the Internet Safety Rules that the student currently has at home. Assessment Introduction Provide each student with a copy of CM4 - Self/Peer Assessment Checklist and CM5 - Graphic Organizer. Have the students read through the Assessment Tools and review how they will be assessed during the unit. Curricular Extension – Internet Ethics To Support: School Code of Conduct Students will read the Code of Conduct provided in CM11 – Code of Conduct in the first column and discuss with a partner or small group what could be added to ensure the expectations and rules for using the Internet are reflected. Students can also examine their school‟s Code of Conduct and make recommendations to the principal for items to be added to ensure students are safe on the Internet at school. Notes:

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Sub Task #2 Title: Mirror Image – Playing the Game Materials  Mirror Image game (loaded on the computer)  CM8 – CyberCop Log Book – Answers  CM6 - Introduction to the Game (The Real Story)

 CM7 – CyberCop Log Book  CM3 – Cyber Organizer  Writing Utensil

Description In this sub-task students will play the CyberCops game. This lesson will need to take place in the computer lab using an LCD projector or in a room with multiple computers. Expectation Code 7p14 7p15

Learning Expectation describe harassment and identify ways of dealing with it (e.g., by communicating feelings and reporting incidents of harassment) identify people and resources that can support someone experiencing harassment

Assessment Opportunities: Suggestions for Assessing Expectations Graphic Organizer – Students will complete two sections of the graphic organizer. Reading over student responses will enable the teacher to ensure that students are developing the necessary understanding needed to develop the role play in sub-task 4. Notes to Teacher Playing Mirror Image – It is important to allocate adequate time to play the game uninterrupted. The game can be played in either theatre style or in small groups. It is important that the teacher direct and support the game regardless of the style chosen. Teacher Answer Sheet – CM8 – CyberCop Answers provides the correct responses to each of the six clues in the game. It is important to bring this sheet with you when playing the game as a quick reference. Teaching/Learning Strategies Introduction (15 minutes) Before going to the computer lab or accessing the Mirror Image game, it is essential that the teacher provides introductory information about the game.  Large or small groupings – If working in a large group, assign one student to use the keyboard. If working in small groups, students in groups of 2 or 3 are responsible for working together. Each group may wish to have roles for the students (e.g., time keeper, leader who controls the mouse, recorder).  The Game – explain to students that the Mirror Image game is based on a real life story that happened in Canada. Read CM6 - Introduction to the Game to the class prior to playing the game.  CyberCops – Inform students that there is an individual in the game that is a CyberCop and the girls have accessed him online. It is important to stress that this is not a real individual who can be accessed online. However, there are individuals in Ontario who are considered “CyberCops” who investigate crimes on the Internet. See Lesson #4 Curriculum Extension – Careers in Cyberpolicing for more information on the job of a Cybercop.  Recording Information – It is essential that students collect information as they go through the game. There will be six clues throughout the game that the students must recognize and input accurately in order to move on.

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 CyberCop Log Book – Provide each student with CM7 - CyberCop Log Book to record important information. Instruct students to use the log book to enter their responses to the clues. Inform students that if they do not accurately get the clue within three attempts to bring the log book to the teacher and the teacher can direct the students to the correct response.  Time – Remind students that the amount of time they have access to the computers is limited and in order to finish the game the students must stay on task. Playing the Game:  The teacher can begin the game, or have students work in groups to complete the game. After the Game:  Allow students to discuss areas of interest, concerns and topics that need further clarification.  Graphic Organizer: Have the students complete the sections on their Cyber Organizer entitled “Could this happen to you?” and “Choices and Decisions”. In the Could this happen to you? section have the students reflect on what happened in the game and provide a response paragraph outlining why or why not they think this could happen to them. In the Choices and Decisions Section have the students list and explain one positive and one negative choice/decision the characters made in the game. Curricular Extension – Technology Used in the Game Language Expectations:  identify various types of media works and a variety of the techniques used in each  analyze and interpret media works Divide students into five groups. Provide each group with one of the types of technology used in the game (page 17). Each group will discuss how this type of technology can be used and the benefits of this technology in today‟s world and come up with one other type of new technology that is being used. Students may want to do some additional research on this topic. Notes:

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Sub Task #3 Title: Is this Just a Game? Materials  CM1 – Internet Inventory  CM3 – Cyber Organizer  CM8 – CyberCop Log Book - Answer  Appendix C – Website Evaluation Guide  www.cybercops.net  Writing Utensil

 CM2 - Dealing with Harassment  CM7 – CyberCop Log Book  CM9 – Profiles and Supports  www.cybertips.ca  Chart Paper

Description Students will critically examine the Mirror Image game and identify the areas and situations that could potentially put them at risk of being safe and how to make good decisions and deal with them appropriately and safely. Students will also identify the areas of the game that are fictional and identify what supports are available to ensure safety on the Internet. Expectation Code 7p14 7p15

Learning Expectation describe harassment and identify ways of dealing with it (e.g., by communicating feelings and reporting incidents of harassment) identify people and resources that can support someone experiencing harassment

Assessment Opportunities: Suggestions for Assessing Expectations Anecdotal Observations – students will complete CM9 – Profiles and Supports. This will enable the teacher to examine if the students are able to identify the people and resources that are available to support them in making difficult decisions. Teaching/Learning Strategies Teacher Lead Discussion: Discuss the term vulnerability and how individuals could potentially be vulnerable on the Internet or in chat rooms. Individual Activity: Examine the completed CM1 – Internet Inventory and identify where each student could be potentially vulnerable on the Internet. Using CM9 – Profile and Supports, have students read the list of emails and chat room topics and indicate which would appeal to them and which would not. Note: In this game the girls were all cheerleaders and were interested in modelling. What would you be interested in? (e.g., sports, cars, dance, etc.) Would someone be able to determine your areas of interest just from your profile and information that is accessible online? Small Group Discussion: Share what you wrote on CM3 – Cyber Organizer in the Positive and Negative section with the group. Discuss the unsafe cyberpractices the girls demonstrated during the game. What was it that made these girls vulnerable, and how could someone have access to their cyberchats? Looking for Help In real life the girls looked for help from a variety of sources. Read the stories found in the Behind the Headlines section on the disc, and record the individuals they went to for support and the responses that they received. Health and Physical Education Grade 7

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Individual Activity: Graphic Organizer – List the people, resources, and/or supports that are available to assist someone experiencing cyberharassment or difficulties online in your school and community. Curricular Extensions – Gathering and Evaluating Information from a World Wide Web Page Have students discuss how they can tell if a website or email is authentic and how they can tell if the information a website has is accurate and credible. Discuss with students some of the sites they have recently searched on for information and why they chose those sites. Have the students use the Website Evaluation Guide and Checklist for Evaluating Websites found in Appendix C to reflect on a web site they have visited. After reflecting on recently visited websites have students share any of the criteria that they used to determine if a website is safe and/or credible. Notes: Be aware that the content in the Behind the Headlines story is factual and references are made to sexual conduct. Appropriate pre-teaching should take place, and teachers should check with school board guidelines around addressing this issue.

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Sub Task #4 Title: Making a Good Decision Materials  CM4 - Self/Peer Assessment Checklist  CM12 – Cybercrime Specialist

 Writing tool

Description Students will examine the script from the Mirror Image game and choose one situation where a better choice could have lead to a better decision. Students will use the information collected on their graphic organizer to inform their decision and write their script. Expectation Code 7p14 7p15

Learning Expectation describe harassment and identify ways of dealing with it (e.g., by communicating feelings and reporting incidents of harassment) identify people and resources that can support someone experiencing harassment

Assessment Opportunities: Suggestions for Assessing Expectations Anecdotal Observations – teachers will watch the students develop, write and practice their role plays and identify if they are able to effectively communicate in a group, the definition of harassment and the resources and supports available. Teaching/Learning Strategies Critical Analysis: Have students discuss the Mirror Image game in small groups. Have each group identify one part in the game that could potentially be a turning point, where a different action, decision or choice would change the outcome in a positive way. Script Writing: Students will write a two-three minute role play using the same organization used to write the script. Review with the students the areas on CM4 – Self/Peer Assessment Checklist to ensure they are aware of all the key components required prior to the development of the script. Role Play Practice: Allow time for students to practice their role play prior to the next period. Curricular Connections – Careers in Cyberpolicing To Support: Choices into Action Have students examine the job description of a Cybercrime Specialst and further investigate the description requirements needed to get a job in this field. See CM12 – Cybercrime Specialist Have students discuss why or why not they would choose to pursue a career in this area. This is a good opportunity to invite someone in from the community involved in Internet safety or identifying high-tech crimes and have them talk about this area as a potential area of employment. Notes:

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Sub Task #5 Title: Making a Good Decision II Materials  Props for role play  CM5 – Graphic Organizer Checklist

 CM3 – Cyber Organizer  CM4 - Self/Peer Assessment Checklist

Description Students will present their role plays showing how a different action, decision or choice would have made a more positive outcome to the story. Upon completion of the role play students will submit their graphic organizers. Expectation Code 7p14 7p15

Learning Expectation describe harassment and identify ways of dealing with it (e.g., by communicating feelings and reporting incidents of harassment) identify people and resources that can support someone experiencing harassment

Assessment Opportunities: Suggestions for Assessing Expectations Self/Peer Assessment – Using CM4 – Self/Peer Assessment Checklist students will have an opportunity to self and peer assess the role play presentations. Teacher Assessment – After the role play presentations the teacher will collect CM3 – Graphic Organizer and assess this based on the criteria outlined on CM5 – Graphic Organizer Checklist. Note: These tools were introduced in sub-task 1 so students should have a very good understanding of what is expected. Teaching/Learning Strategies Presentations Each group will present the role play they developed in sub-task 4. After each role play the presenting group will complete CM4 - Self/Peer-Assessment Checklist and submit an individual copy with their completed graphic organizer. One of the groups watching will be responsible for providing a peer assessment for one of the role plays, including input and constructive feedback. Students will use CM4 – Self/Peer Assessment Checklist. Graphic Organizer: Students are asked to identify three to five ways they can be safe on the Internet. This could include how to react to potentially dangerous situations as well as how to ensure they do not put themselves in dangerous situations. Notes:

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SECTION 3 Copy Masters Appendices

Copy Master 1

Internet Inventory The chat rooms I visit are…

My chat room name(s)…

My family Internet rules are…

Location of the computer I use…

The types of people I talk to are…

Common terms and words used while online…

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Copy Master 2

Dealing with Cyberharassment Indicate in order (#1 – #10) the ways you would deal with being harassed on the Internet or in a chat room. (1 = This is definitely the way I would deal with this, 10 = I would never deal with it this way)

 Ignore and delete messages sent (hoping it will go away)  Communicate firmly to leave you alone  Respond in the same way  Report/seek advice from a parent  Report/seek advice from a friend  Report/seek advice from a teacher  Report/seek advice from a police officer  Accessing Internet help (e.g.,Cybertips, etc.)  Find out more about harassment and why the predator is behaving this way  Report/seek advice from your Internet Provider

Choose your top 3 answers ___________

____________ _____________

After discussing with a small group indicate the way you would deal with this situation.

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Copy Master 3

Cyber Organizer Who can help?

How would you deal with Cyberharassment?

List positive and negative choices the characters made

Cyberharassment Any unwanted, uninvited remarks of a persistent nature that make you feel unsafe, degraded or uncomfortable. It includes any overt, subtle written emails or text messages that express hatred based on a person’s sex, race, ethnicity, religion.

Other important information/research

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Copy Master 4

Self/Peer Assessment Please indicate if you feel the group met the criteria listed. Please add in any additional comments to support your choice.

Criteria

YES

NO

Strengths/Weaknesses

Organization The speaker(s) had an equal part in the play. The individual roles are clear.

The scenes flow, moving logically from one to the next. Presentation/Communication The speaker(s) did use effective eye contact with the audience. The speaker(s) did articulate clearly.

The alternative ending is creative and unique. Content The alternative ending focuses on using one of the „3 ways‟ to deal with harassment. The purpose/message of the piece is accurate. Terms/vocabulary used are appropriate to the topic.

Other helpful comments:

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Copy Master 5

Graphic Organizer Checklist

Criteria

Yes

No

Is there a sufficient amount of correct information under each category that would assist the student in the role play assignment?

Is the information presented clearly with appropriate vocabulary?

Did the student gather and record the appropriate information required for their organizer?

Does the student provide supporting information from other sources?

As a person knowing little about this topic, does the student organizer help you to understand more about this subject matter?

Comments:

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Copy Master 6

Introduction to the Game The Real Story Here is a synopsis of the police case that lies behind the Mirror Image game. In 2000, Robert Laking, a janitor at a community college, began to search out high school cheerleaders living in his home town. He went online and, with three clicks of his mouse, he had the names he needed. Pretending to be a modelling agent, Laking contacted each of the girls, offering her an audition with a New York modelling agency. If a girl accepted the invitation, the janitor asked her to send photographs. Some of the girls sent school photos, but others sent pictures dressed in bathing suits and underclothes. Then the conversations turned ugly: Laking demanded that each girl meet with him to "pay" for the chance to become a model. At least one of the young women met with him in a vehicle parked behind the community college. When several of the girls refused his demands, Laking was outraged. He telephoned them repeatedly. He sent threatening emails, claiming to have posted sexually-explicit messages about them on the Internet. On several occasions, the girls spotted his truck near their school and at cheerleading events. For months, Laking's young victims lived in fear. Some feigned illness and stayed home from school. Others experienced anxiety attacks. Yet for weeks, not one of the girls spoke to her parents - or the police about the threats. Laking was eventually arrested. At the trial he was contrite. Standing with his head bowed, he apologized to his victims. He received a three month sentence. When the young victims were contacted for permission to use their story in an educational computer game, one of them commented: "Most girls think cyberstalking isn't serious. They say: 'He'll give up after a while.' But cyberstalking ruins your life. It isn't funny to live in fear."

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Copy Master 7

CyberCops Log Book Question 1: Use the magnifier to compare the Met Models website and the application form sent by Mitch. What word proves that the application form is fake? Answer: ________________________________________________________________________

Question 2: Sheena‟s IM profile says her gym is near her school. Use the directory to find gyms and schools in the same area. What is the address of Sheena‟s school? Answer: ________________________________________________________________________

Question 3: Use the Whois tool to further investigate Mitch‟s website. Who has control over Sheena‟s pictures? Answer: ________________________________________________________________________

Question 4: Can you remember a word that Mitch used in a conversation with Sheena, or a word that Mike used in a conversation with Megan? Answer: ________________________________________________________________________

Question 5: What is Mitch‟s IP address? Answer: _________________________________________________________________________

Question 6: What is the latitude and longitude of Mitch‟s office? Answer: latitude:__________________longitude:____________________

Question 7: What is the name of the computer? Answer: _____________________________________________________________________

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Copy Master 8

CyberCops Log Book – Answers Question 1 Use the magnifier to compare the Met Models website and the application form sent by Mitch. What word proves that the application form is fake? Answer: When Mitch created the fake application form, he spelled the address of the modeling agency incorrectly. He wrote: BERKLEY.

Question 2 Sheena‟s IM profile says her gym is near her school. Use the directory to find gyms and schools in the same area. What is the address of Sheena‟s school? Answer: 7574 Glen Road

Question 3 Use the Whois tool to further investigate Mitch‟s website. Who has control over Sheena‟s pictures? Answer: Vladimir

Question 4 Can you remember a word that Mitch used in a conversation with Sheena, or a word that Mike used in a conversation with Megan? Answer: Any one of these words is correct: Panorama, t-backs, g-strings, modeling career, icy mysterious beauty.

Question 5 What is Mitch‟s IP address? Answer: 156.114.152.256

Question 6 What is the latitude and longitude of Mitch‟s office? Answer: latitude: 43.7600 longitude: 79.0200

Question 7 What is the name of the computer? Answer: Keyhole

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Copy Master 9

Profiles and Supports Read each of the examples below. Choose one of the emails below that may get your attention and indicate why this would appeal to you. What would you do to investigate it further to determine if it was authentic? --------------------------------------------------------------------------------------------------------------------------To: Karim (on-line) < comicrfun@*******.com> From: comics4line How would U like 2 B selected 2 meet a famous comic book writer? Send us UR email address and UR fav. Comic books. --------------------------------------------------------------------------------------------------------------------------To: Joseph (on-line) wannabefamous@******.com From: bigbands [email protected] Ever picture UR self as a famous drummer, guitarist or singer? Want to tour around the US and Europe? Now your dreams can come true. Email us UR address and a picture of you along with your 5 fav bands, Hurry, before U miss the opportunity of a lifetime. --------------------------------------------------------------------------------------------------------------------------To: Crystal (on-line) loves2dance@******.com From: dancing < [email protected] > Ever dreamed of attending the ultimate dance school? Are UR parents holding U back? Forget what they say and send us UR email address, UR portfolio and you could be on the big stage! --------------------------------------------------------------------------------------------------------------------------To: Arek (on-line) < rideordie@******.com > From: Bikes < [email protected] > Hey dudes and dudettes! U like 2 take jumps, ride rails, and live for speed? Forget about what the adults say U can make a ton of cash riding! Email us back and learn all there is to know about bikes. Unless UR too afraid to ask! --------------------------------------------------------------------------------------------------------------------------Status: Brook (on-line) Myteamrocks@******.com From: < [email protected] > Do U enjoy meeting new people and being active? RU the best there is in your area? RU looking for a college scholarship to a top ranked university? We can get you there. We have access to thousands of top athletes and schools. Email us your name, address, pictures of you playing UR sport and video clips of you in action. Don‟t miss out on this once in a life time opportunity. ------------------------------------------------------------------------------------------------------ --------------------Supports Using the www.cybercops.net determine the individuals the girls in the real story went to for support and the responses that they were given. Using the information on www.cybertips.ca outline how this type of site could be used as a support for someone experiencing cyberharassment.

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Copy Master 10

Sample Letter to Parent(s)/Guardian(s) The following is a sample letter to be used to communicate with parents/guardians of students. The letter will help to generate dialogue between child, parent and teacher, and should be sent home one to two weeks prior to the unit. Replace this section with your school‟s letterhead. To ensure that this communication is read by a parent or guardian, you are advised to require a parent or guardian signature. Dear Parent or Guardian: In the near future, we will begin a unit on Internet Safety that addresses the Healthy Living – Personal Safety and Injury Prevention strand of the Health and Physical Education curriculum. The purpose of this letter is to inform you of the topics that will be covered and to provide you with the opportunity to speak with me prior to commencing our studies. This unit extends the work begun in Grade 7 and will cover the following curriculum expectations: • describe harassment and identify ways of dealing with it (e.g., by communicating feelings and reporting incidents of harassment) • identify people and resources that can support someone experiencing harassment It is our belief that you as parents/guardians play the most significant role in the formation of your children‟s values and behaviours. This unit offers the opportunity to discuss important issues related to the Internet and strategies you may want to consider while using the Internet. Topics that will be discussed and should be addressed at home as well include: • Cyberethics and how all children and youth have a responsibility not only for their own safety, but for the safety of those around them, both friends and family; • Cybercrimes that are committed online, such as child pornography, cybertrespassing and Internet luring and the safety procedures necessary to prevent and deal with them; • Identifying and dealing with online harassment; • Ensuring you know who your child is chatting online with and discuss cyberetiquette and the potential associated dangers; • Appropriate use of the Internet. Talking to your child about what they are doing on the Internet and open communication is your best bet in finding out what goes on. Should you have any concerns, or if you would like further information about this unit, I can be reached at (Add School Phone Number) . This includes the opportunity to view materials. Yours truly, Signature of Teacher ____________________________________________ ------------------------------------------------------------------------------------------------------------------------------Please return to school by: __(Date – prior to the start of the Unit) ___________________________ Name of Student: _________________________________________________________________ Name of Class: __________________________________________________________________ I have read the letter which introduces the health unit on Internet Safety. Parent/Guardian Signature: _______________________________________ Date: ________________________________________________________

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Copy Master 11

Code of Conduct What does the Code of Conduct Say:

What needs to be added:

Standards of Behaviour

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 opinions;  treat one another with dignity and respect at all times, and especially when there is disagreement;  respect and treat others fairly, regardless of their 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;  respect persons who are in a position of authority;  respect the need of others to work in an environment of learning and teaching.

Respect, civility and responsible citizenship All school members must:

Physical Aggression All school members must:  not inflict or encourage others to inflict bodily harm on another person;  seek staff assistance, if necessary, to resolve conflict peacefully.

Physical Aggression All school members must:

Source: Code of Conduct, Ontario Schools, Ministry of Education, 2001.

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Copy Master 12

Cyber Crime Specialist Cybercrime Specialists are fairly new positions for police forces. Presently, there is no formal recruitment process for these positions. Usually, recruiters focus on identifying officers who have experience in criminal investigations, superior computer skills and who can work effectively as part of a team. These skills make for a unique combination. Once in the position, these officers must also stay current and up to date with regard to new computer forensic skills and advancements in technology. Putting trained police officers into this role has great advantages. Not only are their cybercrime skills important, but they can also provide advice to their clients in a number of areas as investigations progress. Some of these areas include the proper drafting of a search warrant, executing a search warrant and anticipating what is required in the form of evidence to advance a case. For those interested in getting into this field, one option is to become a police officer. While in this position it is paramount to develop the skills to become a topnotch investigator while at the same time develop exceptional computer skills related to cyberinvestigations. It is this combination of skills that is desired. Interested officers with these skills who apply would be considered for the positions when they arise in the computer crime section of the police force. At this time, most large police services have a computer crime unit.

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Appendices

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LITERACY STRATEGIES

Appendix A

THINK LITERACY: Cross -Curricular Approaches, Grades 7 -12

Small-group Discussions: Place Mat Health and Physical Education

In this easy-to-use strategy, students are divided into small groups, gathered around a piece of chart paper. First, students individually think about a question and write down their ideas on their own section of the chart paper. Then students share ideas to discover common elements, which can be written in the centre of the chart paper. Purpose  Give all students an opportunity to share ideas and learn from each other in a cooperative small-group discussion. Payoff Students will:  have an opportunity to reflect and participate.  have fun interacting with others and extending their learning while accomplishing the task. Tips and Resources  The strategy can be used with a wide variety of questions and prompts.  Use the place mat strategy for a wide range of learning goals, for example: - to encourage students to share ideas and come to a consensus on a topic - to activate the sharing of background knowledge among students - to help students share problem-solving techniques in mathematics and science - to take group notes during a video or oral presentation  Groups of two to four are ideal for place mat, but it can also work with up to seven students in a group. You may choose several questions or issues for simultaneous consideration in a place mat strategy. To start, each group receives a different question or issue to work on. Once they have completed their discussion, the groups rotate through the various questions or issues until all have been explored.  Place mat also works well as an icebreaker when students are just getting to know each other.  See Teacher/Student Resources: - Place Mat Student Sample; Topic: “Eating Disorders” (Grade 8) - Place Mat Student Sample; Topic: “Dating Relationships” (Grade 8) - Place Mat Student Sample; Topic: “STDs/STIs” (Grade 9) - Place Mat Student Sample; Topic: “Reasons Teens Have Intercourse” (Grade 10) Further Support  Give careful consideration to the composition of the small groups, and vary the membership according to the students‟ styles of learning and interaction, subject-matter proficiency, and other characteristics.  Some students may benefit from being able to “pass” during group sharing.

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LITERACY STRATEGIES THINK LITERACY: Cross -Curricular Approaches, Grades 7 -12

Small-group Discussions: Place Mat Health and Physical Education Grade 7 – Personal Safety and Injury Prevention What teachers do

What students do

Notes

Before     

Divide students into groups of four or five. Have the students respond to the questions: What is Cyberharassment? And what does it look like? See teacher resources, Place Mat Student Samples: “Cyberharassment” (Grade 7). Distribute chart paper to each group. Ask the students to divide the chart paper into sections equal to the number of students in the group, leaving a circle or square in the centre of the chart. Note: this middle section can be omitted, depending on the learning task involved.

During 

Direct each group member to think about the question or topic, and then write silently about it in their personal area of the chart paper for a determined amount of time.



Divide the chart paper into sections equal to the number of students in their group.



Gather their thoughts about the chosen question or topic and write silently in their own area of the paper, respecting the space and silence of all members of the group.



Take turns sharing ideas with the group.



Engage in discussion with all group members to arrive at common elements or ideas.



Record common ideas in the centre of the place mat.



Use oral skills, such as active listening, requesting clarification, and coming to consensus.



Circulate around the room to look at the ideas on the charts of other groups.

After 

Give a signal for students in each group to discuss their ideas and experiences and find the common elements or ideas.



Have students post the charts to share their group‟s thinking with the class.

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LITERACY STRATEGIES THINK LITERACY: Cross -Curricular Approaches, Grades 7 -12 Teacher Resource

Place Mat – Student Sample Health and Physical Education Grade 7 – Personal Safety and Injury Prevention

Topic: Cyberharassment Write quietly on your own in your section of the place mat for several minutes.

Through group sharing of ideas and experiences, gather common concerns, concepts and ideas in this section of the place mat.

Example: Take a few minutes to think about and then individually write down what you know about: CYBERHARASSMENT -When someone harasses you using a computer

- it is illegal

-It is hard to get away from cyberharassment

- people who email inappropriate things

-When someone on MSN says things about you that are not true

-if this happens you should tell someone

Cyberharassment is when someone is bullying you or threatening you on your cell phone, on MSN or on email. - using a computer to bully you

- you can never get away from it

- text messages, MSN or anything electronic

- someone who can always find you

- emails that make me worried that something bad could happen to me

- worse than physical violence

Note: These are sample student responses and to be used only as a teacher resource. This is not meant to be used as an answer sheet or to distribute to students.

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LITERACY STRATEGIES

Appendix B

THINK LITERACY: Cross -Curricular Approaches, Grades 7 -12

Getting Ready to Read: Extending Vocabulary (Creating a Word Wall)

Health and Physical Education

Students are required to learn, on average, over 2 000 words each year in various subject areas. Those who have trouble learning new words will struggle with the increasingly complex texts that they encounter in the middle and senior school years. A word wall is a wall, chalkboard or bulletin board listing key words that will appear often in a new unit of study, printed on card stock and taped or pinned to the wall/board. The word wall is usually organized alphabetically.

Purpose 

Identify unfamiliar vocabulary and create a visible reference in the classroom for words that will appear often in a topic or unit of study.

Payoff Students will:  practice skimming and scanning an assigned reading before dealing with the content in an intensive way. Students will then have some familiarity with the location of information and with various elements of the text.  develop some sense of the meaning of key words before actually reading the words in context.  improve comprehension and spelling because key words remain posted in the classroom.

Tips and Resources       

Skimming means to read quickly – horizontally - through the text to get a general understanding of the content and its usefulness. Scanning means to read quickly – vertically or diagonally – to find single words, facts, dates, names, or details. This strategy can be used during a fitness blast or a sport activity to review concepts or to review health terms for an evaluation. Words for the word wall may be created by teachers but preferably students should be involved in the process. Consider posting certain words for longer periods (for example: words that occur frequently in the unit or course, words that are difficult to spell, and words that students should learn to recognize on sight). Before building the word wall, consider using the strategy Analyzing the Features of Text to help students become familiar with the text. See Teacher/Student Resources: - Extending Vocabulary; “Skimming and Scanning to Preview a Text”. - Extending Vocabulary; “CyberCops” (Grade 7). For background information: - Ophea, Health and Physical Education, Grade 7. Unit #1 – Personal Safety and Injury Prevention. - Ophea, CyberCops Unit, Grade 7.

Further Support   

Add a picture to the word cards (preferably a photograph from a magazine) as a support for ESL students and struggling readers. Provide each student with a recording sheet so that they can make their own record of the key words for further review. If it appears that students will need additional support, review the terminology on the word wall in the two classes following the activity, using Take Five or Think/Pair/Share, (Think Literacy) which are described in the Oral Communication section.

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LITERACY STRATEGIES THINK LITERACY: Cross -Curricular Approaches, Grades 7 -12

Getting Ready to Read: Extending Vocabulary (Creating a Word Wall) Health and Physical Education Grades 7 – Personal Safety and Injury Prevention What teachers do Before  Preview the text for key vocabulary on the following topics: “CyberCops” (Grade 7).  Prepare strips of card stock (approximately 4” x 10”) for words.  Divide students into groups of three.  Provide stick-on notes, markers and masking tape or pins for each group of students.  Explain to students that together the class will find key vocabulary in the assigned text, and will help each other to understand and spell the key vocabulary by creating a “word wall” in the classroom that they can refer to for the duration of that particular topic.  Distribute the student resource, Skimming and Scanning to Preview a Text; read and clarify the techniques with students. During  Ask students to skim the text to get a general sense of the content and its features.  Engage students in some general discussion of the topic, making a few brief notes on the board about big ideas.  Direct students to independently scan the text for unfamiliar words.  Ask students to create a personal list of ten unfamiliar words.  In small groups, ask the students to compare personal lists and create a group master list.  Distribute eight pieces of card stock (approx. 4” x 10”), markers and pieces of masking tape to each group. After  Lead a discussion of the words and ask students to speculate on their meaning. If appropriate, describe prefixes and suffixes that are unique or common to Health and Physical Education.  Ask each group to look up the meaning of its words and then to explain the meaning to the rest of the class.  Prepare Quiz-Quiz-Trade cards for the class activity as an opportunity for students to review vocabulary. See teacher resource, “Quiz-Quiz-Trade”. (Kagan, 1994)

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What students do

 

Notes

With their group find an appropriate space where they can talk face-to-face and write down the words. Find the chapter or get a copy of the assigned text.



Follow along on the handout as the teacher reviews skimming and scanning.



Skim the text, looking at illustrations and subtitles to get a general idea of the topic of the text. Scan the text for words they do not know, marking them with stick-on notes (optional) and then making a personal list of ten unfamiliar words. Compare personal lists. Choose a minimum of ten words for a group master list. Each group prints their key words in large letters on card stock and tapes or pins them to the chalkboard, bulletin board, or gymnasium wall, preferably alphabetically. Use the glossary of the textbook or a dictionary to find the meaning of the words. Present their words to the rest of the class. Add meaning to the words on the cards in smaller letters. Obtain a Quiz-Quiz-Trade card from the teacher with either a vocabulary word or a definition. Do the activity following the rules and teacher directions. (Kagan, 1994)



 

   

Healthy Living Personal Safety and Injury Prevention

LITERACY STRATEGIES THINK LITERACY: Cross -Curricular Approaches, Grades 7 -12 Teacher Resource

Extending Vocabulary (Creating a Word Wall) Student Sample Health and Physical Education Grade 7 – Personal Safety and Injury Prevention

“CyberCops”

Chatting

Instant Messaging

Profile

IP Address

Webcam

Hard Drive

Internet

CUL8R

Cyber harassment

Domain Name

Word Cards with Definitions Internet

Cyberharassment

The network that connects more than four million computers in 160 countries. The Internet is the virtual space in which users send and receive email, login to remote computers (telnet), browse databases of information (gopher, World Wide Web), and send and receive programs (ftp) contained on these computers.

Cyberharassment is any unwanted, uninvited remarks of a persistent nature that make you feel unsafe, degraded or uncomfortable. It includes any overt, subtle written emails or text messages that express hatred based on a person‟s sex, race, ethnicity, religion.

Words based on “CyberCops” Ophea, Health and Physical Education, Grade 7. Health and Physical Education Grade 7

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LITERACY STRATEGIES THINK LITERACY: Cross -Curricular Approaches, Grades 7 -12 Teacher Resource - Health and Physical Education

Extending Vocabulary (Creating a Word Wall) Set-up: The teacher or class creates a set of cards based on the vocabulary/content to master. Each card has a matching card. For example, to learn vocabulary, one card would be the word and the other card would be the matching definition. Each student receives one card. Steps: Students stand up (with cards in hand), put a hand up, and find a partner. Students quiz a partner, get quizzed by a partner and then trade cards to repeat the process with a different partner. For further instructions see student resource, Quiz-Quiz-Trade, (Observation Form). (Kagan, 1994) Management Tips:  If students make the cards, check them for accuracy.  If there are an odd number of students, the teacher can play to get the class started.  If needed, assign who goes first each time.  Remind students to keep a hand up when looking for a partner. This makes it easier to see students who still need a partner.  A location in the room can be designated for students to wait until they find a partner. Differentiated Instruction:  Monitor to assess and help.  Put answers on the back of cards if needed.  Colour code cards by levels of difficulty – students find someone with the same colour card to quiz.  Use pictures instead of words. Social Skills: • Asking questions • Greeting • Departing

• Coaching • Praising

• Tolerance • Asking for help

Ideas for use in a Health and Physical Education setting:  Energizers (e.g., about you, favourites)  Vocabulary and definitions (e.g., substance use and abuse, healthy eating, growth and development)  Sport rules  Facts and opinions (e.g., harassment)  Fitness Blast (e.g., muscular endurance, intensity)  Movement Skills (e.g., sending, receiving)

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Appendix C

THINK LITERACY: Cross -Curricular Approaches, Grades 7 -12

Getting Ready to Read: Gathering and Evaluating Information from World Wide Web Pages

Students need to develop the skills and knowledge of information technologies to harness the power, effectiveness, efficiency and excitement of learning in the information age. (OSLA, 1998) The World Wide Web has become a pervasive influence on all of our lives. Effective use of the Internet to acquire information is an essential skill to becoming literate in the 21st century. A large majority of students are now using the Web as their main source of information. However, the results often lead to endless pages of information much of which can be ignored for various reasons. Providing students with an approach to critically evaluating websites can be the key to tap into this vast resource.

Purpose  

Develop an understanding of the concepts of bias, stereotyping, inclusivity and credibility. Explore a process of critically evaluating websites to ensure that the information available is unbiased and accurate.

Payoff Students will:  become more efficient at assessing the value and usability of Internet websites.  develop critical thinking and information literacy skills.  analyze and evaluate information using a variety of strategies.  establish criteria for evaluating an Internet resource.

Tips and Resources 

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Some of the issues that need to be addressed when evaluating Internet resources are bias, stereotyping, inclusivity and credibility. Students will need an understanding of these concepts before accessing the computer. The teacher can lead a brainstorming session on the meanings/examples of these terms to assess if the students have the required knowledge and previous experience to continue. See Teacher Resource, Website Evaluation Guide and Student Resource, Checklist for Evaluating Websites. Some terminology may be new for students and teachers. Refer to Student/Teacher Resource, Glossary of Website Terms. To prepare for this activity: - make arrangements to access the necessary computer hardware, e.g., LCD projector and demonstration computer. - select two or three examples of good and bad websites (See, The ABCs of Website Evaluation and/or The Good, The Bad and The Ugly in Website Supports). - visit the suggested sites in the Teacher Resource, Website Supports to find further teaching strategies and links to possible sites. - check to make sure that all of the sites are still active. - decide which sites will be used and how the students will access them.

Refer to Teacher Resource, Website Evaluation Guide to see criteria for evaluation of websites. See Teacher Resource, Website Supports for related information and further assistance. See Student/Teacher Resource, Citing Website Sources.

Beyond Monet, Chapter 8 (Concept Attainment). Information Studies, Kindergarten to Grade 12, OSLA, 1999. Available at: http://www.accessola.com/action/positions/info_studies/html/intro.html

Further Support 

Have students work in pairs or in small groups.

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LITERACY STRATEGIES THINK LITERACY: Cross -Curricular Approaches, Grades 7 -12

Getting Ready to Read: Gathering and Evaluating Information from World Wide Web Pages What teachers do Before  Refer to Tips and Resources to prepare for this activity.  Review your School Board‟s Acceptable Use Policy and ensure that students are aware of its contents.  Walk through examples of good and bad websites with the students and discuss their features. 

What students do 

Discuss the School Board‟s Acceptable Use Policy.

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Discuss features of websites as they review them with the teacher.

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Have students think about the information they are trying to find on the Internet in terms of:  people  terms  organizations  places  objects, etc. From this, make a list of key ideas, exact phrases or terms that would describe the topic as precisely as possible.

Brainstorm with class key terminology before accessing the Web so gaps in student knowledge can be determined. See Student/Teacher Resource, Searching Strategies for the World Wide Web. 

During  Model the process of evaluating a website with a Think Aloud using two or three examples.  Model the reading strategies students would use when reading informational text.  Have students investigate advanced searching techniques on search engine sites (e.g. www.google.com, www.yahoo.com) See Information about search engines in Website Supports for more information.  Remind students of the need to properly cite any information used; provide an appropriate style with examples. See Student/Teacher Resource, Citing Website Sources.  

Monitor students to ensure appropriate sites are being accessed. Engage students in discussions about the content of sites they are viewing.

After  Encourage students to reflect on the sites they find and the process they used to search (see Student Resource, Student Checklist for Evaluating Websites)

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Use the list of key words generated – the more precise the words to include or exclude, the more valuable your search results will be.

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Cite all information that is used in a proper format. See Student/Teacher Resource, Citing Website Sources.

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Use a graphic organizer to keep information and thoughts organized. See Student/Teacher Resource, Website Supports. Think critically about everything on the Web. Ask questions about it. Look for other sources that can validate or substantiate what information found.

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Notes

Reflect on how and where they found useful information using Student Resource, Student Checklist for Evaluating Websites.

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LITERACY STRATEGIES THINK LITERACY: Cross -Curricular Approaches, Grades 7 -12 Student/Teacher Resource

Searching Strategies for the World Wide Web 1. Think about the information they are trying to find on the Internet in terms of:  people  key words  organizations  places  objects, etc. From this, make a list of key ideas, exact phrases or terms that would describe the topic as precisely as possible. 2. Learn and use the advanced search options, available on most search engine sites. 3. Use the list of key words generated – the more precise the words to include or exclude, the more valuable your search results will be. 4. If a page has “gone missing” (Error 404), or if there might be more useful information on this site, trim back the URL to the previous slash. Repeating this process might turn up other error messages, but it might also lead to a better starting point. 5. Do not get „stuck‟ sifting through pages that do not seem quite right. Move on to other pages, or revisit and revise previous steps taken.

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LITERACY STRATEGIES THINK LITERACY: Cross-Curricular Approaches, Grades 7 -12 Teacher Resource

Website Evaluation Guide Credibility          

Information

Is the site appropriate for your students? Is there a creation/last-updated date on the site? Has the website been updated? Do dates make a difference to the credibility of the information? Who is the author? Is the author‟s education or position listed? Can the author be contacted? What is the purpose of the website? Informational? Persuasive? Solicitation? Entertainment? Where does the information come from? Is it a reliable source? Is there a bibliography? Are correct citations made?

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Website design      

Bias

Is the website attractive? Is it well laid out? Are there appropriate graphics on the webpage? Do they support the information? Is the information organized? Is there a site map to organize information? Is the site easy to navigate? Are links to other sites active?

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Is the information at a comfortable reading level for the student? Is there any misinformation on the site? Does the information appear to be valid? Is the same or similar information found on other websites? Do links provide relevant information? Is the information current? Are language conventions used correctly e.g., spelling, grammar?

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What is the purpose of this site? Does the author have a particular point of view? If so, is the author critical of the opposite point of view? Are opinions expressed? Does the information seem one sided? Is there a hidden message? Are there examples of racial, cultural, faith or gender stereotyping in information, illustrations or graphics? Are all people and cultures respected? Is it factual information with references and links?

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LITERACY STRATEGIES THINK LITERACY: Cross -Curricular Approaches, Grades 7 -12 Student Resource

Checklist for Evaluating Websites Answer Yes, No or “?” to the following statements. The information in the website seems to be correct and can be found on other websites and in print materials. If there are pictures on the page, the pictures seem to be original and not edited. The information on this site helps me to answer my research question. The website has information that is up to date. The author of the website is identified and can be contacted. There are no examples of stereotyping (racial, cultural, faith or gender) found on the website. All people and cultures that are represented are depicted respectfully. The site is relatively free of bias. The information on the website is factual, and not an opinion expressed by the author. If a point of view has been expressed, the opposite point of view has also been presented in an impartial way. The website is attractive, well organized and has eye-catching visuals. Words are spelled correctly and the grammar is correct. All of the hyperlinks are working, well chosen and well organized. The website is easy to navigate and the home page can always be accessed.

URL: _________________________________________________________ If you have answered “Yes” to all of the statements, this website may be useful to you. If you have answered “No” to any of the statements, you need to consider whether this website will be of use to you. If you have a “?”, you should discuss the statement with a teacher or group member.

What is the best part of this website?

What would be the best way to find this website in the future?

What could be improved on this website?

Describe how you might help a friend find similar information more quickly.

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Appendix D Reporting Child Abuse and Neglect Introduction Ontario's Child and Family Services Act (CFSA) provides for a broad range of services for families and children, including children who are or may be victims of child abuse or neglect. The paramount purpose of the Act is to promote the best interests, protection and well being of children. The Act recognizes that each of us has a responsibility for the welfare of children. It states clearly that members of the public, including professionals who work with children, have an obligation to report promptly to a Children's Aid Society if they suspect that a child is or may be in need of protection. The Act defines the term "child in need of protection" and sets out what must be reported to a Children's Aid Society. This definition (CFSA s.72(1)) is set out in detail on the following pages. It includes physical, sexual and emotional abuse, neglect and risk of harm. This information summarizes reporting responsibilities under Ontario's Child and Family Services Act. It is not meant to give specific legal advice. If you have questions about a given situation, you should consult a lawyer or the Children's Aid Society. Responsibility to report a child in need of protection CFSA s.72(1) If a person has reasonable grounds to suspect that a child is or may be in need of protection, the person must promptly report the suspicion and the information upon which it is based to a Children's Aid Society. The situations that must be reported are listed in detail below. Child and Family Services Act CFSA s.72 (1) Despite the provisions of any other Act, if a person, including a person who performs professional or official duties with respect to children, has reasonable grounds to suspect one of the following, the person shall forthwith report the suspicion and the information on which it is based to a society: 1. The child has suffered physical harm, inflicted by the person having charge of the child or caused by or resulting from that person's, i. failure to adequately care for, provide for, supervise or protect the child, or ii. pattern of neglect in caring for, providing for, supervising or protecting the child. 2. There is a risk that the child is likely to suffer physical harm inflicted by the person having charge of the child or caused by or resulting from that person's, i. failure to adequately care for, provide for, supervise or protect the child, or ii. pattern of neglect in caring for, providing for, supervising or protecting the child. 3. The child has been sexually molested or sexually exploited, by the person having charge of the child or by another person where the person having charge of the child knows or should know of the possibility of sexual molestation or sexual exploitation and fails to protect the child. 4. There is a risk that the child is likely to be sexually molested or sexually exploited as described in paragraph 3. 5. The child requires medical treatment to cure, prevent or alleviate physical harm or suffering and the child's parent or the person having charge of the child does not provide, or refuses or is unavailable or unable to consent to, the treatment. 6. The child has suffered emotional harm, demonstrated by serious, i. anxiety, ii. depression, iii. withdrawal, iv. self-destructive or aggressive behaviour, or v. delayed development, and there are reasonable grounds to believe that the emotional harm suffered by the child results from the actions, failure to act or pattern of neglect on the part of the child's parent or the person having charge of the child. Health and Physical Education Grade 7

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7. The child has suffered emotional harm of the kind described in subparagraph i, ii, iii, iv or v of paragraph 6 and the child's parent or the person having charge of the child does not provide, or refuses or is unavailable or unable to consent to, services or treatment to remedy or alleviate the harm. 8. There is a risk that the child is likely to suffer emotional harm of the kind described in subparagraph i, ii, iii, iv or v of paragraph 6 resulting from the actions, failure to act or pattern of neglect on the part of the child's parent or the person having charge of the child. 9. There is a risk that the child is likely to suffer emotional harm of the kind described in subparagraph i, ii, iii, iv or v of paragraph 6 and that the child's parent or the person having charge of the child does not provide, or refuses or is unavailable or unable to consent to, services or treatment to prevent the harm. 10. The child suffers from a mental, emotional or developmental condition that, if not remedied, could seriously impair the child's development and the child's parent or the person having charge of the child does not provide, or refuses or is unavailable or unable to consent to, treatment to remedy or alleviate the condition. 11. The child has been abandoned, the child's parent has died or is unavailable to exercise his or her custodial rights over the child and has not made adequate provision for the child's care and custody, or the child is in a residential placement and the parent refuses or is unable or unwilling to resume the child's care and custody. 12. The child is less than 12 years old and has killed or seriously injured another person or caused serious damage to another person's property, services or treatment are necessary to prevent a recurrence and the child's parent or the person having charge of the child does not provide, or refuses or is unavailable or unable to consent to, those services or treatment. The child is less than 12 years old and has on more than one occasion injured another person or caused loss or damage to another person's property, with the encouragement of the person having charge of the child or because of that person's failure or inability to supervise the child adequately. Ongoing duty to report CFSA s.72(2) The duty to report is an ongoing obligation. If a person has made a previous report about a child, and has additional reasonable grounds to suspect that a child is or may be in need of protection, that person must make a further report to a Children's Aid Society. Persons must report directly CFSA s.72(3) The person who has the reasonable grounds to suspect that a child is or may be in need of protection must make the report directly to a Children's Aid Society. The person must not rely on anyone else to report on his or her behalf. What are "reasonable grounds to suspect"? You do not need to be sure that a child is or may be in need of protection to make a report to a Children's Aid Society. "Reasonable grounds" are what an average person, given his or her training, background and experience, exercising normal and honest judgement, would suspect. Special responsibilities of professionals and officials, and penalty for failure to report CFSA s.72(4), (6.2) Professional persons and officials have the same duty as any member of the public to report a suspicion that a child is in need of protection. The Act recognizes, however, that persons working closely with children have a special awareness of the signs of child abuse and neglect, and a particular responsibility to report their suspicions, and so makes it an offence to fail to report. Any professional or official who fails to report a suspicion that a child is or may be in need of protection, where the information on which that suspicion is based was obtained in the course of his or her professional or official duties, is liable on conviction to a fine of up to $1,000.

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Professionals affected CFSA s.72(5) Persons who perform professional or official duties with respect to children include the following:  health care professionals, including physicians, nurses, dentists, pharmacists and psychologists;  teachers, and school principals;  social workers and family counsellors;  priests, rabbis and other members of the clergy;  operators or employees of day nurseries;  youth and recreation workers (not volunteers);  peace officers and coroners;  solicitors;  service providers and employees of service providers; and  any other person who performs professional or official duties with respect to a child. This list sets out examples only. If your work involves children but is not listed above, you may still be considered to be a professional for purposes of the duty to report. If you are not sure whether you may be considered to be a professional for purposes of the duty to report, you should contact your local children's aid society, professional association or regulatory body. Professional confidentiality CFSA s.72(7),(8) The professional's duty to report overrides the provisions of any other provincial statute, specifically, those provisions that would otherwise prohibit disclosure by the professional or official. That is, the professional must report that a child is or may be in need of protection even when the information is supposed to be confidential or privileged. (The only exception for "privileged" information is in the relationship between a solicitor and a client.) Protection from liability CFSA s. 72(7) If a civil action is brought against a person who made a report, that person will be protected unless he or she acted maliciously or without reasonable grounds for his or her suspicion. What will the Children's Aid Society do? Children's Aid Society workers have the responsibility and the authority to investigate allegations and to provide services to protect children. A Children's Aid Society worker may, as part of the investigation and plan to protect the child, involve the police and other community agencies. How to contact a Children's Aid Society Check the telephone directory for the office closest to you. In some communities, the Children's Aid Society is known as "Family and Children's Services". The emergency pages in most Ontario telephone directories have the number to call to report to a Children's Aid Society. All the Children's Aid Societies/Family and Children's Services have emergency service 24 hours a day, so that you can call anytime. For more information Contact your local Children's Aid Society or Family and Children's Services. If you suspect that a child is or may be in need of protection, contact a Children's Aid Society immediately. Your co-operation is vital to making Ontario's child protection system work.

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Appendix E ADDITIONAL SUPPORTS Cybertip.ca (www.cybertip.ca) Cybertip.ca is Canada's National Tipline for reporting the online sexual exploitation of children. It is a centralized web portal for receiving and addressing reports from the public regarding child pornography, luring, child sex tourism, and children who are exploited through prostitution. Cybertip.ca also provides the public with information, referrals and other resources to help Canadians keep their children safe while on the Internet. Child Find Manitoba's Cybertip.ca operates as one of the organization's core services. Although the majority of Cybertip.ca's reports are provided online, the public is also able to contact the tipline by phone or fax. Media Awareness Network: Be Web Aware (www.bewebaware.ca) Be Web Aware is a national, bilingual public education program on Internet safety. The objective of everyone involved in this project is to ensure young Canadians benefit from the Internet, while being safe and responsible in their online activities. Be Web Aware grew out of a series of discussions and a collective concern among Microsoft Canada, Media Awareness Network and Bell Canada about online safety. A national coalition of Canadian media companies and non-profit organizations has formed to promote this initiative across the country. The goal of the Be Web Aware initiative is two-fold: to raise awareness amongst parents that there are safety issues when their children go online and that they need to get involved and to provide practical information and tools that will equip parents to effectively manage Internet use in the home and to teach their kids to be web aware. The Be Web Aware initiative includes a comprehensive Web site. The site, developed by Media Awareness Network, is full of information and tools to help parents teach their children to handle the potential risks associated with going online. Ontario Provincial Police (www.opp.ca) The Ontario Provincial Police provide support of both an information and protective nature regarding many aspects of safety including Internet Safety. The E-crime section focuses their work both on the preventative aspects as well as the investigative aspects of many types of Internet related crimes. Cybercops.net (cybercops.net) Hosted by Livewires Design Ltd., Cybercops.net provides additional information on Internet Safety as well as additional classroom activities to accompany the Mirror Image game. Beyondborders.ca (www.beyondborders.org) Beyond Borders advances the rights of children to be free from abuse and exploitation without regard to race, religion, gender or sexual orientation. Beyond Borders does not have any religious or political affiliation. In September 1999, Beyond Borders was granted affiliate status with ECPAT International. The campaign to End Child Prostitution, Pornography and the Trafficking of Children for Sexual Purposes operates in 70 countries around the world. Their common goal is the elimination of all forms of commercial sexual exploitation of children.

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GLOSSARY Internet Vocabulary Acceptable Use Policy (AUP) A legally binding document agreed to by online users, which regulates the rules of Internet use at a school, business, or home. Schools can embed these into agendas or planners, or send home specific newsletters requiring a signature from parents and students. Backdoor A way to bypass authentication and obtain remote access to a computer. A hacker/cracker might install a backdoor to retrieve files and gain access to confidential information. Bookmark list A personal list of favorite Web addresses, organized in a single list. All Web browsers allow users to create bookmarks so users can return to their favourite Websites. Also known as Hotlists. Hackers can target these lists through software, viruses and Trojan Horses. Chat Room Public places on the Internet where Internet users have live, real-time conversations with many people at the same time. Everyone in the chat room can see what everyone else writes, but they can remain anonymous if they wish. Cybercops A word used by informal groups of police officers who assist one another to solve Internet based crimes. Most police units are called High-Tech Crimes Units or Electronic Crime Units in Ontario. Domain Name The unique name that identifies an Internet site. Domain Names always have two or more parts, separated by dots. The part on the left is the most specific, and the part on the right is the most general. Government sites contain “gov” and many educational sites will have “edu” in their domain names. Fire Wall A combination of hardware and or software that protects computers connected to the Internet. Monitors programs that communicate with the Internet. Grooming The process by which a pedophile stalks a victim and lulls them into thinking they are chatting with a friend. They act as if they were the same age, ask seemingly innocuous questions that helps them identify the location of the victim. There are several stages in this process during which time they become increasingly more bold and may mention personal subjects such as removing clothing or asking about sex. Hacker Individual who obtains unauthorized access to computer data most commonly via the Internet. Hotlist A personal list of favourite Web addresses, organized in a single list. All Web browsers allow users to create hotlists so users can return to their favorite Websites. Also known as Bookmarks. Instant Messaging (IM) A means by which Internet users communicate in real-time. A form of chat but controlled by user utilizing the software. Users choose who they communicate with and maintain buddy lists for IM purposes that could include strangers if proper precautions are not taken. Users can block those they do not wish to have on their list. Can allow the use of web cameras (web cams). Health and Physical Education Grade 7

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Internet The network that connects more than four million computers in 160 countries. The Internet is the virtual space in which users send and receive email, login to remote computers (telnet), browse databases of information (gopher, World Wide Web), and send and receive programs (ftp) contained on these computers. Internet account Purchased through an Internet service provider, the account assigns a password and email address to an individual or group, and access to the Internet at large. Internet Protocol Number or Address (IP) The specific number of a computer on the Internet. Can be traced and is identified in email messages in the hypertext. Sometimes called a dotted quad. A unique number consisting of four parts separated by dots, e.g. 165.113.245.2 Internet Relay Chat (IRC) Interactive, real-time discussions between Internet users using text messages. Users logon via telnet to designated Internet computers and join discussions already in progress, or create conversations of their own. Internet Service Provider (ISP) Any organization that provides access to the Internet. Many ISPs also offer technical assistance to schools looking to become Internet information providers by placing their school's information online. Login or Logon The account name used to gain access to a computer system. Not a secret (the antonym is Password). Or (verb) the act of entering into a computer system. It is not recommended that users create a login name that would reflect their gender or age to sign onto a computer system. Mailing lists There are more than 4,000 topic-oriented, email-based discussion groups that may be read and to which users post. Internet users subscribe to the lists they want to read and receive messages via email. Also known as discussion groups or listservs. Students are discouraged from belonging to such groups since pedophiles search for young people on whom to prey. Network A group of connected computers. Most school networks are known as LANs, or Local Area Networks, because they are networks linking computers in one small area. The Internet could be referred to as a WAN, or a Wide Area Network, because it connects computers in more than one local area. Online/Offline When you are logged onto a computer through your modem, you are said to be online. When you are using your computer but are not connected to a computer through your modem, you are said to be working offline. Password A code used to gain access to a locked system or file. A good password does not reveal your identify or your gender. It may include numbers and letters, some people replace a word, such as “password” using numbers for vowels. i.e. p2ssw0rd. Server A company providing many different services to clients on the WWW, such as web page hosting, email services . Health and Physical Education Grade 7

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Signature file (SIG) A return address and information such as name, phone number, and email address that users put at the bottom of email messages. Usually a simple text message, automatically added by your email program. Spam Unsolicited email. Applies primarily to commercial messages posted across a large number of Internet Newsgroups, especially when the ad contains nothing of specific interest to the posted Newsgroup. Spam sent in bulk, slows down bandwidth and causes the user‟s server to work more slowly. Trojan (Horse) Trojan Horse is a form of a program that can plant itself on a hard drive. It can be received via a hacker or as a file masquerading as an innocuous downloadable file within an email or peer to peer network. It could simply delete files on your system, or it can plant itself and give remote users full access to your system. Similar to worms and viruses, which replicate themselves. The biggest danger with a worm is its ability to replicate itself on your system, so rather than your computer sending out a single worm, it could send out hundreds or thousands of copies of itself, creating a huge devastating effect. Typosquat Site (misspellings) Children and even adults often misspell words when searching for something on the Internet. Pornographers will take advantage of that and will create websites that use these commonly misspelled words to lead you onto their pornography sites. For example, Britney Spears is one of the most commonly searched for terms on the Internet. Misspellings such as Brittney Spears, or Britney Speers will lead you to pornography sites. Uniform Resource Locator (URL) The address and method used to locate a specific resource on the Internet. A URL beginning with http:// indicates that the site is a WWW resource and that a Web browser will access it. However, http:// is not required when typing most URLs into the browser. Virus A computer virus attaches itself to a program or file so it can spread from one computer to another, leaving infections as it travels. There are dialers which change your dial-up number. There are many ways to prevent this from happening, including Fire Walls and also protections against Spyware and HiJackers (hackers). Computers should have anti-virus software, which are available online. Web Browser (Also known as Internet Browser or Browser) Software that allows computer users to access and navigate the contents of the Internet. e.g. Internet Explorer, Netscape. World Wide Web (WWW, W3 or Web) An information and retrieval system based upon the hypertext transfer protocol (http) that transfers hypertext documents across computer systems. The Web was created by the CERN High-Energy Physics Laboratories in Geneva, Switzerland in 1991.

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REFERENCES Criminal Code of Canada R.S. (1985). Institute for Catholic Education. (1998). Ontario Catholic School Graduate Expectations. Toronto. Jilks-Racine, J. (2005) Internet Safety. Ontario Principal's Council Register Spring 2005, Vol. 7 (1). Toronto. Ministry of Education. (1998).The Ontario Curriculum, Grades 1-8, Health and Physical Education. Queens Printer for Ontario. Ministry of Education. (2001). Code of Conduct, Ontario Schools. Queen's Printer for Ontario. Ophea, (2000). Health and Physical Education Curriculum Support Documents, Grade 7. Ontario Child and Family Services Act, R.S.O. (1990). Ontario Conference of Catholic Bishops. Fully Alive (Grades 1-8). Pearson. Ontario Provincial Police. Internet Safety Tips for Teens and Internet Safety Tip for Parents. Statistics Canada.(2005). Family Violence in Canada: A Statistical Profile. Canadian Centre for Justice Statistics. www.bewebaware.ca. Media Awareness Network www.cybercops.net. LiveWires Design Ltd. www.cybertip.ca. Canada’s National Tipline

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