Grade 5 - ConnectED Real Life Online

Grade 5 Resource

Acknowledgements 

This resource was made possible with funding from the Ontario Ministry of Education. 

Ophea also gratefully acknowledges the contribution of the many individuals and organizations that participated in the development 

and writing of Connect[ED]. 

Partners 

Factor-Inwentash Faculty of Social Work, University of Toronto 

Hamilton-Wentworth District School Board 

Legal Studies Program, University of Ontario Institute of Technology 

Kids Help Phone 

Ontario Ministry of Education 

Ontario Provincial Police 

TVOKids 

Development Team 

Keith Baird, Ontario Ministry of Education 

Shannon Boyd, Ophea 

Monica Cachagee, Ontario Provincial Police 

Glenn Court, Ontario Ministry of Education 

Pat Ellingson, TVOKids 

Heather Gardner, Hamilton-Wentworth District School Board 

Stéphane Giroux, Ophea 

Stacie Goldin, TVOKids 

Robyn MacEachern, Ontario Provincial Police 

Dr. Faye Mishna, University of Toronto 

Muriel Rounthwaite, Ophea 

Dr. Andrea Slane, University of Ontario Institute of Technology 

Clint Tam, Ophea 

Richard Ward, Ophea 

Tegan Young, Ophea 

Writing Team 

Sara Goodman 

Lisa Chung 

Allison Cleland 

Lindsay LaMorre 

Nazreen Motiar 

Lara Paterson 

Reviewers 

Brenda Hopkins 

Mary Jane Huh 

Mike Mahon 

Carla Robbins 

Field Test Schools 

Firgrove Public School 

Alliston Union Public School 

Claireville Junior School 

Westminster Public School 

Earl Beatty Public School 

West Oak Public School 

Kortright Hills Public School 

Roberta Bondar Public School 

ISBN #: 978-1-926555-51-5

Table Of Contents 

Section 1: Upfront 

• Welcome to Connect[ED]! 04 

• About Ophea 04 

• Background 05 

• Why Internet Safety? 06 

• About Connect[ED] 07 

• Guiding Principles of Connect[ED] 08 

• Connections to the Ontario Curriculum 09 

• Connections to Government of Ontario Policies 11 

• School Community Roles & Responsibilities 12 

• Before You Get Started 13 

Section 2: Grade 5 

15 

• Format of the Units & Lessons 16 

• Unit Overview 18 

• Lesson 1 22 


• Lesson 3 (Includes Parent/Guardian Lesson) 40 


Section 3: Teacher References 54 

Section 4: Parent/Guardian Resources 59 

Section 5: Appendix 66 

• A1 Catholic Expectations 67 

• A2 School Community Roles & Responsibilities 69 

• A3 Glossary 77 

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Welcome to Connected[ED]! 

Connect[ED] is a new resource that teaches students in Grades 4-6 how to be safer in an ever-changing world of technology. It is 

designed to help students examine and develop their own online practices and safe behaviours relating to netiquette, security, personal 

privacy and relationships (e.g., recognizing and managing cyberbullying), in the same way they would in real life situations – real life 

online. 

As the world becomes more connected through the Internet, the teaching and development of critical and creative thinking skills, such 

as decision making and problem solving, are essential for the health and safety of children and youth. 

Although today’s children and youth are native to the digital world, teachers and parents are digital immigrants, having to learn and 

adapt to this new online environment1. Yet neither is fully aware of the possible dangers associated with this world until the 

consequences of high-risk online behaviour are revealed. As a result, education to develop safe online behaviour to prevent such risks 

is crucial. 

Connect[ED] engages students in learning in a fun and interactive way, to help them not only understand but also internalize the 

messages pertaining to safe and healthy use of the Internet. It also helps educators and parents overcome challenges of keeping up with 

technological developments by providing them with the tools they need to comfortably and effectively protect their students and 

children during daily online activities. 

Ophea is proud to be part of a team that is helping to keep kids healthy and safe online. We would like to express sincere thanks to the 

Ontario Ministry of Education for the generous funding support that made the development and delivery of Connect[ED] possible. 

About Ophea 

Ophea is a not-for-profit organization led by the vision that all kids value, participate in, and make a lifelong commitment to healthy 

active living. Since 1921, Ophea has been working in partnership with school boards, public health, government, non-government 

organizations, and private sector companies to support the health and learning of children and youth through the provision of programs 

and services that support healthy schools and healthy communities. 

1 http://www.marcprensky.com/writing/default.asp Article Digital Natives, Digital Immigrants. 

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Background 

Today’s students are entrenched in a technologically advanced and media rich society. The Ontario Elementary Curriculum encourages 

the use of technology to support learning and, as a result, schools are now equipped with the technology and tools to support this 

classroom learning. The Ontario Ministry of Education is committed to the safety and well-being of students as it pertains to social 

media awareness and has developed a curriculum that employs concrete applications of the skills required to be critical online thinkers. 

In partnership with the Ontario Ministry of Education, Ophea supported safe schools with the development of the CyberCops resources 

(Mirror Image and Air Dogs) which addressed Internet safety for students in Grades 7 and 8. Several of the key recommendations that 

emerged from the evaluation of CyberCops reflected research indicating that children are gaining access to the Internet and social 

media at increasingly younger ages. Thus one key recommendation was to address Internet safety at an earlier age and to reinforce this 

learning throughout a student’s education. Recommendations also pointed to a need to support parents on this issue, as the teaching 

of Internet safety is more effective when it is reinforced in the home. Connect[ED] was thus developed to meet these identified needs. 

Internet safety is a shared responsibility. Connect[ED] actively engages educators, students, parents, school boards, police 

departments and other community service organizations to ensure that entire communities are equipped to protect their children while 

they are online, so they can safely reap the benefits that new technology offers. 

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Why Internet Safety? 

While the online world can be a very exciting and informative place for students, both in school and during leisure time, the Internet can 

also be a potentially dangerous environment. 

A recent study2 indicated the following online activities of kids: 

• 94% of Canadian youth access the Internet at home 

• Most Grades 4-6 students use the Internet to play games and do homework 

• 28% of students in Grade 4 use instant messaging 

• 43% of students in Grade 5 use instant messaging 

• 15% of Grade 4 students and 23% of Grade 5 students use chat rooms 

• 22% of students have their own webcam 

• 44% of students owning cell phones have access to the Internet. 

Why should educators and parents be concerned? 

1. The risk of online sexual exploitation. Child predators search social networking, gaming and chat sites to gain the trust 

and confidence of their victims. The nature of the Internet permits deception about a predator’s intentions. 

2. Online harassment and bullying (known as cyberbullying). 24% of young Internet users report being cyberbullied. 

Research shows that online bullying is even less likely to be reported by the victim than traditional bullying.3 

3. Access to inappropriate photos and videos. 

4. Excessive time spent surfing the Internet, on social networking sites and playing video games. 

5. Children and youth think they know how to be safe online but don’t always apply safe practices (according to a Kids Help 

Phone survey). It often takes a serious event that risks personal safety before appropriate safe practices are applied. 

Connect[ED] addresses all of these concerns and focuses on the following: 

• Netiquette - what it is, how it is applied, peer pressure, reputation risk 

• Security and Privacy – passwords, personal information, digital permanence 

• Online Relationships – cyberbullying, boundaries, anonymity, inappropriate photos/text, luring, online gaming 

2 Young Canadians in a Wired World - Phase II, Media Awareness Network, 2005. 

3 Young Canadians in a Wired World – Phase 1, Media Awareness Network, 2001. 

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About Connect[ED] 

Connect[ED] is a web-based resource (also available as a DVD) that includes the following materials: 

• Video episodes, for each of Grades 4, 5 and 6, that combine animation with exciting and informative live action 

• Teacher lesson plans that directly link to the curriculum 

• Take home lessons for students to complete with their parent/guardian 

• A teacher resource section 

• A parent resource section 

• Additional online supports to help enhance student learning and support both educators and parents 

Goals of Connect[ED] 

Children need to be educated about safe online practices, educators need support staying up-to-date with the online activities of 

students, and parents need greater knowledge of the world online to be equipped to deal with issues that may arise. As such, the goals 

of Connect[ED] are to: 

• Educate students about Internet safety and cyber ethics 

• Facilitate the development of critical and creative thinking skills, such as problem solving and decision making skills, that 

will enable students to make informed decisions online in a way that replicates the decisions they would make in real life 

• Support educators as they strengthen their knowledge of and comfort level in teaching Internet safety 

• Support parents as they increase their knowledge of and comfort with the online world and begin to engage in productive 

discussions with their children about appropriate online behaviour 

• Support the sharing of Internet safety information between parents, students, educators and other community members. 

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Guiding Principles of Connect[ED] 

• Connect[ED] builds the critical and creative thinking skills needed to make informed, healthy decisions when using the 

Internet. These skills transcend changes in technology, allowing students to continue to make good decisions regarding the use of any 

new technology. 

• Connect[ED] effectively engages students in the decision making process by using real life simulations in the video content 

that are then applied in the lesson plans. 

• Connect[ED] focuses on current technologies that regularly pose risks and challenges to kids’ safety. These include 

webcams, social networking sites, chat forums, instant messaging, text messaging, email, cell phones, twitter, and gaming, among 

others. 

• Connect[ED] employs a cross-curricular approach to learning, by integrating aspects of character education, Health & 

Physical Education and Language (Media Literacy). This approach offers greater opportunities to apply and practice these skills and 

understand their relevance within a broader context. Connect[ED] is also offered in French, is suitable for the Catholic school 

curriculum and aims to be inclusive to all. 

• Connect[ED] is available in a variety of formats to meet the needs of all schools, classrooms and boards. It has been 

developed as both a standalone DVD and is accessible as a website at www.reallifeonline.ca. 

• Connect[ED] focuses on a Healthy Schools approach that targets parents, engages community partners and encourages 

awareness among a broader online community. 

• Connect[ED] focuses on a harm reduction approach by teaching students subsequent steps to take if they’ve already 

made a mistake online that risks their safety. A harm reduction approach also aims to avoid negative consequences for poor decisions 

related to Internet use (e.g. the avoidance of a punitive approach that may deter children from seeking out help from a parent or teacher 

the next time they encounter a potential risk). 

• Connect[ED] highlights additional resources and community partners that can provide support to students, parents 

and teachers when things go wrong on the Internet. These supports can offer guidance on where to go for help and which steps to follow 

to eliminate the problem or decrease the impact of the situation. 

• Connect[ED] supports teachers and parents and fills any gaps in their knowledge of and comfort with technology and online 

safety. It includes at-home activities designed to foster a strong, continuous home-school relationship. 

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Connections to the Ontario Curriculum 

Health and Physical Education 

Connect[ED] links directly to the Healthy Living Strand of The Ontario Curriculum, Grades 1 – 8: Health and Physical Education, 2010 

(revised), which comprises three components: Understanding Health Concepts, Making Healthy Choices and Making Connections for 

Healthy Living. The intention behind these components is to: 

• educate students on concepts of health and well-being to build knowledge 

• equip students with the decision making skills and self-efficacy to make informed and positive choices regarding these 

concepts 

• enhance students’ understanding of how their health and choices about health concepts are affected by the people and 

world around them. 

Four topic areas are addressed within these three components: Healthy Eating; Personal Safety and Injury Prevention; Substance Use, 

Addictions and Related Behaviours; and Human Development and Sexual Health. The majority of curriculum expectations related to 

Internet safety are linked to the Personal Safety and Injury Prevention topic area, which is intended to help students recognize, assess 

and control potentially dangerous situations in order to reduce injury and risk of injury. 

Connect[ED] helps educators address curriculum expectations for both building knowledge and developing skill. Knowledge alone is 

not enough to ensure that students are equipped to make healthy decisions about personal safety; students require the skills necessary 

to prevent and respond appropriately to situations that threaten their personal safety and well-being. 

Connect[ED] focuses on living skills such as self-advocacy, conflict resolution, anger management and decision making skills, as well as 

the ability to use assertiveness, resistance and refusal techniques to respond safely and effectively when faced with challenging 

situations. 

Effective implementation of the H&PE Curriculum fosters the development of the critical and creative thinking skills students need to 

make good decisions when confronted with difficult situations - and to transfer this learning to a variety of other experiences and 

contexts. 

Language - Media Literacy 

The revised Language Curriculum now includes a new Media Literacy Strand. Media literacy is the study of the art and messaging of 

various forms of media, such as newspapers, magazines, television, advertisements, film, music, video games, websites and social 

networking. With new forms of social media rapidly expanding and bombarding young people repeatedly throughout daily life, both the 

overall and implied messages they convey can have a significant influence on the lives of students. 

For this reason, it is crucial that young people be able to apply critical thinking skills to media products and be equipped to responsibly 

deconstruct and understand their messages. Students must be able to distinguish fact from opinion, evaluate the credibility of sources, 

recognize bias, be attuned to discriminatory portrayals of individuals and groups and consider the harmful effects of depictions of 

violence and crime. 

To develop media literacy skills, students need opportunities to view, analyze and discuss a wide variety of media texts and relate them 

to their own experience. They also require opportunities to use available technologies to create media texts of different types. 

Connect[ED] provides such opportunities by allowing students to reflect on the messages portrayed in the video and examine whether 

the video is a useful form of media to deliver credible information about Internet safety. 

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Character Education 

Character education is embedded in teaching and learning in all of Ontario’s publicly funded school boards. It considers the whole 

student as an individual, a learner and an engaged citizen. 

Connect[ED] naturally integrates character education through an understanding and application of online ethics. One of the key areas 

of focus of this resource is on “netiquette” - communicating respectfully online. Examples include the appropriate use of cell phone 

cameras and computer webcams, the importance of online privacy and maintaining integrity while using the Internet. 

Catholic Graduate Expectations and Fully Alive Connections 

The Ontario Catholic Graduate Expectations guide students’ knowledge, skills and attitudes as they learn and grow in the Catholic faith 

tradition. The Catholic learner as an effective communicator, a reflective and creative thinker, a self-directed responsible lifelong 

learner, a collaborative contributor and a responsible citizen are expectations that are encouraged and developed throughout 

Connect[ED]. 

Topics addressed in the Ontario Health and Physical Education Curriculum: Healthy Living Strand can be effectively integrated with the 

Family Life Education Program, Fully Alive. Fully Alive is intended to pass on Catholic values and to encourage families to work in 

partnership with the school to support Family Life Education. Fully Alive creates special opportunities for parents and children to 

dialogue about cyberbullying in the various themes throughout the junior program. Topics related to growing up, relationships, respect, 

commitments, responsibility for actions and communication provide openings for families to learn and discuss cyber risk with their 

children. 

For specific Catholic Graduate Expectations, please refer to the Appendix. 

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Connections to Government of Ontario Policies 

Foundations for a Healthy School 

The Ontario Ministry of Education and the Ontario Ministry of Health Promotion and Sport have provided the Foundations for a Healthy 

School Framework to help school communities establish a comprehensive approach to addressing all areas of health and wellness in the 

school and in the community, relevant to their particular context. 

This Healthy Schools initiative is consistent with the internationally accepted comprehensive school health approach, which offers 

students many opportunities to learn health promoting attitudes and behaviours, which are reinforced consistently across all aspects 

of life and learning within a school community. 

Connect[ED] incorporates a healthy schools approach by recognizing the important role that the entire school community (teachers, 

students, parents, police, community organizations, etc.) plays in ensuring the safety of students online and in providing access to 

additional supports available in the community to reinforce Internet safety in the school, at home and in the community. 

Safe Schools Strategy: Bill 212 Keeping Our Kids Safe at School Act 

Bullying has long been a disciplinary issue in schools. However, new legislation added to Ontario’s Safe School Act and effective 

February 1, 2010, Bill 212 - Keeping Our Kids Safe at School Act, recognizes bullying and cyberbullying as offences for which a student 

can be suspended or expelled from school. 

Connect[ED] addresses cyberbullying and provides students with the necessary skills and strategies to effectively resolve cyberbullying 

situations, whether they are a victim or a bystander. Connect[ED] also engages students in real life scenarios that demonstrate the 

consequences of being a cyberbully. 

Bill 212 requires all school staff to report incidents of bullying/cyberbullying that occur in the school and to respond to incidents that 

have a negative impact on the school climate. These could include racist or sexist comments, graffiti or vandalism. Bill 212 further 

extends the right of educators to discipline students for actions that take place off school property and activities not associated with 

the school but where these actions have an impact on school climate (e.g. Cyberbullying that occurs after school hours but affects a 

student’s school attendance). 

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School Community Roles & Responsibilities 

The Role of the Principal/Vice 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. 

The principal has a number of key roles to play to make this happen, including informing teachers about the board/school Acceptable 

Use Policy (online rules and etiquette) and providing staff with access to appropriate resources; providing clear parameters regarding 

acceptable use of technology in the school and ensuring that the policies set out by the school board and school are followed; being 

vigilant and providing a consistent set of consequences for inappropriate use of technology. 

The Role of the Teacher 

The Education Act states that it is the duty of the teacher to ensure that all reasonable safety procedures are carried out in courses and 

activities for which the teacher is responsible. 

The teacher should inform students about the appropriate use of technology and discuss the inherent issues. Teachers should carefully 

supervise students and be vigilant in monitoring their use of technology. Suggested strategies include: teaching students safe online 

searching techniques using tools such as kid friendly search engines, directories and databases; previewing relevant sites; bookmarking 

safe, educational sites for student use; creating a recommended list of resources rather than allowing unstructured Internet searches 

which can lead to potentially dangerous and inappropriate web pages; ensuring students are taught the appropriate response to landing 

on an inappropriate website and how to report inappropriate Internet activity. 

The Role of the Student 

The student Code of Conduct requires students to demonstrate respect for themselves, for others and for the responsibilities of 

citizenship through acceptable behaviour. Respect and responsibility are demonstrated when students follow established rules and 

refrain from compromising the safety of others. 

The increase in access to information via the Internet presents young people with new freedom and opportunities, but also new 

responsibilities. Students are responsible for understanding and following the Acceptable Use Policies for the Internet while at school 

and at home and should ensure that they know what to do if a potentially dangerous situation arises. By participating in Connect[ED], 

students will develop strategies and skills to help resolve uncomfortable situations that may occur online. 

The Role of the Parent/Guardian 

The Code of Conduct for parents and guardians states that they have a responsibility to support the efforts of school staff in 

maintaining a safe and respectful learning environment for all students. In this instance, this is largely accomplished by communicating 

regularly with the school, becoming familiar with school rules and encouraging their children to follow the rules of behaviour. 

Parents and guardians must stay well informed about both the benefits of the Internet and the dangers that their children could 

encounter as they explore the Internet. By understanding the dangers and discussing them with their children, parents and guardians 

can help realize the positive potential of the Internet while minimizing its inherent risks. 

Connect[ED] provides opportunities for parents and guardians to work with their child(ren) through the parent/guardian lessons 

attached to each unit. It is essential for parents to maintain open communication with their children and ensure they understand the 

importance of seeking help in potentially dangerous situations rather than fearing disciplinary ramifications. 

For more detailed guidelines on school community roles and responsibilites, please refer to the Appendix. 

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Before You Get Started 

Connect[ED] covers a range of Internet safety topics relevant to your students, from basic netiquette skills in Grade 4, to making 

difficult online decisions in Grade 5 and finally to some serious issues in Grade 6 like risqué webcam photos, online gaming addictions 

and cyberbullying. 

Before you get started using Connect[ED] in your classroom there is some important information you need to know. Please read 

this brief overview before watching the video episodes so you can effectively use this resource to teach Internet safety in your 

classroom. 

Connect[ED] includes the following materials: 

Video Episodes 

• Grade 4: Being Safer and Smarter Online 

• Grade 5: Your Life Online - Making Good Decisions 

• Grade 6: Creating a Safer Online Community 

The three videos use animation that is cut with real life video. The animated characters are the same throughout the three grades 

providing continuity and familiarity for students. However, the videos do show a gradual change in age of the characters as you progress 

through the three videos. 

Resource Content 

I. Upfront Section 

II. Healthy Living Unit 

• Unit Overview 

• Lessons 1-4 (Lesson 3 includes a Parent/Guardian Lesson) 

III. Teacher References – additional web and print resources 

IV. Parent/Guardian Resources – need to know information and additional resources 

V. Appendices – Catholic Graduate Expectations, School Community Roles and Responsibilities, Glossary 

VI. Web-Based Resources – includes a “Contract Builder” for parents and students to create their own Internet 

safety agreement, as well as additional training support 

Step By Step Instructions on How to Use Connect[ED] 

Step 1. Download your Teacher Resource (for Grade 4, Grade 5, Grade 6) 

This resource provides background information, curriculum connections, suggestions for using the videos in the classroom, 

the unit overview and the grade specific lesson plans complete with a variety of teaching strategies to engage students, 

along with detailed assessment and evaluation strategies and tools. 

Printing Recommendation: To conserve paper schools may wish to print and catalogue a limited number of master copies to be kept in 

a central location (e.g., School Library, Health Room or the Physical Education office). 

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Step 2. Ensure you have all of the necessary equipment. 

If using the Internet, you’ll need: 

• Computer, LCD projector and Internet connection (to access www.reallifeonline.ca) 

OR 

• Students can access www.reallifeonline.ca from individual laptops/PCs 

If using Connect[ED] DVD, you’ll need: 

• TV and DVD player 

OR 

• Computer with LCD projector 

Step 3. Prepare to teach the unit. 

• Send the “Letter to Parent/Guardian” (Teacher Resource 1) home with students before starting the lessons. 

• Become familiar with the video episodes and lesson plans before teaching them to students. 

• Familiarize yourself with Bill 212, Keeping Our Kids Safe at School Act. 

Step 4. Decide how to use the video. 

Each video episode is approximately 20 minutes in length. We suggest two options for viewing the video episodes and completing the 

lessons. With either option, in addition to the lessons completed in class, students are to complete a take-home assignment with their 

parent(s)/guardian(s) at the end of Lesson 3. Parents do not need to have seen the video episodes to assist their children with this 

assignment. However they could view the episodes online at www.reallifeonline.ca if they wish. 

Option 1 (Recommended) 

Watch the video in 3 parts over three days completing the appropriate lesson for each part. Then complete lesson 4 

with the culminating task on day four: 

Day 1: Watch Part 1 of the video and teach Lesson 1 

Day 2: Watch Part 2 of the video and teach Lesson 2 

Day 3: Watch Part 3 (and Part 4 in Grades 4 and 5 only) of the video and teach Lesson 3 

Day 4: Teach Lesson 4 with the culminating task 

Option 2 

View the video episodes in one complete sequence during one class (skipping past all of the optional ‘stops’ ) 

and then teach the lessons in subsequent classes. 

Option 1 is recommended so that students can more easily retain the episode information and recall the specific knowledge and skills 

portrayed in the episodes, in order to successfully complete each lesson. 

Cautionary Note for Teachers 

During the presentation of the material, students may disclose personal experiences of an abusive nature related to cyberbullying or 

other potentially dangerous online experiences. New legislation, Bill 212 and Keeping Our Kids Safe at School Act, recognizes 

cyberbullying as an offense for which a student can be suspended or expelled and requires educators to report incidents. The Bill 

further extends the right of educators to discipline students for actions occurring off school property and outside school activities, 

where the incident has an impact on school climate. 

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Section 2: Grade 5 Unit 

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Format of the Units & Lessons 

Each unit contains: 

• A comprehensive unit overview 

• 4 lessons 

• Culminating task(s) to help the teacher with evaluating student learning. A rubric listing the success criteria for the 

culminating task is included. 

The unit overview includes three categories of information: 

1. What Will the Students Learn? 

• A summary of the knowledge and skills that students are expected to learn by the end of the unit 

• Key questions linked to specific expectations 

• The overall and specific expectations assessed within the unit. For examples of teacher prompts and student 

responses related to each of the expectations, refer to The Ontario Curriculum, Grades 1 – 8: Health and Physical 

Education, 2010 (revised). 

2.How Will I know What the Students Have Learned? 

• Information about the assessment and evaluation strategies used in the unit. 

3.How Will Assessment and Instruction Be Organized For Student Learning? 

• A summary of each lesson 

• Learning goals and curriculum expectations for each lesson, identifying what students are expected to learn 

• Checkpoints that offer prompts for teacher reflection on student learning 

• Assessment strategies and tools used in each lesson. 

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Each lesson contains the following elements: 

Curriculum Expectations – A list of codes for the expectations to be assessed. 

Learning Goals - Direct links to curriculum expectations are outlined, along with the goals of student learning for each lesson. These 

goals should be shared with, and clarified for, students during the Minds On section of each lesson. 

Facility – Possible locations for the instruction of each lesson is listed. 

Materials - Required materials for each lesson are listed. This section also makes reference to teacher resources 

(e.g. Anecdotal Recording Chart) and student resources (e.g. Exit Card: Self-Assessment). 

Minds On – This section of the lesson reviews the knowledge and skills learned in the previous lesson while beginning to stimulate 

students’ thinking about the knowledge and skills that will be further developed in the current lesson. 

Assessment for Minds On – Suggestions for teachers to address student learning and provide feedback to students are noted. 

Assessments are linked to the expectations. 

Action – This constitutes the main part of the lesson. It provides instructions for setting up the activity and organizing the students. It 

also incorporates a variety of teaching and learning strategies. 

Assessment and Evaluation for Action – Explanations are provided to assist the teacher with how to conduct assessments and 

evaluations and provide feedback on student learning. Assessment tools (e.g., anecdotal recording chart, checklist checkbric or rubric) 

are provided. 

Consolidation - This is a wrap-up activity or task whereby students may be provided with the opportunity to apply their learning in a 

new context and complete a personal or peer reflection related to the learning goals and success criteria. 

Assessment and Evaluation for Consolidation – Explanations are provided to assist the teacher with how to conduct assessments and 

evaluations and provide feedback on student learning. Assessment tools (e.g., anecdotal recording chart, checklist checkbric or rubric) 

are provided. 

Ideas for Extension - Opportunities for teachers to extend the learning for students. 

Notes to Teachers - Additional considerations specific to each lesson, such as teaching and learning tools and strategies and 

background information that will further support the teacher. 

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Unit Overview 

Unit Overview 

What Will the Students Learn? 

Summary 

• Students will identify and describe an awareness of the people and supportive services that can assist them when their 

online safety is being threatened, and when it might be important to seek adult intervention or further assistance. 

• Students will examine different points of view and responses from the characters in the video to explain how a person’s 

online actions, both positive and negative, can affect the feelings, self-concept, emotional well-being, and reputation of 

themselves and others, and display them in some way. 

• Students will learn ways in which to communicate effectively when presented with peer pressure or making choices that 

could negatively impact others and apply decision making, assertiveness, and refusal skills to deal with pressures pertaining 

to cyberbullying. 

• Students will create an information brochure for their peers about netiquette, cyberbullying and online safety. 

Key Questions 

• Can I determine who to turn to, or when it would be important to seek adult intervention or further assistance when my 

online safety is being threatened? 

• How will my choices and actions online (both negative and positive) affect and impact others? 

• How can I communicate effectively when being peer pressured, or having to make a choice that could negatively impact me 

or others when online? 

• How can media inform students about online dangers? 

• How can media help students make good decisions when faced with online dilemmas? 

• How can I produce a piece of media to inform others about online safety? 

Curriculum Expectations 


1 - demonstrate personal and interpersonal skills and use the critical and creative thinking processes as they acquire knowledge and 

skills in connection with the expectations in the Active Living, Movement Competence and Healthy Living strands for this grade 

1.2 - use adaptive, management and coping skills to help them respond to the various challenges they encounter as they participate 

in physical activities, develop movement competence and acquire knowledge and skills related to healthy living 

1.3 - communicate effectively, using verbal or non-verbal means, as appropriate, and interpret information accurately as they 

participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living 

1.5 - use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting 

goals, analyzing and solving problems, making decisions, and evaluating their choices in connection with learning in health and 

physical education 

C1 - demonstrate an understanding of factors that contribute to healthy development 

C1.1 - identify people and supportive services that can assist with injury prevention, emergencies, bullying, and abusive and violent 

situations 

C2 - demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions 

relating to their personal health and well-being 

C2.2 - demonstrate the ability to deal with threatening situations by applying appropriate living skills and safety strategies 

C3 - demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect 

both themselves and others, and how factors in the world around them affect their own and others’ health and well-being 

C3.2 - explain how a person’s actions can affect the feelings, self-concept, emotional well-being, and reputation of themselves and 

others 

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Unit Overview 

Language - Media 

1 - demonstrate an understanding of a variety of media texts 

1.1 - identify the purpose and audience for a variety of media texts 

1.3 - express opinions about ideas, issues, and/or experiences presented in media texts, and give evidence from the texts to support 

their opinions 

1.5 - identify whose point of view is presented or reflected in a media text, ask questions to identify missing or alternative points of 

view, and, where appropriate, suggest how a more balanced view might be represented 

2 - identify some media forms and explain how the conventions and techniques associated with them are used to create meaning 

2.1 - describe in detail the main elements of some media forms 

2.2 - identify the conventions and techniques used in some familiar media forms and explain how they help convey meaning and 

influence or engage the audience 

3 - create a variety of media texts for different purposes and audiences, using appropriate forms, conventions and techniques 

3.4 - produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques from 

various sources, such as magazines, the Internet, newspapers, or textbooks, to illustrate a topic from a cross-curricular unit of study 

How Will I Know What The Students Have Learned? 

Assessment of Learning 

• Students will use self-awareness skills to determine when it’s appropriate to seek further assistance or adult intervention 

when online. 

• Students will communicate effectively when dealing with peer pressure and explain how a person’s actions (both positive 

and negative) can impact others. 

• Students will examine different points of view presented in the Connect[ED] video and use the decision making model to 

analyze the situations and make good decisions. Students will create a media piece (brochure) for their peers, publishing 

information about netiquette, cyberbullying and online safety. 

Assessment for Learning 

• Throughout the unit, students’ achievement of the identified Learning Goals will be monitored during the learning using a 

variety of assessment strategies and tools which are embedded in the lessons. 

How Will Assessment and Instruction Be Organized For Student Learning? 

Lesson 1: Chat Room Ethics 

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

• use adaptive, management and coping skills to identify and describe how to use people and supportive services that can 

assist them when their online safety is being threatened (e.g., cyberbullying) 

• demonstrate the ability to deal with threatening situations by applying decision making, assertiveness, and refusal skills to 

deal with pressures pertaining to cyberbullying 

• express opinions about netiquette and cyberbullying and support their opinions using examples from the Connect[ED] video 

to explain how a person’s online actions, both positive and negative, can affect the feelings, self-concept, emotional wellbeing, 

and reputation of themselves and others when examining different responses from different points of view 

• apply critical and creative thinking skills to reflect on a piece of media, it’s purpose, audience and point of view. 

Health and Physical Education - 1.2, 1.3, 1.5, C1.1, C2.2, C3.2 

Language: Media – 1.1, 1.3, 1.5 

Know before you go 

Checkpoint 1 

Are students able to identify people and support services that can assist them when their online safety is being threatened? 

• Teacher Resource 3: Exit Card Checklist 

-19-


Unit Overview 

Checkpoint 2 

Are students able to discuss when it is important to seek further assistance when online? 


Checkpoint 3 

Are students able to make informed decisions and communicate effectively when faced with situations and peer pressure? 

• Teacher Resource 4: Anecdotal Recording Chart 

Checkpoint 4 

Are students able to explain how a person’s online actions, both positive and negative, can affect others? 


Checkpoint 5 

Are students able to express opinions about netiquette and cyberbullying and support their opinions using examples from the video? 


Checkpoint 6 

Are students able to reflect on the Connect[ED] video and recognize its purpose, audience and main point of view? 


Lesson 2: Cyberbullying and Harrassment 


• communicate effectively and apply decision making, assertiveness, and refusal skills to deal with pressures pertaining to 

cyberbullying 

• explain how a person’s online actions, both positive and negative, can affect the feelings, self-concept, emotional well-being, 


• apply critical and creative thinking skills to reflect on the point of view presented in a piece of media. 

Health and Physical Education - 1.3, C2.2, C3.2 

Language: Media - 1.5 


Checkpoint 1 

Are students able to communicate effectively and apply decision making, assertiveness, and refusal skills when faced with 

challenging situations and peer pressure? 


Checkpoint 2 



Checkpoint 3 

Can students reflect on the ability of a piece of media to present a balanced point of view? 


Lesson 3: Privacy, Cyberstalking and Harrassment 


• identify and describe the people and supportive services that can assist them when their online safety is being threatened 

• identify and describe when it might be important to seek adult intervention or further assistance 


online situations e.g., cyberstalking and luring 



• identify how to present a balanced point of view in a media text 

-20-


Unit Overview 

• describe in detail the main elements of a brochure and identify the conventions and techniques used to help convey meaning 

and influence or engage the audience. 

Health and Physical Education - 1.3, C1.1, C2.2, C3.2 



Checkpoint 1 

Are students able to make good decisions and communicate effectively when faced with difficult situations (e.g., cyberstalking, 

luring) and peer pressure? 


Checkpoint 2 



Checkpoint 3 

Are students able to identify how to present a balanced point of view in a media text? 


Checkpoint 4 

Are students able to communicate key points (definitions, people who can help, how to effectively deal with unsafe online situations, 

statistics, making good decisions online) about netiquette and cyberbullying when planning their brochure? 

• Teacher observations of the netiquette and cyberbullying content included in their Brochure Planner 

• Peer feedback 

Lesson 4: Creating a Brochure 





cyberbullying 



• develop a brochure to help convey meaning and influence or engage the audience. 




Checkpoint 1 

Are students able to effectively plan and lay out the key points (definitions, people who can help, how to effectively deal with unsafe 

online situations, statistics, making good decisions online) when using the Production Planning Template to convey messages about 

cyberbullying and netiquette to their intended audience? 

• Student-teacher conferencing 

Checkpoint 2 

Are students able to illustrate the main elements of a brochure when creating an informative brochure about netiquette, 

cyberbullying and cybersafety for a specific audience? 

• Teacher Resource 6: Netiquette, Cyberbullying and Cybersafety Brochure Rubric 

-21-


Lesson 1 of 4 

30 Minutes* 


Lesson 1 

Learning Goals 

Chat Room Ethics 

Health and Physical Education - 1.2, 1.3, 1.5, C1.1, C2.2, C3.2 

Language: Media - 1.1, 1.3, 1.5 


• use adaptive, management and coping skills to identify and describe how to use people and supportive services that can assist 

them when their online safety is being threatened (e.g., cyberbullying) 

• demonstrate the ability to deal with threatening situations by applying decision making, assertiveness, and refusal skills to 

deal with pressures pertaining to cyberbullying 

• express opinions about netiquette and cyberbullying and support their opinions using examples from the Connect[ED] video 

to explain how a person’s online actions, both positive and negative, can affect the feelings, self-concept, emotional wellbeing, 


• apply critical and creative thinking skills to reflect on a piece of media, it’s purpose, audience and point of view 

Facility 

Classroom, Computer Lab 

Materials 

• DVD Player and TV or Computer and Projector and 

Connect[ED] DVD, Grade 5 Episode: Your Life Online - Making 

Good Decisions (View Part 1) or Computer with Internet 

connection to access video online at www.reallifeonline.ca and 

Projector 

• Chart paper, markers, tape 

• Teacher Resource 1: Sample Letter to Parent/Guardian 

• Teacher Resource 2: Your Life Online - Making Good 

Decisions Synopsis 



• Student Resource 1: Netiquette, Cyberbullying and 

Online Safety Review 

• Student Resource 2: Exit Card 

Minds On 

Connect[ED] is also available at www.reallifeonline.ca. Before beginning 

this Unit, access the Before You Get Started Section which includes need to 

know information (i.e., Parent/Guardian Letter, relevant School Board 

policies, how to use the video with the accompanying lessons) on the DVD 

or on the website, www.reallifeonline.ca. 

A&E 

Teacher observation of students’ 

self-assessment 

Share and clarify the lesson Learning Goals with students. 

Hand out Student Resource 1: Netiquette, Cyberbullying and Online Safety 

Review. Instruct students to complete the activity page which is a review 

of what was learned in Grade 4. 

*May take two 30 minute periods. 

-22-



Lesson 1 of 4 

Minds On - continued... 

Using direct instruction, introduce the Connect[ED] Grade 5 video episode: Your Life Online - Making Good Decisions to the class 

and inform them that they will be watching the video to review what netiquette is and how to stay safe online (see Teacher Resource 

2: Your Life Online - Making Good Decisions Synopsis). The students will also be viewing the video through a critical literacy lens. 

While viewing, they should be thinking about the purpose behind the creation of this video and how different people might interpret 

the messages in the video in their own way. 

Encourage the students to focus on how the characters deal with issues such as cyberbullying and making difficult choices online. 

Remind students that while they watch the Connect[ED] video they are to compare and correct their answers on Student Resource 

1: Netiquette, Cyberbullying and Online Safety Review. 

View Part 1 of Your Life Online - Making Good Decisions and stop after Part 1 is completed. For a synopsis of Part 1 see Teacher 

Resource 2: Your Life Online - Making Good Decisions Synopsis. 

Using whole group discussion take up Student Resource 1: Netiquette, Cyberbullying, and Online Safety Review. Review with the 

class the following key concepts. 

Netiquette is a set of rules for everybody on how to behave properly online. It is important because it makes going online fun and 

safe. 

Examples of netiquette: 

• not using capital letters – as it might be seen as shouting 

• using emoticons 

Cyberbullying is when people threaten, harass, embarrass, or exclude others using technology like computers or cell phones. 

Examples of cyberbullying: 

• Making a hateful blog about someone 

• Spreading rumours, lies, and secrets online 

• Rating people on their appearance 

The following are strategies and or precautions that can be taken to make sure you have a positive experience when communicating 

online: 

• Be sure that your phone or computer is properly password protected 

• Choose a safe password – random set of numbers, symbols and letters 

• Treat those with whom you communicate with respect 

• Guard your personal information 

• Be aware of digital permanence – when something is posted online it can remain online forever 

• Don’t be afraid to ask for help if an uncomfortable situation presents itself 

• Recognize that people are not always who they appear to be 

Who to turn to for help if you find yourself in an uncomfortable situation online: 

• A trusted adult – parent, guardian, teacher, administrator 

• An older brother or sister 

• A community agency like Kids Help Phone 

• If necessary, the police 

*** This will be discussed in greater length during the consolidation 

Have students self-assess their prior knowledge of netiquette, cyberbullying and online safety using the Thumbs Up Strategy 

(see Notes To Teacher). 

-23-



Lesson 1 of 4 

Action 

Teacher prompt: “As you can see from the Connect[ED] video, cyberbullying is on 

the rise, and just like the characters in the video, students like you, are frequently 

being cyberbullied or are observers of cyberbullying and are being forced to make 

difficult decisions. Most students aren’t sure what to do, or who or where to turn to 

for help. In the Connect[ED] video there are several characters who are faced with 

a variety of cyberbullying issues. Using a decision making model, we are going to 

help the characters make good decisions by analyzing the problem.” 

Review with students the decision making model learned in Grade 4 and write it 

down on chart paper for future use. 

Decision Making Model 

• state the problem 

• identify the alternatives 

• evaluate the alternatives 

• make a decision 

• implement the decision 

A&E 

Teacher observation and feedback of 

student’s ability to apply decision making, 

assertiveness, and refusal skills to deal with 

pressures pertaining to cyberbullying, how 

a person’s online actions, both positive and 

negative, can affect others as well as their 

own reputation, and how well students 

communicate with others when faced with 

peer pressure using Teacher Resource 4: 

Anecdotal Recording Chart 


students’ ability to examine and explain 

different points of view and recognize 

the purpose and audience for a piece of 

media using Teacher Resource 4: Anecdotal 

Recording Chart 

Teacher prompt: “Now we are going to review Emily’s chat room dilemma from the Connect[ED] video and apply the decision making 

model.” 

Using whole group direct instruction, state the problem and write it down on the chart paper. 

Teacher prompt: “What is the problem that Emily is dealing with?” 

Student response: “Emily wants to stay logged on as Kim in the chat room so that she can find out what Lisa thinks of her. She wants to 

pretend to be Kim.” 

Teacher prompt: “What pressure is Emily faced with?” 

Student response: “Emily isn’t sure what to do. She knows it is wrong to pretend to be Kim, but she really wants to see what Lisa thinks 

of her. Kim’s profile is accessible, it’s hard for Emily to resist going into it and pretending to be Kim. Should she or shouldn’t she do it?.” 

Identify the alternatives and write them down on chart paper. 

Teacher prompt: “What are Emily’s alternatives or choices?” 

Student response: “Emily could pretend to be Kim or Emily can choose to sign Kim out of the chat room.” 

Evaluate the alternatives and write them down on chart paper. 

Possible student responses… 

Alternative 1 - Emily Pretends to be Kim: 

• Emily can be justified for going online as Kim because it’s Kim’s own fault, she left her profile up. She should have logged off. Anyone 

could have gone on and pretended to be her. Kim is lucky it was her friend. 

• Lisa could say something really mean to hurt Emily. Emily might think she deserves the truth but it could hurt her. 

Potential Outcomes: 

• It might be difficult for Emily to approach Lisa about what she might say because she was pretending to be Kim. 

• Kim could find out that Emily pretended to be her, and they would no longer be friends. 

• Emily is breaking Kim’s trust. 

• Emily could lose both of her friends and she might get a bad reputation at school. 

• Her teachers might find out and she could be in a lot of trouble at school. 

-24-



Lesson 1 of 4 

Alternative 2 - Emily Chooses to Sign Kim Out of the Chat Room: 

• It’s the right thing to do. 

• She would want someone to sign her out if it were her. 

• It’s wrong to pretend to be someone else. 

Potential Outcomes: 

• She keeps her friends and keeps the trust between them intact. 

• No one gets hurt. 

• She feels better about herself for doing the right thing. 

• She avoids getting into serious trouble where her parents, principal, police are involved. 

As a class make a decision and write it down on the chart paper. 

Teacher prompt: “Based on your evaluation of the alternatives for Emily, which choice do you think Emily should make? Why?” 

Student response: “Emily should sign Kim out of the chat room because it’s the right thing to do, and it’s wrong and illegal to 

pretend to be someone else.” 

Now that the class has made a decision, discuss the purpose behind the creation of this video (e.g., helped us to make good decisions 

when online, reminded us about the importance of netiquette and how hurtful cyberbullying can be). How did the information in the 

video help you with the decision making process? (e.g., provided us with real life examples, the way the information was presented was 

fun and engaging, etc.) 

Remind the students that it is important to consider how different people might understand the messages in the video differently. 

Divide the class into 5 groups. Ask each group to look at the messages in the video from someone else’s point of view. Assign each 

group a different set of “eyes” to view through. Ask the groups to discuss the different points of view that each of these people might 

have about the video. 

1. Parent (e.g., glad that the school is providing their child with information, appreciative that they were able to learn more 

about netiquette and cyberbullying by watching the video, etc.) 

2. Kids Help Phone Counsellor (e.g., delighted that students are learning about cyberbullying, hopeful that students will call or 

email the Kids Help Phone if they are being bullied, etc.) 

3. Grade 5 student being cyberbullied (e.g., excited to be given some strategies for dealing with a cyberbully, hopeful that the 

bullying will stop, etc.) 

4. Grade 5 student who is cyberbullying (e.g., embarrassed that they are hurting someone else, regretting that they started 

bullying, etc.) 

5. Grade 5 student who has observed someone being cyberbullied (e.g., sad that they didn’t step in and help the person being 

bullied, passionate that they won’t sit back and let someone be bullied again, etc.) 

Consolidation 

A&E 

Briefly review with students who they can go to for help when they are being cyberbullied or if 

they feel unsafe when online. 

Teacher prompt: “Who can students turn to for help if they feel they are being cyberbullied?” 

Student response: “They can turn to a parent, a trusted adult, an older brother or sister, a 

teacher or administrator at school or even the police.” 

Teacher prompt: “Why is it important to seek help from someone older when you are being 

cyberbullied or if you feel as though your online safety is being threatened?” 

Student response: “Adults are more experienced and will know what steps to take to stop it. 

They can call the police, or talk to the parents of the student who is cyberbullying.” 

Teacher prompt: “What other support services in the community can you turn to for help if you are being cyberbullied?” 

Student response: “Kids Help Phone is one organization. On their website they have tips and tip sheets for kids who are being bullied. 

They also have counsellors to talk to, if a student feels uncomfortable talking to their parents.” 

Hand out Student Resource 2: Exit Card to students and have them individually answer the questions. 

-25- 

Teacher observation and feedback 

of students’ ability to identify and 

describe the people and supportive 

services that can assist them when 

their safety is being threatened, 

and when it might be important to 

seek adult intervention or further 

assistance using Teacher Resource 

3: Exit Card Checklist



Lesson 1 of 4 

Ideas for Extension 

Students can role play Emily’s chat room dilemma presenting both alternatives and their potential outcomes. 

Next Steps 

Students will be introduced to various cyberbullying scenarios and will have to use their decision making skills to assess how to 

handle the situation. Knowing who to go to for help will assist in lessons to follow. 

Notes to Teacher 

Connect[ED] is also available at www.reallifeonline.ca. Before beginning this Unit, access the Before You Get Started Section which 

includes need to know information (i.e., Parent/Guardian Letter, relevant School Board policies, how to use the video with the 

accompanying lessons) on the DVD or on the website, www.reallifeonline.ca. 

Thumbs Up Strategy: A strategy used for students to self assess their understanding of a specified goal. Thumbs up = I understand, 

Thumbs Sideways: I somewhat understand, Thumbs Down: I do not understand. 

Additional Resources and Websites to support this lesson 

For a glossary of terms, additional resources and websites please visit www.reallifeonline.ca. 

-26-


Teacher Resource 1: Sample Letter to Parent/Guardian 

Chat Room Ethics (Page 1 of 1) 

Class: 

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 the Connect[ED] unit (available online at www.reallifeonline.ca) on Internet Safety that addresses the 

Healthy Living strand of the Health and Physical Education curriculum. The purpose of this letter is to inform you of the topics that will 

be covered as well as the Parent Section of the resource. 

This unit will cover the following curriculum expectations: 

• Identify risks associated with communications technology (e.g., Internet and cell phone use, including participation in gaming and 

online communities and the use of text messaging), and describe precautions and strategies for using these technologies safely 

• Describe various types of bullying and abuse (e.g., social, physical, verbal), including bullying using technology (e.g., via e-mail, text 

messaging, chat rooms, websites), and identify appropriate ways of responding 

• Communicate effectively, using verbal or non-verbal means, as appropriate, and interpret information accurately as they acquire 

knowledge and skills related to healthy living 

• Use a range of critical and creative thinking processes to assist them in making connections, planning and setting goals, analyzing 

and solving problems, making decisions, and evaluating their choices in connection with learning in health 

It is our belief that you as parents/guardians play the most significant role in the formation of your child’s values and behaviours. 

Recognizing the challenge that parents face becoming familiar with, and keeping up with the everchanging world of technology, the 

website, www.reallifeonline.ca, includes a Parent Section. This section includes age specific information, chat lingo, suggestions for 

opening a dialogue with your child, how to recognize safe and reliable websites as well as a directory on where to go for more 

information on related topics. A parent lesson is also included in this unit which will offer the opportunity to open up a dialogue with 

your child about important issues related to the Internet that were discussed in class and strategies you may want to consider while 

using the Internet at home. Watch for your child to bring this home in the coming weeks. 

Should you have any concerns, or if you would like further information about this unit, I can be reached at 

(Add School Phone Number). 

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: 

-27-


Teacher Resource 2: Making Good Decisions Synopsis 


Class: 

Synopsis of Part 1 

The Grade 5 video also stars Priya Gill and Anthony Ferreira two students from Rose Vine Public School, but they are now in Grade 

5. After a quick review of their Grade 4 Netiquette newscast, Priya and Anthony play back video they have shot for their new story, 

Your Life Online, which will soon be posted on The Vine, Rose Vine Public School’s online newspaper. They decided to do this story 

after attending a cyber risk assembly held at their school. Experts had discussed that students everywhere were faced with difficult 

online decisions every day. Priya and Anthony were intrigued - was this true for the students of Rose Vine? They decide to interview 

various classmates for their story. On the first day they interview Emily who is faced with a tough decision - should she pretend to 

be her friend online. “Viewers” are privy to Emily’s decision making process, and have the opportunity to watch video of a real life 

OPP officer talking about how impersonation online can be a criminal offense. 


Priya and Anthony continue their video, filming - Day 2 in the life of Rose Vine students. In this segment, Anthony is faced with a 

tough decision - should he add some nasty comments about a photo of a classmate? He explores both alternatives and makes a 

decision. The script cuts to a real life principal providing expert advice on what to do in this situation. Continuing with Day 3 filming, 

Priya interviews Jamie Eto a fellow classmate who needs help with deciding what to do about the harassing emails he has been 

receiving from an unknown sender. They discuss both alternatives and make a good decision. The script then cuts to a real life OPP 

officer discussing what to do in this situation. 


Part 3 starts with the filming of Day 4 in the life of Rose Vine students. Anthony is surprised that Priya has a problem that she needs 

help with. She has unintentionally shared some personal information with a stranger who is now threatening to come to Rose Vine 

to track her down. After she explores alternative decisions, the video cuts to a real life OPP officer discussing what to do in this 

situation. 

Priya and Anthony wrap up their new story, impressed with the intense video they have shot, and determine that they just need to 

finish up the ending. The Grade 5 video concludes with Synopsis of Four Tough Decisions, reflective videos by each of the students 

who were faced with difficult online decisions. 

-28-


Student Resource 1: Netiquette, Cyberbullying And Online Safety Review 


Class: 

Date: 

Student 

Name 

1. What is netiquette and why is it important? Give a few examples of netiquette. 

Observation 

Student 

Name 

2. What is cyberbullying? Provide an example of cyberbullying. 

3. What strategies and/or precautions can be taken to ensure that your online experience is a positive one? 

4. Who can you turn to for help if you find yourself in an uncomfortable situation online? 

-29-


Student Resource 2: Exit Card 


EXIT CARD 

Name: 

Date: 

What should you do if someone cyberbullies you? 

If you felt you were being treated in a negative way online at what point would 

you turn to someone for help? 

Who would you turn to for help and why? 

Why did you choose this person/organization? 

What should you do if you see someone being cyberbullied? 

-30-


Teacher Resource 3: Exit Card Checklist 


Class: 

Specific Expectations 


1.2 - use adaptive, management and coping skills to help them respond to the various challenges they encounter as they participate 

in physical activities, develop movement competence and acquire knowledge and skills related to healthy living. 

C1.1 - identify people and supportive services that can assist with injury prevention, emergencies, bullying, and abusive and violent 

situations 

Success Criteria 

Application 

Student Names 

Jasmine 

1.2 Using Living Skills to respond 

C1.1 Personal Safety and Injury Prevention 

• able to identify people who can assist with cyberbullying 

• demonstrates an awareness of support services that exist 

• demonstrates how to get help with cyberbullying 

• able to identify when to seek adult intervention when online 

Yes 

No 

-31-


Teacher Resource 4: Anecdotal Recording Chart 


Class: 



1.3 - communicate effectively, using verbal or non-verbal means, as appropriate, and interpret information accurately as they 

participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living 

1.5 - use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting 

goals, analyzing and solving problems, making decisions, and evaluating their choices in connection with learning in health and 

physical education 

C2.2 - demonstrate the ability to deal with threatening situations by applying appropriate living skills and safety strategies 

C3.2 - explain how a person’s actions can affect the feelings, self-concept, emotional well-being, and reputation of themselves and 

others 

Language: Media 

1.1 - identify the purpose and audience for a variety of media texts 

1.3 - express opinions about ideas, issues, and/or experiences presented in media texts, and give evidence from the texts to support 

their opinions 

1.5 - identify whose point of view is presented or reflected in a media text, ask questions to identify missing or alternative points of 

view, and, where appropriate, suggest how a more balanced view might be represented 



1.3 Communication 

• interprets information accurately 

• recognizes the importance of proper refusal skills and 

assertiveness when dealing with peers 

1.5 Critical Thinking 

• uses critical and creative thinking to make informed decisions 

about safe and appropriate Internet use 

C2.2 Personal Safety and Injury Prevention – Making Choices: 

• uses appropriate strategies when in uncomfortable situations 

e.g., has a plan, uses assertiveness, seeks help, analyzes 

situation and develops appropriate responses 


M1.1 Purpose and Audience 

• able to recognize the purpose of the DVD and who the 

intended audience is 

M1.3 Express Opinions 

• can express opinions e.g. on netiquette and cyberbullying 

based on information gathered from the Connect[ED] video 

M1.5 Point of View 

• recognizes the point of view presented in the media; examines 

media from different points of view 

C3.2 Personal Safety and Injury Prevention – Making Connections 

• can explain the impact of a person’s actions on the reputation 

of themselves and others 

Student 

Name 

Observation 

Ethan 

Recognized caring behaviour. 

Shared with class behaviours 

includinglistening, and being helpful 

-32-


Teacher Resource 4: Anecdotal Recording Chart 


Student 

Name 

Observation 

Student 

Name 

Observation 

Student 

Name 

Observation 

Student 

Name 

Observation 

Student 

Name 

Observation 

Student 

Name 

Observation 

-33-

Section 2: Grade 5 Unit Cyberbullying and 

Lesson 2 of 4 

Harrassment 

30 Minutes* 


Health and Physical Education - 1.3, C2.2, C3.2 

Language: Media - 1.5 

Lesson 2 




cyberbullying 



• apply critical and creative thinking skills to reflect on the point of view of a piece of media. 

Facility 


Materials 

• DVD Player and TV or Computer and Projector and 

Connect[ED] DVD, Grade 5 Episode: Your Life Online - Making 

Good Decisions (View Part 2) or Computer with Internet 

connection to access DVD online at www.reallifeonline.ca and 

Projector 

• Chart paper, markers 

• From Lesson 1: Teacher Resource 2: Your Life Online - 

Making Good Decisions Synopsis 

• From Lesson 1: Teacher Resource 4: Anecdotal Recording 

Chart 

• Student Resource 3: Scenario 2 - Photo Shopping 

Dilemma 

• Student Resource 4: Scenario 3 - Harassing Emails 

Minds On 

A&E 


Using whole group direct instruction, briefly review netiquette, 

cyberbullying and general online safety based on last day’s review. Have students 

confirm their understanding of these terms and safety precautions by using the 

Thumbs Up Strategy (see Notes to Teacher) and review terms if necessary. 

Using whole group discussion, review the decision making model with students. 

Decision Making Model 

• state the problem 

• identify the alternatives 

• evaluate the alternatives 

• make a decision 


In pairs, ask students to review Emily’s situation from Part 1 of the Connect[ED] video. Ask students to categorize specific elements of 

her chat room dilemma, using the decision making model. 


Teacher observation of students’ ability 

to apply decision making, assertiveness, 

and refusal skills to deal with pressures 

pertaining to cyberbullying, and their 

ability to examine and explain different 

points of view, relating to how a person’s 

online actions, both positive and negative, 

can affect others and the reputation of 

themselves and others, and how well 

students communicate with others when 

faced with peer pressure using Teacher 

Resource 4: Anecdotal Recording Chart 

(from Lesson 1) 

-34-


Cyberbullying and Harrassment 

Lesson 2 of 4 

Minds On - continued... 

Decision Making Model: 

• state the problem – Emily wants to stay logged on as Kim in the chat room so that she can find out what Lisa thinks of her. 

She wants to pretend to be Kim, but isn’t sure she should do it. 

• identify the alternatives – Emily pretends to be Kim or Emily chooses to sign Kim out of the chat room. 

• evaluate the alternatives from different points of view 

1. Emily pretends to be Kim: 

Emily could never approach Lisa about what she might say because she was pretending to be Kim. Kim could find out that 

Emily pretended to be her, and they would no longer be friends. She is breaking Kim’s trust. Emily could lose both of her 

friends and she might get a bad reputation at school. Their teachers might find out and she could be in a lot of trouble at 

school. 

2. Emily chooses to sign Kim out of the chat room: 

She keeps her friends and keeps the trust between them intact. No one gets hurt. Emily will feel better about herself for doing 

the right thing. She avoids getting into serious trouble where her parents, principal, police are involved. 

• make a decision – Emily chooses to sign Kim out of the chat room. 


Teacher prompt: “What refusal or assertiveness skills would Emily need to demonstrate to effectively implement her decision?” 

Student response: “She would need to be assertive with her inner self and refuse the opportunity to log on as Kim.” 

Teacher prompt: “Did the video offer a scenario that presented a balanced point of view with respect to online safety?” 

Student response: “Yes, the video provided alternative points of view and provided reasoning for each.” 

Action 

A&E 

Introduce Part 2 of the Connect[ED] video to the class. Inform students that they 

will be watching the characters, Anthony and Jamie, in the video having to deal with 

making difficult decisions online. Encourage students to think about the decision 

making model for each of the scenarios in the video as they watch Your Life Online 

- Making Good Decisions. For a synopsis of Part 2 of the video see Teacher Resource 

2: Your Life Online - Making Good Decisions Synopsis (from Lesson1). 

Brainstorm with students the definition of harassment and discuss with students 

how harassment online is like harassment in real life. For a definition of harassment 

see the glossary of terms at www.reallifeonline.ca. 


students’ ability to make good decisions 

in tough situations, and communicate 

effectively when pressured by peers to 

make a choice that could negatively impact 

others when online using Teacher Resource 

4: Anecdotal Recording Chart (from Lesson 1) 

Watch Part 2 of Your Life Online - Making Good Decisions and stop after Part 2 is 

completed. 

Explain to students that they are going to be given the scenarios from the 

Connect[ED] video that they just viewed. Let students know that in each of the 

scenarios, the character is faced with making a difficult decision, just as Emily was 

in the last example. Explain that they will be expected to use the decision making 

model in order to analyze the scenarios from two different points of views. Refer to 

the Emily example, if students aren’t clear. 

In addition, each group will be responsible for creating a 5 frame storyboard (a 

storyboard is a graphic organizer that allows students to use sketches and written 

descriptions to organize their ideas). Each frame of the storyboard should reflect 

one of the stages of the decision making model. The students will be responsible for 

showing the stages of the decision making process that their assigned character 

had to go through. 

-35-



Lesson 2 of 4 

Action - continued... 

Divide students into groups of 4 or 5. 

Hand out Student Resource 3: Scenario 2- Photo Shopping Dilemma and Student Resource 4: Scenario 3 – Harassing Emails to the 

groups (one scenario per group). 

Students should read the scenario, apply the decision making model and then answer the questions attached to each scenario. Then 

decide who will take on each point of view and defend their decisions. Students will then show their characters decision making 

process on the 5 frame storyboard including the refusal or assertiveness skills required to properly implement their decision. 

Students work on scenarios and 5 frame storyboard. 

Have students act out their scenarios to the class, presenting both points of view. 

Consolidation 

Discuss with students which decision was the best one for each scenario and why. 

Teacher prompt: “Why were the students in each scenario afraid to tell an adult, 

especially their parents, about the situations they were in?” 

Student response: “They were afraid their parents would be mad, take away their 

computer, or restrict their use of the Internet. They could get into a lot of trouble, 

or get grounded.” 

Teacher prompt: “Would you be afraid to tell your parents if you were in any of 

these situations? Why? Do you recognize the importance of telling an adult?” 

Student response: “I wouldn’t be afraid to tell my parents. I might be concerned 

that they might not understand and want to take away my computer privileges. 

However, if I have not done anything wrong and am unfortunately being bullied 

online, I am confident they would understand and realize that it is not my fault 

and would try to help me. Telling an adult is important because they can assist 

you in dealing with the situation and following the right process. So, even if you 

are concerned about telling your parents, you should remember that they love 

you and want you to be safe online.” 

A&E 



in challenging situations, communicate 

effectively when being pressured by peers 

to make a choice that could negatively 

impact others when online and to examine 

the point of view of a piece of media using 

Teacher Resource 4: Anecdotal Recording 

Chart (from Lesson 1) 

Teacher prompt: “Did Part 2 of the video offer scenarios that presented a balanced 

point of view with respect to online safety?” 

Student response: “Yes, the video provided alternative points of view and provided 

reasoning for each.” 

Explain to students that in the next few lessons, they will be creating a brochure 

about netiquette and cyberbullying using all of the information they have 

learned, so that other students can be more informed. Ask students to think 

about what the purpose of a brochure is? Where have they seen brochures? Tell 

them these questions will be further discussed next class. 

-36-



Lesson 2 of 4 


Have students create their own online scenarios. Trade their scenarios with others and use the decision making model to analyze the 

situation. 

Next Steps 

Students will continue to analyze various cyberbullying scenarios and they will have to use their decision making skills to assess how 

to handle the situations. Students will use the information learned in the last two lessons to create a brochure. 


Thumbs Up Strategy: A strategy used for students to self assess their understanding of a specified goal. Thumbs up: I understand, 

Thumbs Sideways: I somewhat understand, Thumbs Down: I do not understand. 


For a glossary of terms, additional resources and websites please visit www.reallifeonline.ca 

-37-


Student Resource 3: Scenario 2 - Photo Shopping Dilemma 


Name: 

(Page 1 of 2) 

Date: 

Lucy and Charles asked Anthony to write comments about the nasty online photos of Megan that were sent to the whole class. 

Anthony doesn’t want to say “no” because they might think he was a loser or a coward or something. He didn’t want to be the next 

one they did that too. Anthony doesn’t know what to do. He knows it’s not right that someone emailed those fake ugly photos of 

Megan to everyone in class and he knew he wouldn’t want someone doing that to him. 

What should Anthony do? Should he write the comments about Megan or walk away? 

What to do… 

Divide your group in half. Have half defend Anthony’s decision to write comments about Megan’s fake photos. Have the other half 

defend Anthony’s decision to say “no thanks” and walk away. Be sure to use the decision making model to analyze your scenario and 

include possible outcomes for both sides 

Here is the 5 frame storyboard for your group: 

-38-


Student Resource 4: Scenario 3 - Harassing Emails 

Cyberbullying and Harrassment (Page 2 of 2) 

Name: 

Date: 

Jamie keeps getting harassing emails! And the worst thing is he doesn’t know who is sending them. Jamie doesn’t want to tell his 

mom because he is afraid she would take the Internet away from him, but ignoring the emails wasn’t working. He kept getting more 

every day. 

What should Jamie do? 

1. simply ignore the emails and hope they eventually go away or 

2. write the sender back asking him/her to stop and then tell a trusted adult? 

What to do… 

Divide your group in half. Have half the group defend Jamie’s decision to ignore the emails. Have the other half defend Jamie’s 

decision to ask the sender to stop and tell a trusted adult about his situation . 

Use the decision making model to analyze your scenario and include possible outcomes for both sides. 

Here is the 5 frame storyboard for your group: 

-39-


Lesson 3 of 4 

30 Minutes* 


Lesson 3 


Privacy, Cyberstalking and 

Harrassment 







online situations e.g., cyberstalking and luring 



• identify how to present a balanced point of view in a media text 

• describe in detail the main elements of a brochure and identify the conventions and techniques used to help convey meaning 

and influence or engage the audience. 

Facility 


Materials 

• DVD Player and TV or Computer and Projector and Connect[ED] DVD, 

Grade 5 Episode: Your Life Online - Making Good Decisions (View Part 

3) or Computer with Internet connection to access video online at 

www.reallifeonline.ca and Projector 

• Chart paper 

• Pencils 

• Several sample brochures 

Minds On 


Using direct instruction, review what has happened previously in Part 1 and 

2 of the video. 

• From Lesson 1: Teacher Resource 2: Your Life Online - 

Making Good Decisions Synopsis 

• From Lesson 1: Teacher Resource 4: Anecdotal 

Recording Chart 

• Teacher Resource 5: Parent/Guardian Lesson 

• Student Resource 5: Decision Making Template for 

Priya’s Scenario 

• Student Resource 6: Brochure Planner 

A&E 


students’ ability to recognize what luring 

and cyberstalking are and what can be done 

to prevent them 

Brainstorm with students what luring online and cyberstalking look like 

from the perspective of a teenage online user. See Notes to Teacher for a 

description of both. 

Review with students what can be done to prevent luring and cyberstalking 

– ie., don’t give out personal information including photos; create safer 

passwords etc. 


-40-


Privacy, Cyberstalking and Harrassment 

Lesson 3 of 4 

Action 

Play Part 3 of Your Life Online – Making Good Decisions. Stop the video at the end 

of Part 3 prior to the Synopsis of Four Tough Decisions video chapter. For a synopsis 

of Part 3 of the DVD see Teacher Resource 2: Your Life Online - Making Good 

Decisions (from Lesson 1). 

Review Priya’s situation with the class. 

Teacher prompt: “Do you think the situation faced by Priya is a case of 

cyberstalking or luring?” 

Student response: “Yes it certainly is. In this case the person in the chat room goes 

so far as to threaten Priya if she does not talk to him.” 

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

situation?” 

Student response: “They should not have turned on a webcam without knowing 

who was on the other end; they should not have had any articles/pictures etc. that 

would identify who they were or where they were from; they should have 

discussed this kind of scenario ahead of time with their friends and voiced how 

they felt about allowing strangers access to their photo." 

A&E 



in tough situations, and communicate 

effectively when being pressured by peers 

to make a choice that could negatively 

impact others when online, using Teacher 

Resource 4: Anecdotal Recording Chart 

(from Lesson 1) 


student brainstorming about netiquette, 

cyberbullying and online safety content for 

their brochures 

Teacher prompt:“ Do you think that the fact that what these girls did was not a 

smart and safe thing to do would impact how you dealt with the situation if it were 

you who were in this situation?” 

Student response: “I would probably try to resolve the situation without involving 

my parents but if I began to feel threatened in any way I would certainly contact 

an adult quickly.” 

Have the students find a partner and work through the decision making template 

provided on Student Resource 5: Decision Making Template for Priya’s Scenario. 

After a few minutes have the students share their results with the whole class. 

Teacher prompt: “We have now watched four different scenarios where the 

characters have had to deal with a tough situation while being online. Why do you 

think watching the Connect[ED] video was so important?” 

Student response: “We need to know what is okay and not okay when online. We 

might have to deal with these situations ourselves and now at least we know how 

to handle them. It’s important to know that it’s okay to go to an adult for help if 

we feel unsafe when we are online.” 

Teacher prompt: “There are many different media forms to get the online safety 

message out to students. A video, like the Connect[ED] video is one way to get the 

message about online safety out to students. Do you feel it was an effective way 

to get the message across?” 

Student response:“ Yes it was entertaining, realistic and provided direction for 

students on how to deal with tough online situations.” 

Resume playing the final video chapter, Synopsis of Four Tough Decisions, 

summarizing the four scenarios presented in the video. 

-41-


Making Decisions 

Lesson 3 of 4 

Action - continued... 

Teacher prompt: “Do you feel the four retrospective clips at the end of the video helped to consolidate your learning. Was this a good 

tool to help you gain an overview of the key messages of the video and the lessons?” 

Student response: “It was a nice summary of what happened and helped me focus on the key learning for me which was how to 

follow the decision making process in order to make an informed and well thought out decision.” 

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

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

Teacher prompt: “What other types of media could be used to get the message out about the importance of Internet safety and how 

to handle tough situations when they arise online?” 

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

Teacher prompt: “We are now going to create an information brochure for students about netiquette and cyberbullying and how to 

deal with difficult situations that arise online that relate to these topics.” 

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

of the brochures. 

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

Student response: “Three panels, folded twice, information on front and back, six sections for information to be written on, folded like 

an accordion, back and forth.” 

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

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

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

Topics: 

• Netiquette and examples of netiquette 

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

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

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

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

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

Teacher prompt: “A brochure informs people about certain topics or issues. They allow individuals, companies and organizations 

to provide information to the public in an accessible, artistic and relatively inexpensive way. The purpose of a brochure is to 

communicate a message to a target audience. The brochure you are creating will aim to inform other Grade 5 students about 

netiquette, cyberbullying, decision making and cybersafety. 

Student brochures should include information from each of the topics that were covered during the last three lessons (refer to topics 

listed on chart paper) and should present a balanced point of view. 

In partners, have students brainstorm ideas for each of the topics listed on chart paper. Have each pair write down two ideas for each 

topic. Discuss with class. 

-42-



Lesson 3 of 4 

Consolidation 

Hand out Student Resource 6: Student Brochure Planner. 

Review information on Brochure Planner with students. Inform them that this 

planner will assist them in deciding on the content and layout for their brochure. 

Have students work on this using information they listed on chart paper. 

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

for feedback. 

Hand out Teacher Resource 5: Parent/Guardian Lesson for students to bring home 

and go over the goals of the lessonwhich is to be completed after Lesson 4. Use the 

Thumbs Up Strategy to determine if students understand the expectations of the 

Parent/Guardian Lesson. 

A&E 

Peer Sharing: Observation and feedback 

from their partner on the proposed 

organization and information for their 

brochure 

Teacher observation of student 

selfassessment related to expectations of 

the Parent/Guardian Lesson 


Have the students go to the Power To Learn: Social Networking site and click on Read the Story. Have the students work through Jill’s 

story and use the decision making model to help them reach the desired outcome for the end of the story. 

url: http://www.powertolearn.com/internet_smarts/interactive_case_studies/social_networking/sn_s/start.shtml 

Next Steps 

Create final product: Brochure 


Child Luring 

Luring is an illegal act whereby someone communicates with a child on the Internet for the purpose of facilitating the commission of 

a sexual offense against that child. Many of the sexual offences related to luring are connected to the age of consent, which prohibits 

adults from having sexual relations with children under 16, though some (such as child pornography and other forms of sexual 

exploitation) include youths under age 18. Since 2002, the Criminal Code of Canada has criminalized Internet luring. 

Kids without positive personal relationships may be at increased risk to cyber luring. They may look online for what is missing in their 

own lives or as an escape from their real life situation. 

Cyberstalking 

Cyberstalking is the use of the Internet or other electronic means to stalk or harass an individual, a group of individuals, or an 

organization. This could take the form of rude or threatening messages, slanderous information or repeated, unwanted messages. 


For a glossary of terms, additional resources and websites please visit www.reallifeonline.ca 

-43-


Student Resource 5: Decision Making Template for Priya’s Scenario 


(Page 1 of 1) 

Name: 

Date: 

Scenario: 

What is the problem? 

List the alternatives 

1. 

2. 

3. 

? 

Evaluate the Alternatives 

1. 

2. 

3. 

? 

What is Your Decision? 

How will the decision be 

implemented? 

-44-


Student Resource 6: Brochure Planner 

Privacy, Cyberstalking and Harrassment (Page 1 of 1) 

Name: 

Date: 

Main title: 

Front panel 

Picture(s) needed: 

Heading: 

Tucked-in panel 

Main message points, in point for if possible (list issues and possible solution(s)): 

Picture to support points? 

Heading: 

Left inside panel 

Introduction of message/issue (state your point of view, provide some background): 

Picture(s) to support message? 

Heading: 

Centre inside panel 

Discussion of message (include supporting statistics? other graphics?): 

Heading: 

Right inside panel 

Discussion of solutions: 

List of sources of information: 

-45-


Teacher Resource 5: Parent Lesson 

Privacy, Cyberstalking and Harrassment (Page 1 of 1) 

Class: 

Subject: Connect[ED] Grade 5: Your Life Online - Making Good Decisions, www.reallifeonline.ca 

To: connect[ed]4@home.ca 

Dear Parent/Guardian: 

In class we have been engaged in a series of lessons that teach and encourage responsible Internet behaviour, referred to as 

netiquette. In each lesson, students have watched a DVD called Connect[ED]: Your Life Online-Making Good Decisions. This 

video exposes the risks that students may be faced with as they interact online and has provided students with 

demonstrations on how to make good decisions when faced with difficult online decisions. We have been discussing who to 

go to for help when faced with unsafe online situations and how to solve online dilemmas using a decision making model. It 

is important for students to go over this information at home, so that they feel safe and will come to you if they should ever 

need help. 

To continue the learning and support the home and school connection, we have added a parent component to this unit and 

ask that you work together with your child on the following activity. 

• Review with your child the brochure that they made at school about cyberbullying and online safety. 

• Together, discuss the information in the brochure. 

• Have your child share with you what they learned through the creation of their brochure. 

• Use the information from your child’s brochure to help you develop an agreement between you and your child on how to 

ensure a healthy and safe online experience in your home. Go to the Connect[ED] website, www.reallifeonline.ca, and click 

on the Parent/Child Internet Safety Agreement and work together with your child to develop an agreement that can be 

signed by all parties and posted near your computer at home. 

To watch the Connect[ED] video and for further parent information and resources visit www.reallifeonline.ca. 

Important: 

Get to know your child’s “online friends” just as you get to know all of their other friends. 

-46-

Section 2: Grade 5 Unit Creating a Brochure 

Lesson 4 of 4 

30 Minutes* 




Lesson 4 






cyberbullying 



• develop a brochure to help convey meaning and influence or engage the audience. 

Facility 


Materials 

• Chart paper 

• Markers 

• Pencils 

• 8 ½ x 14 white paper (1 per student) 

Minds On 

• Teacher Resource 6: Netiquette, Cyberbullying and Cybersafety 

Brochure Rubric 

• Student Resource 7: Tips for Creating an Effective Brochure 

• Student Resource 8: Production Planning Template (outside 

and inside) 

A&E 


Using whole class discussion, review topics listed on chart paper from the last lesson, 

and ideas associated with each. 

Topics: 

• Netiquette and examples of netiquette 

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

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

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

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


students’ understanding of Student 

Resource 7: Tips for Creating an Effective 

Brochure 

Hand out Student Resource 7: Tips for Creating an Effective Brochure. Review this hand-out with class. Explain to students that they 

should use this tip sheet to go over their brochure planner from last class. Explain to the students that this will help them organize and 

present their information more effectively. 

Review with students the Success Criteria found on Teacher Resource 6: Netiquette, Cyberbullying and Cybersafety Brochure Rubric. 


-47-


Creating a Brochure 

Lesson 4 of 4 

Action 

Hand out Student Resource 8: Production Planning Template. Have students use 

the template for planning the final product of their brochure. 

Circulate around the room and conference with students as they work on their 

brochures. 

Instruct students to produce a good copy of the brochure. 

Hand out 8 ½ x 14 white paper. Students should fold paper in thirds, with the 

right-hand panel in first, and the left-hand panel folded over the right-hand one. 

Students use Student Resource 8: Production Planning Template to produce a final 

product, a finished brochure on Netiquette, Cyberbullying and Cybersafety. 

Consolidation 

Discuss with the class the development of the brochures and review the key 

success criteria from Teacher Resource 6: Netiquette, Cyberbullyng and 

Cybersafety Brochure Rubric. Use the Thumbs Up strategy to determine if 

students are comfortable with the brochures they are putting together. Allow 

students time to complete their brochures. 

A&E 

Teacher/student conferencing with 

feedback on the use of Student Resource 

8: Production Planning Template using 

questions from Student Resource 7: Tips for 

Creating an Effective Brochure as a guide for 

discussion 

Teacher observation and assessment 

of students’ final product (brochure) 

using Teacher Resource 6: Netiquette, 

Cyberbullying and Cybersafety Brochure 

Rubric 

A&E 

Teacher observation and assessment 

of students’ final product (brochure) 

using Teacher Resource 6: Netiquette, 

Cyberbullying and Cybersafety Brochure 

Rubric 


Have students go to different classes and present their brochures. 

Make copies of student brochures and have them distributed at a school wide event. 


For a glossary of terms, additional resources and websites please visit www.reallifeonline.ca. 

-48-


Student Resource 7: Tips for Creating an Effective Brochure 

Creating a Brochure (Page 1 of 1) 

Determine your purpose, 

audience, and content 

Plan every detail of your 

layout 

Determine the purpose of your brochure by asking yourself: 

What message do I want to get across? 

Who is my target audience? 

Write down everything you would like to include in the brochure. 

Ask yourself: 

What is the issue I want to address? 

What ideas or suggestions will I incorporate to address the issue? 

First impressions are often the most important; so plan every panel of your brochure carefully. Ask 

yourself: 

Will my cover attract my intended audience? 

Do the inside panels look interesting? 

Are the photos or graphics eye-catching and informative? 

Adopt a clear and simple 

writing style 

Keep sentences short and paragraphs short. 

Stay on topic and make sure that ideas flow logically. Ask yourself: 

Have I removed all unnecessary information? 

Have I used persuasive language? 

Choose your headings 

carefully 

Headings draw the reader’s attention to information in your brochure. Keep your headings short 

and make them pertinent. 

Ask yourself: 

Are my headings short and catchy? 

Do they stand out enough? 

Check your grammar and 

spelling 

A well-planned, eye-catching brochure with a powerful argument will lose its impact if it contains 

grammar or spelling errors. 

Ask yourself: 

Have I read my work carefully? 

Have I checked my spelling? 

Get feedback before 

publishing 

Before you finalize and publish your brochure, have someone else (ideally a member of your target 

audience) review it. Ask that person: 

Does the brochure appeal to you? 

Did you read it all the way through? 

Were my arguments convincing? 

Did I make you think about the issues? 

Does some aspect of the brochure need to be improved? How? 

-49-


Student Resource 8: Production Planning Template (outside) 


(Page 1 of 2) 

Name: 

Date: 

Tucked-in panel Back panel Front panel 

-50-


Student Resource 8: Production Planning Template (inside) 


(Page 2 of 2) 

Name: 

Date: 

Left-hand panel Centre panel Right-hand panel 

-51-


Teacher Resource 6: Netiquette, Cyberbullying and Cybersafety 

Brochure Rubric - Creating a Brochure (Page 1 of 2) 

Class: 

Overall Expectations 


1 - demonstrate personal and interpersonal skills and use the critical and creative thinking processes as they acquire knowledge and 

skills in connection with the expectations in the Active Living, Movement Competence and Healthy Living strands for this grade 

C1 - demonstrate an understanding of factors that contribute to healthy development 

C2 - demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions 

relating to their personal health and well-being 

C3 - demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect 

both themselves and others, and how factors in the world around them affect their own and others’ health and well-being 


1 - demonstrate an understanding of a variety of media texts 

3 - create a variety of media texts for different purposes and audiences, using appropriate forms, conventions and techniques 


Health and Physical Education – 1.3, C1.1, C2.2, C3.2 



Level 1 

(Limited) 

Level 2 

(Some) 

Level 3 

(Considerable) 

Level 4 

(High Degree) 

Knowledge and 

Understanding - Media 1.5 

• Demonstrates an 

understanding of a variety of 

media texts 

The student 

demonstrates limited 

knowledge of content 

The student 

demonstrates some 


The student 

demonstrates 

considerable 


The student 

demonstrates through 


Knowledge and 

Understanding C1.1 

• Recognizes who to turn to 

for help in a cyberbullying 

situation 

• Recognizes local support 

services that can assist in 

a cyberbullying situation 

• Provides examples 

of netiquette and 

cyberbullying 

The student 

demonstrates limited 

understanding of 

content 

The student 

demonstrates some 


content 

The student 

demonstrates 

considerable 


content 

The student 

demonstrates thorough 


content 

Thinking C3.2 

• Analyzes the impact of 

cyberbullying on the 

well-being and self-esteem of 

others 

• Analyzes the impact of 

cyberbullying on the 

reputation, well-being and 

self-esteem of the person 

doing the cyberbullying 

The student uses 

critical/creative thinking 

processes with limited 

effectivenessss 



processes with some 

effectiveness 



processes with 

considerable 

effectiveness 



processes with a high 

degree of effectiveness 

-52-


Teacher Resource 6: Netiquette, Cyberbullying and Cybersafety 

Brochure Rubric - Creating a Brochure (Page 2 of 2) 


Level 1 

(Limited) 

Level 2 

(Some) 

Level 3 

(Considerable) 

Level 4 

(High Degree) 

Knowledge and 

Understanding 1.3 

• Understands the need to 

communicate effectively 

when being cyberbullied – 

refusal skills, assertiveness 

The student expresses 

and organizes ideas and 

information with limited 

effectiveness 



information with some 

effectiveness 



information with 

considerable 

effectiveness 



information with a high 

degree of effectiveness 

Communications - Media 

1.1, 3.4 

• Selects elements of a 

brochure to make others 

aware of netiquette and 

cyberbullying 

• Appeals to intended audience 

• Front panel used to entice 

reader 

• Use of text and graphics to 

convey messages 

• Choice of colour and font to 

highlight areas of focus 

The student applies 

knowledge and skills in 

with limited 

effectiveness 



familiar contexts with 

some effectiveness 




considerable 

effectiveness 



familiar contexts with a 

high degree of effectiveness 

Application C2.2 

• Applies the skills needed to 

deal with the issue of 

cyberbullying 

• Includes cyberbullying 

statistics and an analysis of 

them 

• Uses appropriate strategies 

such as assertiveness and 

refusal skills to deal with 

cyberbullying 


knowledge and skills 

limited effectiveness 




some effectiveness 




considerable 

effectiveness 



familiar contexts with a 

high degree of effectiveness 

-53-

Section 3: Teacher References 

-54-


There are many resources available for teachers to help further your own knowledge of Internet safety or to assist you in 

broadening the learning of your students. 

The following is a list of additional online and hard copy resources. They are listed by topic area and applicable grade. 

Netiquette 

Media Awareness Network, Jo Cool or Jo Fool Cyber Tour 

(Grade 6) 

www.media-awareness.ca/english/games/jocool_jofool/kids.cfm 

Privacy and Security 

Kids in the Know, Zoe & Molly Online 


www.kidsintheknow.ca/app/en/zoe_molly 

Media Awareness Network, Privacy Playground: The First Adventure of the Three Cyber Pigs 


www.media-awareness.ca/english/special_initiatives/games/privacy_playground/flash/start.html 

Media Awareness Network, Passport to the Internet, My Face Module 

(Grades 4, 5, 6) 

http://www.media-awareness.ca/english/index.cfm 

NetSmartz: NSTeens - Post-to-be-Private 


http://www.nsteens.org/Videos/Post-to-bePrivate 

NetSmartz: NSTeens - Offline Consequences: Profile Penalty 


http://www.nsteens.org/Videos/ProfilePenalty 

Power to Learn: Get Certified 

(Grade 4, 5, 6) 

www.powertolearn.com/internet_smarts/get_certified/index.shtml 

Power To Learn: Digital Permanence 


http://www.powertolearn.com/internet_smarts/interactive_case_studies/index.shtml 

Power to Learn: Keeping Personal Information Private 



-55-


Bullying 

Media Awareness Network: Passport to the Internet, Instant Pigeon Module 


http://www.media-awareness.ca/english/index.cfm 

NetSmartz, Real Life Stories - Feathers in the Wind, You Can’t Take it Back, Broken Friendship 

(Grade 5, 6) 

http://www.netsmartz.org/resources/reallife.htm 

NetSmartz, Real Life Stories - Keisha’s Crime 



NetSmartz, Real Life Stories - Angela’s Experience 



NetSmartz, NSTeens - Cyberbullying: Terrible Text 


http://www.nsteens.org/videos/cyberbullying/ 

Power to Learn: Cyberbullying: Not Just Name Calling 



Luring 

NetSmartz: Real Life Stories - Tracking Teresa 


NetSmartz: Julie's Journey 



Webcams 

Webcam Safety 


www.webcamsafety.org 

Community Resources 

Cybertip.ca - Canada's National Tipline for Reporting the Online Sexual Exploitation of Children 

www.cybertip.ca/app/en/ 


Provides toll-free, 24-hour, bilingual and anonymous phone counselling to young people. Includes details of the helpline number and 

the ability to post questions online 

www.kidshelpphone.ca 

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Statistics and Research 

Child Sexual Exploitation, Technology and Crime Prevention Education: Keeping Pace with the Risks (2009) 

www.socialscienceandhumanities.uoit.ca/assets/assets/documents/Slane_-_Keeping_Pace_Report_August_19_2009_FINAL2.pdf 

Cyber Bullying Survey (2008) 

www.verney.ca/ypo2008/presentations/634.pdf 

Cyber-bullying: Our Kids’ New Reality A Kids Help Phone Research Study of Kids Online 

http://kidshelpphone.ca/Teens/Home.aspx?lang=en-ca 

Enough is Enough: Internet Statistics 

http://enough.org/inside.php?id=2UXKJWRY8 

Interdisciplinary Response to Youths Sexting: Recommendations from the Youth Online Safety 

http://docs.google.com/viewer?url=http%3A%2F%2Fwww.netsmartz.org%2Fdownloads%2Fspecial%2FInterRespYouthSexting.pdf 

Kaiser Family Foundation: Generation M: Media in the Lives of 8-18 Year-olds (2005) 

www.kff.org/entmedia/entmedia030905pkg.cfm 

KINSA: Surf Smart Survey Results (2008) (Positive findings) 

http://kinsa.net/blog/post/2008/10/14/Surf-Smart-survey-results-are-in.aspx 

Media Awareness Network: Young Canadians in a Wired World (2005) 

www.media-awareness.ca/english/research/YCWW/phaseII/upload/YCWWII_Student_Survey.pdf 

PewResearchCenter (2010) 

http://pewinternet.org/Presentations/2010/May/Cyberbullying-2010.aspx 

Statistics Canada: Child Luring through the Internet (2009) 

www.statcan.gc.ca/pub/85-002-x/2009001/article/10783-eng.htm 

Survey of Internet and At-risk Behaviors (2008) 

www.rrcsei.org/RIT%20Cyber%20Survey%20Final%20Report.pdf 

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General 

Canadian Centre for Child Protection 


www.kidsintheknow.ca/app/en/sss_home 

Media Awareness Network, The Second Adventure of the Three Cyber Pigs 


http://www.media-awareness.ca/english/games/cybersense_nonsense/index.cfm 

Power To Learn: Social Networking 



Texted.ca 

(Grade 5,6) 

www.texted.ca/app/en 

The Door that’s Not Locked.ca 

www.thedoorthatsnotlocked.ca/app/en/teacher 

ThinkuKnow: Cyber Café 

(Grade 4,5,6) 

http://www.thinkuknow.co.uk/8_10/cybercafe/ 

Books 

MacEachern, Robyn, and Geraldine Charette. Cyberbullying: Deal with It and Ctrl Alt Delete It. Toronto: J. Lorimer &, 2008. Print. 

Willard, Nancy E. Cyberbullying and Cyberthreats: Responding to the Challenge of Online Social Aggression, Threats, and Distress. 

Champaign, Ill.: Research, 2007. Print. 

Jakubiak, David J. A Smart Kid's Guide to Online Bullying. New York: Rosen Group, Incorporated, 2010. Print. 

• Other books in the series: 

Avoiding Online Predators; Doing Internet Research; Internet Privacy; Playing Online Games; Social Networking Online 

Sommers, Michael A. The Dangers of Online Predators. New York: Rosen Central, 2008. Print. 

Connolly, Sean. The Internet and the World Wide Web. Mankato, MN: Smart Apple Media, 2010. Print. 

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Section 4: Parent/Guardian Resources 

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What do you need to know? 

With children learning how to use computers and technology as early as age two, many parents/guardians are struggling to keep up 

with the ever-changing world of technology and are feeling under-prepared to help manage their child’s access to information online. 

The Internet is a space where children mix with others and share their lives. Just as in any other area of life, parents should know what 

their children are doing, where they're going or who they're mixing with, to ensure their safety is not compromised. 

Parents need to know key online terminology as well as how the different online programs work in order to help their children make 

positive online choices. 

Connect[ED] includes information and activities to help parents and guardians become more involved in their child’s life online. 

• Lessons for parents/guardians help them to initiate conversations with their children about healthy online behaviour and to 

establish basic guidelines for the safe use of technology at home. 

• Resources for parents/guardians provide additional information about the Internet and where to go for more support. 

Questions you should ask yourself: 

• Does my child have one or multiple email accounts? Do I know their password(s) to check their account with them? Is 

their password appropriate? Does my child know the rules about opening attachments and email netiquette? Do I know how 

to use email? 

• What are my child’s friends doing online? Are there pictures and information about my child posted on a friend’s website? 

• Have I spoken to my child about illegal downloading? Do I know the risks associated with allowing my child to download 

software, movies and music from torrent websites? 

• Do I check my child’s cell phone to ensure texting is not taking place during school time? What kind of text messages 

are they sending and receiving? 

• How often does my child play online games? What types of games are they playing? Are they playing ‘live’ with other 

people? If so, who are these people? Is there a risk that my child might want to meet them? 

• Does my child know that not all people online are who they appear to be? Does my child know not to meet an online 

friend without an adult present? 

• Does my child realize that once something has been posted online it could possibly remain there forever? 

• Does my child understand the value of money? Would they make an online purchase without my permission? Have I 

spoken with them about sites that may not be authentic and try to gain personal information? Does my child understand 

that not all merchants are legitimate? 

• Does my child’s computer have a webcam? Do they videoconference? Do they Instant Message with the camera 

connected? 

• Does my child have a computer in the bedroom? Am I aware of how much time and what activities he/she is doing 

online? 

• Would my child participate in cyberbullying? Would they know what to do if they or a friend was being cyberbullied or 

was cyberbullying others? 

• Does my child have a trusted adult other than me to whom they can turn if things go wrong while using the Internet? 

• Does my child know that not all websites are created equal? In other words some websites are not as reliable as others. 

• Does my child blog (web log)? If so, do I read it on a daily basis to ensure nothing private is ever posted? 

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What can you can do? 

• Learn the meaning of words that describe things found online (e.g., blog, podcasting, Instant messaging) 

• Know chat lingo used by children (see Parent Links at the end of this section for information on where to find a 

comprehensive list) 

• Talk to your children about online safety 

• Create a set of rules about using online technologies 

• Create and post a family Internet safety agreement (available at www.reallifeonline.ca) or safety pledge 

• Talk to your children about what to do when things go wrong. Ensure they know who they can go to for help, or where to 

access the right information. You may wish to be their first contact, but with sensitive issues that they feel you may 

disapprove of, they may want to speak with someone else 

• Keep great websites and phone numbers in an easy to access place 

• Have regular discussions about online activities with your child 

Help your child identify safe and reliable websites: 

The Internet is a wonderful tool filled with infinite educational possibilities for your child. Educating them about the risks associated 

with certain activities and expressing the reasoning behind your concerns can get a strong message across to your child. 

It is very important to keep the lines of communication open with your child. When simple censorship or time restraints are placed on 

the use of technology without discussion, children find other ways to access it and begin to shut parents out of their circle of 

confidentiality. 

Asking questions, creating basic Internet safety rules together and putting technology in a high traffic space (instead of in a 

bedroom), all decrease the risks of negative online experiences. 

• Make sure the author of the website is clearly written somewhere on the site 

• Look for a last updated line which is usually included on the website – or you may have to look for a date on the most 

recent upload (i.e. news article date) 

• Look for clues in the website address to ensure reliability (e.g., gov = government site, .edu = educational site, .org = 

non-profit organization) 

• Evaluate what the main purpose of the website is. Is it trying to sell a product or does it just provide information? Does it 

ask for personal information from the user? 

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Helpful Links and Reading Materials 

General Information On The Internet 

Online Guide to the Internet 

A never ending manual that educates users about all aspects of the Internet. Questions you wouldn’t even think of asking are answered 

on this website. 

www.learnthenet.com 

What are your children doing online? 

The Door that’s not Locked is one of many websites that provide parents with information about what children of various ages are 

typically doing online. It describes each activity in simple terms and provides tips for parents on how to deal with the possible risks 

associated with each activity. 

www.thedoorthatsnotlocked.ca 

Internet Safety Resources 

Be Web Aware 

This site aims to empower parents with information to help their children make safe and wise online decisions. 

www.bewebaware.com/english/default.html 

Canadian Centre for Child Protection 

A charitable organization dedicated to the personal safety of all children. 

http://www.protectchildren.ca/app/en/home 

Children Online 

A website devoted to the safety of teens and children online. A free newsletter, resources, research and programs are only a few of the 

many resources this website provides. 

www.childrenonline.org/resources.html 

CyberAngels 

Founded in 1995 by the Guardian Angels, CyberAngels boasts one of the oldest and most respected online safety education programs 

in the world. A section of its website is dedicated directly for parents and includes links to related articles as well as relevant current 

topics. 

www.cyberangels.org/parents/index.php 

GetNetWise 

GetNetWise’s Online Safety Guide covers, by age level and activity type, the online risks children and teenagers face. 

www.getnetwise.org 

Kids in the Know 

An interactive safety education program for increasing the personal safety of children and reducing their risk of sexual exploitation 

includes parent section. 

www.kidsintheknow.ca/app/en/parents 

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NetSmartz 

An extensive resource for parents. 

www.netsmartz.org/netparents.htm 

Parents’ Guide to the Information Highway: Rules and Tools for Families Online 

(click on Parents Guide to the Internet quick link) 

www.childrenspartnership.org 

Royal Canadian Mounted Police, Internet Safety Resources 

This website includes information on Internet safety, cyberbullying, social networking, online scams and fraud, child exploitation and 

Internet safety for youth. 

www.rcmp-grc.gc.ca/is-si/index-eng.htm 

Take Back the Net: Microsoft’s Online Safety Program 

Links to four valuable resources can be found here, including: 

• A parent`s guide to online safety 

• Online safety family contract (an online code of conduct form) 

• Protect you and your children online (guiding articles for parents) 

• Kids online section (great links that provide information on what kids are doing online and how parents can stay informed) 

www.microsoft.ca/onlinesafety 

Wired Safety 

WiredSafety claims to be the largest online safety, education and help group in the world. They are entirely run by volunteers and are a 

type of cyber-neighbourhood watch program. Their work can be classified into four major areas: 1) helping online victims, 2) assisting 

law enforcement worldwide on preventing and investigating cybercrimes, 3) providing information on all aspects of online safety, 

privacy and security and finally 4) education 

www.wiredsafety.org/parent.html 

Cyberbullying 

Cyberbullying.ca 

www.cyberbullying.ca 

Stop Cyberbullying 

All cyberbullying basic questions are answered here. A flash tutorial for parents as well as a number of wonderful tips on Internet safety 

facts you can discuss with your child. 

www.stopcyberbullying.org/parents/index.html 

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Sexting 

Netsmartz 

Includes answers to the question, How do I know if my child is sexting? 

http://ncmec.vo.llnwd.net/o15/downloads/special/Sexting_Prevention.pdf 

Social Networking 

McAfee Parents Guide to Social Networking 

http://ca.mcafee.com/en-ca/local/docs/SocialNetworkinge-guide.pdf 

Chat Lingo 

With Instant Messaging (IM) and texting on the rise, it is important for parents to become familiar with some of the abbreviations used 

by children. Here are a few sites to help translate and understand their chat lingo. 

• http://transl8it.com 

• http://www.noslang.com/parents.php 

• www.texted.ca 

Community Supports 

Cybertip!ca 

Cybertip.ca is Canada's national tipline for reporting the online sexual exploitation of children. It is a charitable organization dedicated 

to the safety of all children. The Internet safety section of their website is divided into four sections: 1) What you should know, 2) What 

are the risks, 3) What you can do, and 4) Age specific tips. 

www.cybertip.ca/app/en/inet_safe_overview 


Provides toll-free, 24-hour, bilingual and anonymous phone counselling to young people. Includes details of the helpline number and 

the ability to post questions online and web response by a Kids Help Phone counsellor. 

www.kidshelpphone.ca/Kids/Home.aspx 

Gaming 

CAMH: Centre for Addiction and Mental Health 

www.camh.net/education/index.html 

Violence In Media 

Canadian Media Literacy 

www.crvawc.ca/CritMedLitCD/cd_additional_mat.html 

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Internet Safety Presentations 

Netsmartz 

Three types of presentations for Parents/Community, Tweens/Teens and Younger children can be requested and are sent via email to 

the requester. 

www.netsmartz.org/Presentations/ 

Microsoft.com 

Request Online Safety Presentations (subject to availability of Microsoft Personnel) 

www.microsoft.com/canada/protect/onlinesafety/default.aspx 

Flyers And Brochures 

Canadian Centre for Child Protection Inc. Zoe & Molly Online. Canada: Canadian Centre for Child Protection, 2008. Print. 

Canadian Centre for Child Protection. Safety and the Internet: A parent’s guide for children ages 8 & 9. Winnipeg: Canadian Centre for 

Child Protection. Print. 

Canadian Centre for Child Protection. Safety and the Internet: A parent’s guide for children ages 10-12. Winnipeg: Canadian Centre for 

Child Protection. Print. 

Canadian Centre for Child Protection. Mobile Safety: A Guide for Parents/guardians. Canadian Centre for Child Protection. Print. 

Canadian Centre for Child Protection. The Door That's Not Locked. Safety and the Internet: A Parent's Guide for Children Ages 8&9. 

Winnipeg: Canadian Centre for Child Protection. Print. 

Canadian Centre for Child Protection. The Door That's Not Locked. Safety and the Internet: A Parent's Guide for Children Ages 10-12. 

Winnipeg: Canadian Centre for Child Protection. Print. 

Books 

MacEachern, Robyn, and Geraldine Charette. Cyberbullying: Deal with It and Ctrl Alt Delete It. Toronto: J. Lorimer &, 2008. Print. 

Willard, Nancy E. Cyberbullying and Cyberthreats: Responding to the Challenge of Online Social Aggression, Threats, and Distress. 

Champaign, Ill.: Research, 2007. Print. 

Jakubiak, David J. A Smart Kid's Guide to Online Bullying. New York: Rosen Group, Incorporated, 2010. Print. 

•Other books in the series: 

Avoiding Online Predators; Doing Internet Research; Internet Privacy; Playing Online Games; Social Networking Online 

Sommers, Michael A. The Dangers of Online Predators. New York: Rosen Central, 2008. Print. 

Connolly, Sean. The Internet and the World Wide Web. Mankato, MN: Smart Apple Media, 2010. Print. 

-65-

Section 5: Appendix 

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A1: Ontario Catholic Graduate Expectations and Fully Alive Connections 

Grade 5 

Grade 5 Catholic Graduate Expectations 

An Effective Communicator who 

CGE2a -listens actively and critically to understand and learn in light of gospel values; 

CGE2b -reads, understands and uses written materials effectively; 

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others; 

CGE2d -writes and speaks fluently one or both of Canada’s official languages 

A Reflective and Creative Thinker who 

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges; 

CGE3b -creates, adapts, evaluates new ideas in light of the common good; 

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems; 

CGE3d -makes decisions in light of gospel values with an informed moral conscience; 

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience; 

A Self-Directed, Responsible, Life Long Learner who 

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; 

CGE4e -sets appropriate goals and priorities in school, work and personal life; 

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills; 

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities 

A Collaborative Contributor who 

CGE5a -works effectively as an interdependent team member; 

CGE5b -thinks critically about the meaning and purpose of work; 

CGE5e -respects the rights, responsibilities and contributions of self and others; 

A Responsible Citizen who 

CGE7a -acts morally and legally as a person formed in Catholic traditions; 

CGE7b -accepts accountability for one’s own actions; 

CGE7j -contributes to the common good 

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A1: Ontario Catholic Graduate Expectations and Fully Alive Connections 

Grade 5 Fully Alive Connections 

Theme One: Created and Loved by God 

Topic 2: Learning about Love 

• When we do something wrong, the people who care about us continue to love us. They may be upset or angry, but they still 

love us. 

• When we have harmed another person by our actions, we need to ask for forgiveness and try to make up for what we have 

done. 

• We also need to ask God for forgiveness. God always loves us and is always ready to forgive us. 

Lesson One: Chat room Dilemma 

Lesson Two: Your Life Online 

Lesson Three: Spreading the Word about Cyber Safety 

Topic 3: Mr. Talbot’s Classroom: Respect 

• Respect yourself and the gifts God has given you. 

• Respect each other and remember that each one of you is a person whom God created and loves. 




Theme Two: Living in Relationship 

Topic 5: The Ups and Downs of Friendship 

• Everyone has some friendship difficulties while growing up. We all have to learn how to solve them in the best way. 

• When we have a problem with a friend, it is best not to do anything about it until we are feeling less upset. 



Theme Four: Growing in Commitment 

Topic 1: Responsible for our Actions 

• Making excuses is a way of avoiding responsibility. 

• Our actions have consequences for ourselves and others, sometimes good and sometimes bad. 

• We are responsible for our actions. 




Topic 2: A Commitment to Myself 

• Our commitment to ourselves is to try to do what is good, to avoid what is wrong, and to live up to our beliefs. 




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A2: School Community Roles and Responsibilities 

The Role of the Principal/Vice 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. 

The principal has a number of key roles to play to make this happen, 

including informing teachers about the board/school Acceptable Use 

Policy (online rules and etiquette) and providing staff with access to 

appropriate resources; providing clear parameters regarding acceptable 

use of technology in the school and ensuring that the policies set out by 

the school board and school are followed; being vigilant and providing a 

consistent set of consequences for inappropriate use of technology. 

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. 

1. Acceptable Use Policies (Online Rules and Etiquette) 

• Inform teachers about the school board/school Acceptable Use Policy and provide the staff with access to any necessary 

and related resources. 

• 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 and the type of technology that will be used, and include the Acceptable Use Policy of the 

school. 

• Communicate and work with the technology department of the school board to implement current Acceptable Use Policies. 

• Be aware of the role that the technology department of the school board can play 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. Basic Rules for Safe Use of Computers in the School 

• Ensure that computers are set up in a way that allows teachers to view all of the screens in a quick sweep of the room. 

• 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 (or using Net Support – OSAPAC licensed monitoring software) is an 

effective way to ensure students are using appropriate sites and are on task. Ensure that only licensed software programs are 

installed on all computers in school. (Visit www.osapac.org for ministry licensing information and descriptions, and check 

with your school board for locally purchased software packages). 

• Inform staff of their school board/school 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. 

• Ensure staff is aware of and follows the Canadian Copyright Law, including ‘fair use’, with their students 

(http://creativecommons.ca). 

• Ensure staff is aware of their mandate under Bill 212 to report any misuse of technology that may lead to the negation of a 

safe school environment (i.e. cyberbullying). 

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3. What to do if Inappropriate Use of Technology Arises 

• Ensure staff is aware of the potential for inappropriate activities while students are using the Internet and the steps to take 

when these activities are found or reported to them. Forms to report inappropriate Internet use should be placed in an easily 

accessible location. 

4. Communicate with Parents 

• Provide ongoing communication with parents to both inform and educate them on the topic of Internet safety. Information 

can be published in school newsletters, on a school/board website and communicated to school councils. 

• Coordinate a common message with the school council, about the appropriate use of the Internet at school. 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 the community along with the potential supports that can be utilized to 

reinforce the messages about Internet safety. Community partners can provide great supports to reinforce the curriculum 

lessons learned in the classroom, they can present at school councils meetings, and 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, local health units, boards of health, and community support agencies. 

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The Role of the Teacher 

The Education Act states that it is the duty of the teacher to ensure that all 

reasonable safety procedures are carried out in courses and activities for which 

the teacher is responsible. 

The teacher should inform students about the appropriate use of technology 

and discuss the inherent issues. Teachers should carefully supervise students 

and be vigilant in monitoring their use of technology. Suggested strategies 

include: teaching students safe online searching techniques using tools such as 

kid friendly search engines, directories and databases; previewing relevant 

sites; bookmarking safe, educational sites for student use; creating a 

recommended list of resources rather than allowing unstructured Internet 

searches which can lead to potentially dangerous and inappropriate web 

pages; ensuring students are taught the appropriate response to landing on an 

inappropriate website and how to report inappropriate Internet activity. 


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 

self-worth; 

• 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. 

1. Acceptable Use Policy 

• Take time to read over the Acceptable Use Policy, become familiar with it, 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 (i.e., ensure that students are engaged and 

challenged; allow no time to visit sites that have no bearing in an educational setting). 

• Work with the school board technology department to support the teaching of Internet safety. 

2. Organize and Supervise (e.g., Classrooms and Labs) 

• Set up the monitors around the perimeter of the room to allow for a quick check of screen content in a single sweep. 

• Be visible – use a “walkabout” to let students know you are being vigilant. 

• Use licensed software (like Net Support) to view student monitors on the teacher’s own screen (visit www.osapac.org for 

licensing information and descriptions). 

• Remind students that there will be serious consequences for inappropriate use of the computer and review those 

consequences with the students. 

3. What to do if Inappropriate Use of Technology Arises 

• Listen to students’ concerns and fears and help them seek appropriate help. 

• If related to school, follow appropriate school/board policies for reporting inappropriate Internet use and disclosure of 

student information. 

• Ensure students are aware that under Bill 212 a teacher must report any act of cyberbullying to the school Principal. 

• 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. 

• Become familiar with Bill 212’s mandate to report any misuse of technology that may lead to the negation of a schools safe 

environment (i.e. cyberbullying). It is the teacher’s responsibility to report these inappropriate activities to the school 

Principal immediately. 

-71-



4. Communicate with Students 

• Post safety tips near computer areas. Provide a learning bulletin board that outlines safe Internet practices (e.g., netiquette, 

password creation, cyberbullying) and what students should do if inappropriate situations arise. 

• Inform students how to use technology respectfully and how to be a responsible cybercitizen. Include information on 

appropriate participation in chat rooms, how to appropriately deal with potentially dangerous situations and how to access 

support. 

• Teach students how to look after and protect themselves. They must learn to question all people they meet, whether in 

person or on the Internet. The warning signs that exist for students in the real world are much harder to notice in cyberspace. 

• Where appropriate work through the Connect[ED] lessons. 

5. Communicate with Parents 

• Ensure all parents understand that students will be using the Internet, that they are aware of the type of technology that 

will be used and that they are familiar with the Acceptable Use Policy of the school/board prior to students using the Internet. 

• Ensure that parents understand the seriousness of inappropriate Internet use and the potential threats associated with it. 

• Share the parent component in the lessons in Connect[ED] as well as the parent resource sections. 

• Provide ongoing communication about the use of technology in the classroom and tips for safe Internet use at home. This 

information can be published in class or school newsletters or class/school/board websites. 

6. Work in Partnership 

• Contact the local police department or Ontario Provincial Police to access an officer with expertise and experiences in the 

areas of Internet safety to support this teaching in the classroom. 

-72-



The Role of the Student 

The student Code of Conduct requires students to demonstrate respect for 

themselves, for others and for the responsibilities of citizenship through 

acceptable behaviour. Respect and responsibility are demonstrated when 

students follow established rules and refrain from compromising the safety of 

others. 

The increase in access to information via the Internet presents young people 

with new freedom and opportunities, but also new responsibilities. Students 

are responsible for understanding and following the Acceptable Use Policies for 

the Internet while at school and at home and should ensure that they know 

what to do if a potentially dangerous situation arises. By participating in 

Connect[ED], students will develop strategies and skills to help resolve 

uncomfortable situations that may occur online. 


Students are to be treated with respect and 

dignity. In return, they must demonstrate 

respect for themselves, for others and for the 

responsibilities of citizenship through 

acceptable behaviour. Respect and 

responsibility are demonstrated when a 

student: 

• comes to school prepared, on time 

and ready to learn; 

• shows respect for themselves, for 

others and for those in authority; 

• refrains from bringing anything to 

school that may compromise the 

safety of others; 

• follows the established rules and 

takes responsibility for his or her 

own actions. 

1. Acceptable Use of the Computer at School 

• Read carefully and understand the school Acceptable Use Policy and share with your parents. 

• Follow school policies while at school and become familiar with the consequences. 

• Use the computers for school related work only. 

• Report potentially dangerous situations immediately. 

• Know who to talk to at the school or in the community e.g., Kids Help Phone and the steps to take if a potentially dangerous 

situation arises. 

2. Acceptable Use of the Computer at Home 

• When at home follow the acceptable use rules established with your parents or guardians. 

• 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 online and report it appropriately. Save any conversations that 

you think could prove someone has been bullying or harassing you. Some chat rooms have instructions on how to do this. 

3. Basic Rules for Safe and Appropriate Use of the Computer at Home and School 

• Choose a password that is easy to remember and hard to guess. A strong password consists of a random combination of 

numbers, letters and symbols. 

• 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. Personal information includes your email address, real name, home address, school name or 

telephone number. This information should not be given out in private email messages or in public online spaces like chat 

rooms or bulletin boards. 

• Respect the feelings and privacy of others online. 

• Never open emails, files, links, images or games from people you do not know or trust. 

• 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. 

• Remember that anything you write on the web can potentially become permanent. Once placed on the Internet, items can 

be difficult to remove as they may have already been copied and shared by other users. 

• Be wary of those who want desperately to be your friend, especially if they try to turn you against your parents or real friends. 

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• 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 your parent/guardian present. It is potentially dangerous to meet unsupervised. 

• Only chat over a webcam with people that you already know and trust in the real world, under adult supervision wherever 

possible. Keep your webcam turned off and the camera covered at all times when not in use. 

• Never send a person a picture of yourself without first checking with a parent/guardian. 

• Be careful when someone offers you something for nothing, such as gifts and money. Be wary of any offers that involve you 

meeting someone or having someone visit your house and be sure to discuss this with a trusted adult before agreeing to such 

a meeting. 

4. What to do if a Dangerous Situation Arises 

• If a dangerous situation arises communicate the situation to parents, teachers, peers, police officers and community 

agencies (e.g., Kids Help Phone) immediately in order to appropriately address and resolve the situation and prevent the 

situation from getting worse. Inform an adult you can trust if you know of anyone using the Internet in an unsafe way. 

Reporting friends who are in trouble (i.e., a friend being cyberbullied or a friend who is a cyberbully) can help resolve a 

potentially dangerous situation early. 

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The Role of the Parent/Guardian 

The Code of Conduct for parents and guardians states that they have a 

responsibility to support the efforts of school staff in maintaining a safe and 

respectful learning environment for all students. In this instance, this is 

largely accomplished by communicating regularly with the school, becoming 

familiar with school rules and encouraging their children to follow the rules 

of behaviour. 

Parents and guardians must stay well informed about both the benefits of 

the Internet and the dangers that their children could encounter as they 

explore the Internet. By understanding the dangers and discussing them with 

their children, parents and guardians can help them realize the positive 

potential of the Internet while minimizing its inherent risks. 

Connect[ED] provides opportunities for parents and guardians to work with 

their child(ren) through the parent/guardian lessons attached to each unit. It 

is essential for parents to maintain open communication with their children 

and ensure they understand the importance of seeking help in potentially 

dangerous situations rather than fearing disciplinary ramifications. 


Parents/Guardians 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/Guardians 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. 

1. Acceptable Use of the Computer at Home and School 

• Establish a set of rules for your child(ren) to follow when using the Internet that include amount of use, acceptable sites, 

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 (Online rules and Etiquette). 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. If you have any questions or concerns contact the school immediately. 

• Contact the school immediately if your child feels uncomfortable or threatened by things done on the Internet such as 

gossip, bullying, harassment. 

• Communicate with your child(ren): talk to your child(ren) about Internet safety and ethical behaviour on the Internet. 

Participate with them online. If they know more than you, let them teach you. 

2. Basic Rules for Safe and Appropriate Use of the Computer at Home 

• Keep Internet-connected computers in an open area and out of the bedrooms. 

• Supervise children’s computer usage. Do not rely on filtering software to do the work. 

• Check out your child’s Instant Messaging (IM) names and profiles to ensure personal information is not being shared or 

accessed over the Internet. 

• Learn how to check your Internet Browser’s history, and check it on an ongoing basis to ensure your child(ren) is(are) staying 

on appropriate websites. 

• Keep the family computer properly protected by installing up to date security patches, current anti-virus software and a 

firewall. (There are free anti-virus programs available on the Internet). 

• Teach your child(ren) never to give out personal information without your permission when using email, chat rooms, instant 

messaging, entering online contests, filling out personal profiles and registration or pop-up forms. 

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• Ensure that, if your child(ren) are thinking of meeting an online friend, they check first with you. It is potentially dangerous 

for this meeting to take place unsupervised. As a parent you can contact the parent/guardian for the online friend and 

arrange a joint meeting in a safe space. 

• Your Internet Service Provider( ISP) contract may contain restrictions relating to downloading that you may want to bring to 

the attention of your child(ren). Illegal downloading by children is on the rise and if caught the ISP can shut off the Internet 

service and report any illegal online activities to the authorities. 

• Talk to your children about what to do when things go wrong. Ensure they know who they can go to for help, or where to 

access the right information. You may wish to be their first contact, but with sensitive issues that they feel you may 

disapprove of, they may want to speak with someone else – a trusted teacher at school, Kids Help Phone Counsellor. 

3. What to do if a Dangerous Situation Arises 

• 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, share inappropriate pictures, bully or threaten others. 

• Be aware of the supports available in the community to support safe Internet practices and how to access them if needed. 

• If a situation becomes potentially dangerous contact and report the situation immediately to the local police, school 

administrator, or other support agencies. 

• Be aware of the safety features that the Internet Service Provider (ISP) has available. 

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A3: Glossary 

Glossary 

The following vocabulary appears throughout Connect[ED] and is divided by grade according to the terms that appear in the videos. 

It is recommended that teachers and students familiarize themselves with the terminology in order of grades to help form the students’ 

schema and ensure adequate background knowledge (i.e. students in Grade 5 should understand the Grade 4 terminology before 

beginning the Grade 5 content). 

Grade 5 Terminology 

Bully 

Bystander 

Child Luring 

Cyberstalking 

Inbox 

Internet Service 

Provider (ISP) 

IP Address 

Stalker 

Victim 

Webcam 

A person who inflicts harm on other people. This can take place either physically, socially, 

mentally or emotionally. In many cases, bullies feel weak in some aspect of their life and 

feel the need to exert power over a weaker person. 

A person who stands by and allows someone to be bullied without helping or getting 

help for the victim. 

Child 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. Many of the sexual 

offences related to luring are connected to the age of consent, which prohibits adults 

from having sexual relations with children under 16. In certain instances however, such 

as crimes related to child pornography and other forms of sexual exploitation, the age of 

consent increases to include any child or youth under 18 years of age. Since 2002, the 

Criminal Code of Canada has criminalized Internet luring. 

Kids without positive personal relationships may be at increased risk to cyber luring. 

They may look online for what is missing in their own lives or as an escape from their real 

life situation. 

Cyberstalking refers to the unwanted, obsessive attention or harassment of an 

individual, group of individuals or an organization to another person, via the Internet or 

other electronic means. This could take the form of rude or threatening messages, 

slanderous information or repeated, unwanted messages. 

When using an email account, the inbox is the space that allows you to view any 

messages sent or received. 

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. 

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 

Someone who intrudes on another’s online private life without permission. This can 

cause stress and distress in the victim’s life. 

A person who is physically, socially, mentally or emotionally hurt by a bully. 

A camera that is either built in to a computer or an added device which allows computer 

users to take pictures and videos of themselves or others while on the Internet. These 

pictures and videos can be taken with or without permission from the person being 

photographed. 

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A3: Glossary 

Grade 5 Terminology 

Website 

Moderators 

Website Providers 

Websites that provide a public chat space (sometimes called a wall, forum or discussion 

board) usually have a person or group of people responsible for moderating and 

overseeing the posts. They try to ensure a safe space is kept and will usually remove any 

negative or hurtful posts. They are there to help those using the website and to enforce 

the websites policies. 

The company which provides space to house a website. In some cases this is your ISP, but 

there are many free webspace providers online (e.g. Google). 

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Grade 5 - ConnectED Real Life Online

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