Final team report

Project Report

Internet Crusaders: Jennifer Greene, Tiffany Hoefer, Michael Leonard, &
Jennifer Spann

Executive Summary
Our instructional design team created an educational product to inform middle school
learners about internet etiquette and safety. The final product is an electronic book that is
compliant with the standards of Universal Design Learning. Through our needs analysis
we determined that an observable gap exists between desired and actual behavior among
the targeted population. Additionally, the State of South Carolina has set an educational
standard that all 8th grade students learn about internet etiquette and safety. We
conducted research on internet safety and etiquette to adequately determine the scope of
the instructional content. As all South Carolina 8th grade students must receive
instruction in these topics, we did want to limit our instructional content to one level of
learner. Working within our time and budgetary constraints, we worked to create
instruction that would be beneficial and engaging to students of all learning levels and
backgrounds. We integrated animated and static media sources to create an interactive
and engaging instructional tool. As a component of the instruction, we included tools to
help instructors’ measure student achievement. These tools included student project and
activity ideas, tests, and grading rubrics. We centered our design process around the
ADDIE model, continually evaluating the instruction and adjusting the content as
necessary. We polled our peers and end-users (targeted population) for the effectiveness
and ease of use of the materials and made adjustments as needed. It is our intention to
ultimately produce an instructional tool that can be used by any middle school instructor
to inform students about internet safety and etiquette.

Objectives for the instruction
The objectives for the instruction include making sure that the students are aware of how
to behave safely on the Internet and what safe Internet behavior looks like. For instance,
you can tell a child that he must be respectful but if he doesn’t know what being
“respectful” means, he won’t know how to behave in the expected manner. In considering
this topic of instruction, it is important to know what state standards you are addressing.

SC State standards addressed by this lesson are:

A.4. Explain the consequences of illegal, social, and unethical uses of
information technologies
A.7. Identify netiquette including the use of e-mail, social networking, blogs,
texting, and chatting.

Overarching objective: by the end of the lesson the student should be able to create a
product that will inform other middle school students about Cyber safety.

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Process used for this analysis
The process of analyzing the project was done in stages. We decided to use the Mager
approach to analyze our audience as it seemed most suited to analyzing a specific age
group rather than a group of individuals. We concentrated on middle school learners as
that was the group that is most affected by the information we felt we needed to impart.
Our influence came from the personal experiences of three of our group members. Jennifer
Greene has, in the past, worked with children of all ages teaching them Internet Safety.
Michael Leonard has been a victim by proxy of Cyberbullying. Jennifer Spann is a teacher
of middle school students and has watched students post information on Facebook that
puts them at risk daily.

Needs analysis
In our analysis of this project we looked at the material presented by the two teachers in
our group and the audiences that material was targeted for, as well as the effectiveness of
that instruction. We analyzed what worked and did not work in that instruction and
analyzed the make-up of the groups that received the instruction.

The material was required for two reasons. First, it is part of the South Carolina state
standards for all 8th grade students to learn about Netiquette and online safety. Second,
middle school students have a tendency to work and play in an unsafe manner that could
eventually have dangerous consequences. Middle school students need to learn online
safety so that they do not put themselves at risk and in the path of danger.

Content analysis
The first step in content analysis was to look at what Cyber safety actually encompassed.
We needed to know what made up Cyber safety to know what we needed to present. We
then looked at the unsafe online behaviors of the middle school students that each of us
have worked with in our lives. With this knowledge, we looked at what the state standards
were and ensured that we addressed these standards in our book. The last thing we took
into consideration was behaviors that closely mirror online behaviors and bridged that gap,
this is why we also included cell phones.

After testing the instruction on middle school students (7th and 8th grade), we have found
that our analysis was very close to the mark. Some of the students felt that the material
was a little “corny” but the overall opinion was that the product was good. There were
some changes suggested that we are going to implement in the next version of the book
but it was still well done.

Learner analysis
We knew that we would need to first analyze our topic to ensure that it would meet the
needs of our audience, the middle school student. It also needed to be diverse enough to
reach all learners, from low to high. Once we were sure we had a grasp of our audience
and their needs, we needed to gather information on the specific content that we needed to
include in the product. This was done by examining what our audience as a whole knew

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and what information they needed to learn. This was done by observing what students
were already doing when online. If time had permitted, we would have created a
questionnaire that we would give to a sampling of our intended audience to see what they
knew and what they didn’t know. Barring that, we used Mager’s approach to analyzing the
students typically found in a middle school setting.

As a group, we put some serious thought into the makeup of the students that Jennifer
Spann and Jennifer Greene teach and work with on a regular basis. We thought carefully
about what we hear them talking about, the things they wear, who they try to emulate, and
who each child is in and of themselves. We thought carefully about what the students
seem to care about and tried to create characters in each chapter that the students could
easily relate to.

Middle school students tend to love sports, prominent figures in celebrity (such as musical
artists, actors, and sports figures), and drama. In general, girls love texting, shopping, and
hanging out; whereas boys tend to prefer sports, video games, and other rough and tumble
activities. Both sexes spend their fair share of time playing on social websites and most
middle school students claim to have Facebook accounts that they access frequently. On
the other hand, most middle school students do not have a lot of practical knowledge of
the computer or how to be safe on the online.

Context analysis
Evaluating where the instruction will take place was interesting. The class is held in the
traditional classroom but also needed to be accessed by students who can not attend class
for some reason. The classroom comes equipped with computers connected to the Internet
and loaded with the Microsoft Office Suite software. Students accessing the product
outside the classroom need to be able to use the product without previous instruction on it
and they would need to have Internet access.

By creating a Bookbuilder book and coupling it with live or video recorded discussion on
the material and a Word document to take notes on, we were able to address the needs of
the project. Creating an instructional video in Jing that can be included in the instruction
for students at home will help to bring instructions to students unable to attend class. The
final assessment can take place in the form of creating a Newsletter aimed to middle
school students for mainstream/ TAG students and a simple questionnaire for lower level
students which will allow the instructor to see if the instruction was effective.

Design and Development

Description of the instruction

Setting
This lesson will be taught in a small group setting, either in a classroom with access to
computers and the internet for each student, or in a technology lab. Although the book can
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be printed and distributed to students, it is best taught in the interactive environment
afforded by a computer equipped classroom or lab with internet access. Keeping the group
to between 8-15 students allows students to become engaged in the lesson and have time
to ask questions and respond to the teacher. In addition, access to a smartboard, projector,
or large monitor will allow students to view the book together as well as keep up with the
class on their own computer.

Activities and sequence
1. Students are introduced to the concept of cyber safety before they begin reading The
Adventures of Froggy the Internet Wizard through the use of open ended questions:
a. What do you think being safe on the internet means?
b. Have you heard of cyber safety?
c. Do you think you are being safe online?
2. Students are given a pre-test on internet safety.
3. Students begin the book by viewing the video, WiredSafety's Teenangels
Cyberbullying: Angels and Warriors.
4. Meet the Netizens
a. Students are introduced to the different types of people who use the internet,
including those that are on the internet with less than noble intentions.
b. Students respond to the question - Consider the questions asked by the
Coaches. Type your response to your favorite coach.
5. Privacy
a. Students explore the different types of information that is considered
dangerous to share online.
b. Students view a video on Facebook safety.
c. Students learn of the different scams that people use to get their private
information.
d. Students learn about setting their privacy controls
e. Students are taught about phishing and spam.
f. Students explore different types of antivirus software.
g. Students learn how to react to the different types of privacy infringements.
h. Student responses include:
i. Give an example of putting personal information on the web where it
can be harmful. What do you think could happen with that
information?
ii. Lurkers can monitor public chat rooms but generally cannot enter a
private chat. What are the dangers of chatting in a private chat room?
iii. If you receive an email that contains an attachment what should you
do?
6. Cell Phone Safety
a. Students learn that the majority of activities and dangers that are common to
internet usage on the computer also exist on their cell phones.
b. Students learn the danger of texting in response to advertising.
c. Students become familiar with the concept of cyberbullying.

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d. Students learn the dangers of inappropriate pictures and the concept that all
information which is shared via text messaging will be saved forever.
e. Student responses include:
i. Where have you seen ads that ask you to text?
ii. What should you do if you get inappropriate pictures or words?
7. Closing Video
a. Students view the WiredSafety's Teenangels Cyberbullying: Angels and
Warriors video again.
b. Students are asked to review the video and reexamine the issues they found
based on what they have learned from the instruction.
8. Discussion Page
a. Students view screen shoots of:
i. News Group Posts
ii. Emails from a Friend
iii. An Email from a Bank
iv. Email from a Friend
b. Students are asked on each page to identify what appears to be unsafe about
the correspondence.
9. Students are given either a post test (lower level students) or a project assignment to
create a cyber safety flyer (upper level students) to determine their improved
knowledge of cyber safety.

Development process supporting the instructional approach
The beginning of the process involved brainstorming ideas that were of interest to all of
us. We decided on cyber safety for middle school students, since it could also be used on
an ongoing basis by Jennifer Spann in her classes. Our design decisions were based on
three overarching factors; Age Range, Motivational Activities, and Topics to Cover. For
each factor, we looked at what information we needed, how we would address it, and the
style in which we wanted it presented.

We decided early on that we wanted to make our book a fable. This influenced the design
by giving us a framework for each section. We also wanted our book to be culturally
unbiased; therefore, each fable features a different combination of gender(s) and race(s).

The diagrams below each show our thought processes for these three factors. They
demonstrate the questions/concerns and activities to address each area. Although each area
stands by itself, there was crossover between working on one section and decisions made
on others.

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Figure 1: Learner's Age Range

Figure 2: Motivational Activities

Figure 3: Topics to be Covered

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Major components

Testing and Evaluation Plans
Testing and evaluation are crucial to developing valid and reliable instructional material.
We utilized both testing and evaluation of our project in order to determine its
effectiveness. Testing involved the group making sure that links, formatting, and
navigation worked. Evaluations were performed by students and teachers reading the book
and completing a survey.

Grading Rubrics
The final student assessment is in two forms depending on the level of the student. The
mainstream and gifted and talented students are asked to create an informational flier on
cyber safety, while the lower level students take a simple questionnaire. The informational
flier project has an extensive rubric which includes both teacher and self-evaluation. The
rubric has 11 metrics by which the project is scored with each metric having 6 possible
levels of achievement. The rubric has a maximum score of 80 points for the project.

Practice Activities
Practice activities included the built in responses throughout the book, screenshots of virus
and scam emails, a pre/post test, and flier to be completed. These were chosen so that the
students can immediately put to use the skills that they learned through interacting with
the book.

Feedback Mechanisms
Feedback mechanisms include a survey and assessment that will be used to guide future
development of material for the book. Cyber safety is an ever evolving issue because of
the fast paced development of online and interactive materials. These surveys and
assessments will prove vital in keeping the information fresh and relevant.

Introductory Presentation of Instruction
We incorporated a video within the book to introduce students to the topic of cyber safety.
In addition, slide shows are available for teachers to utilize on how to implement the book
in their classrooms. This benefits the instructors by giving them a lesson plan for the book.
This also benefits our group so that the book will have a standardized instructional
sequence that makes the evaluations and assessments increase in validity.

Motivational Strategies
We incorporated a number of motivation strategies throughout the book. We start out with
an animated video on cyber bullying to grab the students’ attention, and get them thinking

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about the ways that they behave online. Throughout the book we utilize 3 different
coaches, each targeted at a different learning level of student. This allows all students to
interact with a coach which feels comfortable to them and motivates them to continue
through the book. The story line is written as a fable which is very easy for the middle
school age group to relate to since it mixes activities that they do in their everyday lives
with the counsel of Froggy the Internet Wizard, this keeps them engaged and interested.
Almost every middle school student is on Facebook. By using Facebook as are vehicle to
discuss the importance of privacy and privacy setting makes the instruction relevant for
the students. Lastly we motivate students by using actual real world emails and newsgroup
posting which are trying to entice the reader to ignore the behaviors that have been taught
in the instruction and divulge their personal information. Trying to find where the issues
are in these examples has proven to be very motivating for the students.

List of Materials
Our instructional package includes items that the group feels will make the lesson
meaningful and help the students retain the information. Slideshows assist the teachers in
the look and feel of the instruction; pre/post tests, assessments, and surveys allow the
students, instructors, and our group to evaluate the relevancy and validity of instruction;
and the book itself is a tool to teach the concepts of cyber safety is a vehicle that lends
itself to a wide audience. These materials become the essence of the lesson and allow the
group to convey the importance of safety online.

Evaluation

Key development decisions and justification
Instructional effectiveness:

In an effort to make our instruction effective, we worked to locate clip art/graphics that
would appeal to a wide variety of students. We wanted our book characters to reflect a
wide variety of demographics. We created both male and female characters, and tried to
choose names that reflected different ethnic backgrounds. We felt that if students could
relate to our characters, then the instruction would be more interesting to the students,
resulting in more effective instruction.

We chose to incorporate a video at the beginning of the book in an effort to capture the
student’s attention at the outset of the instruction. We felt that we needed something at the
beginning of the instruction to grab the student’s attention and create some excitement for
the lesson, and we felt that an animated media clip would meet this need best. The video
can be replaced in the future if we decide to do so. We have continued to look for more
sophisticated videos appropriate for the lesson and with more time we could have created
a custom video.

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The story line of the book was created as a fable that shared the stories of middle school
students as they are using the internet during their normal lives. We chose the character
Froggy the internet wizard as a friend trying to keep them safe rather than an adult figure
telling them what to do. We felt that this approach would make the instruction more
effective in reaching our targeted learners.

To help ensure true understanding of the material, we decided to include a glossary as an
integrated part of the book/lesson. We added depth to the instruction by linking to the
glossary terms throughout the story. Anytime a glossary term appears in the story, the
word is an active link to the glossary definition, an image, and the recorded audio
definition . We felt that this feature added a depth to the instruction and help reinforce the
key information.

We determined that one of the most pressing privacy issues facing middle school students
is their activity on Facebook. To make this instruction more effective and relevant we
incorporated a video on Facebook privacy settings, which explained to the students how
they should configure their account so that that don’t unknowingly share personal
information with people they don’t know and trust. We found that the Facebook privacy
settings are constantly changing, and enhancements were actually made mid-stream of our
project so we incorporated a video from an external source rather than create our own.
This can be updated as the privacy setting continue to evolve in the future.

We were initially using an Arial font for the page text of the instruction. However, we
decided to use Comic Sans MS. We thought that the Comic Sans MS font was more
youthful and less formal than the Arial font. Therefore, we felt that it was more
appropriate for our targeted population, and less at odds with the story.

At the end of the book we incorporated several real-world examples of inappropriate
emails and newsgroup postings for student review. We thought that having real-world
examples would help the students to better apply the knowledge gained from the story
instruction. Additionally, we felt that since these were real emails and newsfeeds that the
students may have already experienced the same or similar situations already, and we
thought these might ring true with the students and help make the instruction seem more
pertinent.

Ease of use
To help the students navigate the book easier, we are working on ensuring that all
instruction (graphics and text) appear on the screen during viewing. We do not want the
students or instructors to have to scroll down to find the text, graphics or coaches. Most of
our pages conform to the “one look” view. However, a few of our text intensive pages
need some revamping to ensure that the view is not hindered by spatial challenges.

To help instructors present the material well to students, we created 3 coaches. Each
coach is geared to a progressively higher-level learner. We felt that the instructors could

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choose to use all three, allowing students to self-select or provide them with guided
direction, as the instructor deems appropriate.

The glossary terms mentioned earlier were designed with the hyperlink from the story to
the glossary listing not only for effective and deep learning, but also for ease of use. We
felt that students would be more likely to click on a link to view a definition than navigate
manually to the glossary for the information. The glossary also incorporated recorded
audio that gave the user the opportunity to hear the definition rather than read it. This will
help to provide easy access for visually impaired learners.

Evaluation
We purposefully chose a continuous feedback model of ADDIE as the foundation for our
project. We wanted to continually evaluate our direction and product throughout the
entire process in an attempt to produce the most effective instructional product. We
divided up components of the project among team members based on individual strengths,
experience and desire. However, we continually reviewed each other’s contributions and
provided feedback and suggestions for revision. We relied heavily on Jennifer Spann and
Jennifer Greene’s teaching experience with the targeted audience to ensure that we did not
stray to far away from the needs of middle school students.

To gain useful formative evaluation data, we conducted two surveys. Our first survey was
presented to our peers (other classmates). We used the free survey program (Zoomerang)
for this survey, as money and time were a consideration. We requested that they review
the instruction and answer 10 questions. The questions consisted mainly of likert-scale
questions, with 2 questions providing a venue for freeform comments. We received mixed
reviews on the effectiveness of our graphics and coaches. While over 70% of the
respondents indicated that they did find the graphics appealing, it was our lowest scored
area. We are currently working to improve these areas of the instruction, and we are
working to improve this area of the product. All of our respondents indicated that they
would recommend the book to another teacher or instructor. The complete data can be
viewed in Table 1.

Our second survey was presented to students from the targeted population. These students
are middle school students attending a South Carolina public school. Jennifer Spann was
able to recruit a public school educator to perform a small-group test our instructional
material. We used the free survey program (Zoomerang) for this survey also. We asked 5
questions, of which 1 allowed the respondent to provide freeform comments. We received
high marks for ease of navigation. 91 percent of the respondents indicated that the book
was easy to navigate, with only 9 percent indicating that it was occassionally confusing.
No respondents indicated that it was difficult to navigate the book. Slightly over a quarter
(26%) of the student respondents indicated that they did not find the graphics the
appealing or helpful. As indicated earlier, we will continue to work on improving this area
of the instruction. Two-thirds (70%) of the students indicated that they would share the
book with a friend, and 91% indicated they did learn something new from the material.
One major area of concern is that 39% of the students indicated the book was "too kiddie"

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for middle school students. We may need to review the target audience or mature the
content. The complete data can be viewed in Table 2.

As indicated above, the instructional material was tested on a group of public school,
middle school students. A full-time middle school teacher incorporated the instruction
into her class lesson plan. Students were then asked to complete the on-line survey.

To ensure that we properly measured student achievement, a final project was designed to
measure the level of understanding that the mid-to-high level learner received from the
instruction. Students were instructed to create an interesting and informative flyer, which
included specific and measurable examples of information that was presented in the
instruction. The assignment requirements clearly defined what information the student
needed to provide for assessment. Additionally, students were provided the grading rubric
for the flyer. The rubric was provided for two reasons – it helped to provide the student
with a checklist for the requirements and explained what this level of learner was expected
to self-assess. Self-assessment (in the form of a completed rubric) was a requirement for
this assignment.

We recognized that this assignment was not appropriate for the lower level learner. We
created a standard test (attached) for this level of learner, and we did not require a self-
assessment. We felt that learner assessment in the lower level learner is better measured
via this instrument. We have created a sample test to help provide basic direction, but also
recognize that the individual teacher can often create a more targeted form of testing.

Expected maintenance and distribution requirements
One consideration for future maintenance and distribution of the instructional material is
that our subject matter is very susceptible to becoming “dated.” Technology changes so
quickly and expands so rapidly that areas of our instructional content will need to be
deleted, changed and new material added. Our subject matter requires that the content be
continually monitored and changed as appropriate. Future subject matter experts (SMEs)
will need to stay abreast of new technologies, cell phone and privacy issues, and ways that
the internet can be used to exploit or harm others.

We intend to update, or when able, to create new videos for the opening and closing
segments. Imbedding the new or changed material in the book is a simple process, and we
do not anticipate any trouble in this area.

As we have mentioned previously, we recognize the need to improve our graphics and
onscreen display of text. While the book can be printed off from BookBuilder for class
distribution, it is our intent that the students either experience the book on individual
screens or as a group watching on a projection screen. We currently have some animated
graphics, which we intend to add more of, and videos. These will not do well for printed
reproduction. However, the pages that require student input, could easily be printed off,
copied and distributed to the students for completion.

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It is our intent for this instruction to be used in an actual classroom. We want to post it for
permanent display and use by any teacher who finds the content useful and relevant to his
or her students. It needs some fine-tuning and it will require some ongoing maintenance,
but our initial intent was to provide enduring and usable instruction about internet safety.

Table 1:
Question
Answer Num Chosen Percentage

1) Have you reviewed the instructional module (e-book) “The Adventures of Froggy the Internet Wizard” located at
http://bookbuilder.cast.org/view.php?op=view&book=51461&page=1? If not, please take a moment and go the e-book and
review prior to completing the survey.
Yes 17 100%
No 0 0%
2) Are you a(n)…
Educator 10 59%
Student 5 29%
Trainer 0 0%
Instructional Designer 0 0%
Other 2 17%

3) After reviewing and/or having your students review the book “The Adventures of Froggy the Internet Wizard”, would
you say this book is easy to navigate?
Strongly Agree 7 42%
Agree 10 58%
Neutral 0 0%
Disagree 0 0%
Strongly Disagree 0 0%

you say that it is obvious where you are supposed to click?
Agree 9 53%
Neutral 1 6%
Disagree 0 0%

you say that the headings and buttons are clearly labeled?
Agree 10 59%
Neutral 0 0%
Disagree 0 0%

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you say the graphics and/or animated coaches are appealing?
Agree 5 29%
Neutral 3 18%
Disagree 1 6%

7) After reviewing and/or having your students review the book “The Adventures of Froggy the Internet Wizard”, do you
think the content is relevant and appropriate for middle school students?
Agree 8 47%
Neutral 0 0%
Disagree 0 0%

you say that the format (i.e., online book with animated coaches) is an effective way of presenting the material?
Agree 5 29%
Neutral 1 5%
Disagree 0 0%

9) Would you recommend this book to another teacher/instructor?
Yes 17 100%
No 0 0%

10) If you said you would not recommend this book to another educator or if you feel that one of the following issues
should be addressed, please check all that apply below.
Not relevant to middle school students 0 0%
Too juvenile for middle school students 0 0%
Too mature for middle school students 0 0%
The format is too cumbersome or is unappealing 1 50%
Other, please specify 1 50%
11) Please provide any feedback to improvement of this instructional item.
Don't change a thing! 9 56%
I hate it! 0 0%
Other, please specify 7 0%

Response(s) to Question 10:
I think the book is very appropriate

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Responses(s) to Question 11:
Great job, only problem was an editorial issue on page 7.
I think that the graphics could be more appealing to the audience. You could also include a graphic on the title page. There is a
lot of information on some of the pages. Maybe you could shorten some of the pages a bit?
I think it would be nice to also have a textual introduction to the videos. I think a sentence or two would be fine. The Facebook
video
started with an advertisement and then did not play.
Great Job!!! Very informative and I loved the interactive responses. I would do away with empty space on your pages and take
a look
at the size of your pages so you do not have to scroll in order to reveal your coaches. I would also add a page to introduce your
coaches so
someone not familiar with this platform would know what they are there for. Again, Superb job!!!
The same video appeared twice in the story book.
needs a little more tone to it

Table 2:

Question
Answer Num Chosen Percentage

1) Did you understand how to navigate (move around in the book) "The Adventures of Froggy the Internet Wizard" ?
Yes 21 91%
No 0 0%
Most of the time, but once in a while it was confusing 2 9%
2) Did you find the graphics appealing/helpful?
Yes 17 74%
No 6 26%

3) Did you learn anything new about internet safety from viewing “The Adventures of Froggy the Internet Wizard”?
Yes 21 91%
No 2 9%

4) Did you think “The Adventures of Froggy the Internet Wizard” was…
too "kiddie" 9 39%
too grown-up 0 0%
boring - I already know all of this! 6 26%
gave me too much information 3 13%
Other 12 52%

5) Would you share this book with one of your friends?
Yes 16 70%
No 7 30%

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Response(s) to Question 4:

Gave me some information or new information
it really helped me learn more about online bulleys (sic)
it helped me understand the internet better
a good source
not like interesting
helping and gave me some tips before I end up in that problem
good, and taught me a lesson
in ways childish, but it had good information
The movie was a little weird
good
I knew most of it but now I know how to check for viruses

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Name: ____________________ Date: _____________ Period: __________

Cyber Safety

1. Cyberbullying involves the use of information and communication technologies, like the internet
and mobile phones, to support deliberate, repeated and ____ behavior by an individual or group,
which is intended to harm others.
a. Nice
b. Hostile
c. Fun
d. Fancy
2. An internet “troll” is a person who, among other things, uses ____ to push people into “flame”
wars.
a. Name-calling
b. Money
c. Good manners
d. Silence
3. Internet “flamers” are very ____ people who generally hang out in online forums.
a. Safe
b. Attractive
c. Rude
d. Overweight
4. Someone who “lurks” online reads discussions and status posts on Facebook, but rarely
participates in the online activity.
a. True
b. False
5. Phishing is an online ____ where imposters pose as real businesses. They direct customers to fake
sites in an effort to steal personal information.
a. Store
b. Scam
c. Game
d. Forum
6. Spoofing and phishing are not the same thing.
a. True
b. False
7. An internet “hacker” uses the internet to break into someone else’s ___ without permission.
a. Home
b. Car
c. Computer
d. Office
8. Personal information is any information that can identify you. Provide 2 examples of personal
information below:
a. ____________________
b. ____________________

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9. It is okay to open email attachments from any source.
a. True
b. False
10. A ____ is a computer “infection” that your computer can catch from email attachments, other
downloads or visiting infected sites.
a. Cold
b. Vaccine
c. Virus
d. Clue
11. There are programs you can use to stop a virus before your computer “catches” it or to “cure” your
computer if it gets one.
a. True
b. False
12. You only need to worry about cell phone manners and safety when you are using it to talk with
someone.
a. True
b. False
13. Texting and downloading ringtones can add extra ____ on your phone bill.
a. Charges
b. Fun
c. Music
d. Gossip
14. It is okay to forward inappropriate emails or texts, as long as you didn’t send them first.
a. True
b. False
15. Snopes.com can be used to verify if a funny or tragic story going around the internet is ___.
a. Real
b. Fake
c. A and B
d. None of the above

Page 17 of 22

Name: _______________________ Date: __________ Period: _______

Cyber Safety
Your assignment: Create a 2 page informational flyer that describes ways to be cyber
safe to a middle school student. Make sure you make it interesting as well as
informative. Your flyer should include:
 A paragraph on the definition of cyberbullying
 Brief definitions of ways a person can be bullied (5 ways)
 What to do you or someone you care about is being cyberbullied
 5 rules of Netiquette
 examples of what each rule looks like
 A definition of personal information
 6 examples of personal information
 why each example should not be listed online
 The 3 types of Cyber predators
 Examples of what a cyber predator looks like
 E-mail safety
 Examples of unsafe e-mails
 A paragraph about cell phone safety
 Examples of the following cell phone blunders
 Texting pictures and messages that are inappropriate
 Gossip
 Texting to numbers in advertising
 Research Cyber Safety, Netiquette, and Cyberbullying on the Internet and add 5
things that you did not find in this book to your newsletter. (make sure that you
note where you got your information so you can cite your resources)

Page 18 of 22

Name: _______________________ Date: __________ Period: _______

Rubric for Cyberbullying Informational Flyer
Please make sure you self evaluate before you submit your newsletter for grading. Once you have self-
evaluated, turn in your rubric.

Criteria 5 4 3 2 1 0 Self Score
Well Paragraph One
Definition of Not in
defined not fully sentence
cyberbullying evidence
paragraph developed definition /5
Ways someone can be 5 4 3 2 1
Ways Ways Ways Ways Way No ways
cyberbullied with
or
examples of 5 4 3 2 1
Examples
cyberbullying (x2) Examples Examples Examples Examples Example /10
Well Paragraph One
What to do about Not in
cyberbullying evidence
5 Rules 4 Rules 3 Rules 2 Rules 1 Rule No Rules
Rules of Netiquette w/
5 4 3 2 1 or
examples (x2) Examples Examples Examples Examples Example examples /10
Well Paragraph One
Definition of Personal Not in
Information evidence
6 4-5 3 2 1 No
Examples of personal
Examples Examples Examples Examples Example Examples
information examples or
6 4-5 3 2 1
w/ reasons (x2) reasons reasons Reasons Reasons Reason Reasons /10
Types of Cyber 3 Type 2 Types 1 Type
Not in
Predators w/ examples 3 2
evidence
1 Example
(x2) Examples Examples /10
Well Paragraph One
Paragraph on e-mail Not in
safety evidence
Examples of unsafe e- 3 Not in
4 examples 2 examples 1 example
mails examples evidence /5
Well Paragraph One
Paragraph on cell Not in
phone safety evidence
Examples of cell Not in
3 examples 2 examples 1 example
phone blunders evidence /5
Extra facts or figures 5 new 4 new 3 new 2 new Not in
1 new item
about Internet Safety items items items items evidence

Total
/80

Page 19 of 22

Name: __________________________ Date:__________ Period: _________________
Using the notes you took while viewing and reading The Adventures of Froggy the Internet
Wizard, answer the following questions.
1. Write the definition of cyberbullying: _________________________________
______________________________________________________________
2. List 5 ways a person can be bullied:
a. ______________________
b. ______________________
c. ______________________
d. ______________________
e. ______________________
3. What to do you or someone you care about is being cyberbullied? _____________
______________________________________________________________
4. List 5 rules of Netiquette
a. ______________________
b. ______________________
c. ______________________
d. ______________________
e. ______________________
5. What is a definition of personal information: ____________________________
______________________________________________________________
6. List 6 examples of personal information
a. ______________________
b. ______________________
c. ______________________
d. ______________________
e. ______________________
f. ______________________
7. The 3 types of Cyber predators and give an example:
a. ___________ : ___________________________________
b. ___________ : ___________________________________
c. ___________ : ___________________________________
8. What is E-mail safety? ____________________________________________
______________________________________________________________
9. What is cell phone safety? _________________________________________
______________________________________________________________
10. List 3 examples of the following cell phone blunders:
a. ___________________________________
b. ___________________________________
c. ___________________________________

Page 20 of 22

References

Netiquette Guidelines. (n.d.). In Internet Troll / Forum Troll. Retrieved September 29, 2011,
from http://curezone.com/forums/troll.asp

Cyberbully. (n.d.). In Wikipedia. Retrieved September 29, 2011, from
http://en.wikipedia.org/wiki/Cyberbully

Lurker. (n.d.). In Wikipedia. Retrieved September 29, 2011, from
http://en.wikipedia.org/wiki/Lurker

Troll (Internet). (n.d.). In Wikipedia. Retrieved September 29, 2011, from
http://en.wikipedia.org/wiki/Troll_(Internet)

Online Security Threat Glossary. (n.d.). In Buy Safe. Retrieved September 29, 2011, from
http://www.buysafe.com/security_center/security_glossary.html

Glossary. (n.d.). In CyberQuoll. Retrieved September 29, 2011, from
http://www.cybersmart.gov.au/cyberquoll/html/glossary.html

Cyber Safety Glossary. (n.d.). In Government of South Australia The Department for Education
and Child Development. Retrieved September 29, 2011, from
http://www.decs.sa.gov.au/speced2/pages/cybersafety/36277/?reFlag=1

Guidelines and Resources for Internet Safety in Schools. (n.d.). In The Virginia Department of
Education. Retrieved September 29, 2011, from
http://www.doe.virginia.gov/support/safety_crisis_management/internet_safety/glossary.
pdf

Web Hosting Glossary. (n.d.). In HostIndex. Retrieved September 29, 2011, from
http://www.hostindex.com/glossary.shtm#N

Glossary of Terms. (n.d.). In Enough Is Enough. Retrieved September 29, 2011, from
http://www.internetsafety101.org/glossaryofterms.htm

i-SAFE Glossary. (n.d.). In i-SAFE Inc. Retrieved September 29, 2011, from
http://www.isafe.org/glossary.php

Glossary. (n.d.). In Net Nanny. Retrieved September 29, 2011, from
http://www.netnanny.com/learn_center/glossary

Internet Safety Definitions. (n.d.). In National Center for Missing & Exploited Children.
Retrieved September 29, 2011, from http://www.netsmartz.org/safety/definitions

Page 21 of 22

Glossary of Internet & Safety Terms. (n.d.). In NetSpark safe internet solutions. Retrieved
September 29, 2011, from http://www.netspark.com/?a=resources/glossary

Internet Safety & Responsibility - Glossary of Internet Terms. (n.d.). In The Parent Institute.
Retrieved September 29, 2011, from http://www.parent-
institute.com/internetsafety/glossary.pdf

Glossary. (n.d.). In Slam the Online Scam. Retrieved September 29, 2011, from
http://www.slamtheonlinescam.com/glossary.php

Flamers. (n.d.). In Urban Dictionary. Retrieved September 29, 2011, from
http://www.urbandictionary.com/define.php?term=flamers

Brown, A. (2004). Visual Design Basics: Creating Effective Handouts, Flyers and Brochures.
Written at the invitation of the Consortium of Multiple Sclerosis Centers. CMSC Online:
Meet the Experts. Retrieved October 3, 2011, from
http://www.mscare.org/cmsc/images/pdf/document_design_brown.pdf

Neely, S. (2005). Graphic Design Basics. Retrieved October 15, 2011, from
http://interlab.pnnl.gov/docs/neely_presentation.pdf

Istrate, O. (2009). Visual and pedagogical design of eLearning content. Retrieved October 15,
2011, from http://www.elearningeuropa.info/files/media/media21215.pdf

Typography Primer. (2000). In Adobe Systems Inc. Retrieved October 22, 2011, from
http://www.adobe.com/education/pdf/type_primer.pdf

Page 22 of 22

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