Grade 8 Airdogsmanual

CYBERCOPS:
Air Dogs
An Interactive Internet Safety Program
GRADE 8
TEACHER RESOURCE PACKAGE
Health and Physical Education

Grade 8
Healthy Living
Personal Safety and Injury Prevention
ACKNOWLEDGEMENTS
Ophea would like to acknowledge the following for their contributions to this resource:
Development team:
Michael Brophy, Ontario Principals Council
Jeff Bumstead, Ophea
Debra Courville, Ophea Curriculum Advisory Council
Nazreen Motiar, Toronto District School Board
Russ Minnis, Conseil scolaire de district des coles catholiques du Sud-Ouest
Kelly Pace, Conference of Independent Schools
Mel Trojanovic, Halton District School Board
Reviewers:
Michael Brophy, Toronto District School Board
Colin Harris, Educational Computing Organization of Ontario
Sharron McKeever, Institute for Catholic Education
Kelly Pace, Conference of Independent Schools
Lisa Soroko, Toronto Catholic District School Board
All field test participant schools.
LiveWires Design Ltd.
Ministry of Education
Ontario Provincial Police, Electronic Crimes Section
ISBN 0-921868-53-7
Copyright 2006 Ophea.
All rights reserved. Program materials may be reproduced, with credit, for educational purposes.
This Internet Safety Initiative was made possible by a grant from the Ministry of Education in partnership
with the Ministry of the Attorney Generals Victim Justice Fund.

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

CyberCops Unit Preparation...13
Air Dogs - Game Overview14
Detectives Notebook...15
1. Air Dogs Game Synopsis....17
2. Consequences..20
3. Confession.20
4. Internet Safety Plans20
CyberCops Unit Overview...21
Lessons 1-4 ..23
Section 3 Supports
Copy Masters....32
Appendices
A Literacy Whole-class Discussions Four Corners ..54
B Literacy Writing Modified Word Wall59
C Reporting....63
D Additional Supports.. 66
E Glossary. 68
References 74

Grade 8
Healthy Living
SECTION 1
Upfront

Grade 8
Healthy Living
INTRODUCTION
The Ontario Curriculum for elementary schools recognizes the importance of and strongly encourages
the use of technology to support learning in all curriculum areas. Elementary schools are more equipped
with higher levels of technology to support and extend classroom learning. With this increased ability to
explore the cyberworld and all the benefits that come with it, there is also a new set of concerns for the
personal safety of the children and youth using this technology. As a result, new levels of safety are
required to ensure all students are able to learn in a safe and supportive environment with the tools
needed to achieve success.
A wealth of information is available through CD ROMs, the Internet, and many other simulation
activities. As a result, our students are spending more time on computers, both at home and at school,
accessing previously unavailable information. With increased access, however, comes an increased risk
for those who explore cyberspace. In the information age, schools can and should take a role in teaching
students how to be multimedia and technology literate in a world that is increasingly digital. Principals
must be aware of Internet safety and the dangers that exist for students; classroom teachers must also
be aware of and teach students about strategies to stay safe on-line (Jilks-Racine, 2005).
Cyberdangers: The Current Environment

Keeping students safe as they explore the Internet today calls for more than simple website blockers
and filters. Parents and teachers must be vigilant in educating children and youth about Internet safety,
yet many parents and educators do not understand the perils that can befall children who explore this
medium. Many adults ignore emails that offer drugs, pornography, or illicit comments. But students are
more vulnerable to these same messages since many are exploring their sexuality and may be intrigued
by these messages (Jilks-Racine, 2005).
Research suggests that many young people are engaging in high-risk behavior on the Internet, without
understanding how dangerous this may be. Air Dogs was designed to show youth that cybertheft has
life-long legal and social consequences for youth and their families. The program has three messages:
1. Beware of Internet Fraud. Youth should be aware that Internet fraud may be carried on through fake
websites, illicit dealers, or through the theft of credit card information.
Unscrupulous adults may offer money, gifts or other inducements to
Did You Know?
persuade youth to become involved in defrauding others.
2. Avoid Counterfeit Software. Using counterfeit software may be
appealing at first glance, but piracy is now being prosecuted more
rigorously. A serious or repeat offender may face severe penalties,
including fines, restitution and incarceration.
3. Report Bullying. If a teen is being bullied, on-line or in person, the
bullies should be reported to a trusted adult. If left unchecked, bullying
may escalate to criminal offenses including violence, theft and extortion.
99% of young people have

access to the Internet
60% of Canadian students
use chat rooms and instant
messaging
(Frank Clegg, Microsoft Canada)

Grade 8
Healthy Living
THE PRINCIPAL
Role of the Principal
School Administrators have a DUTY OF CARE to:
Ensure that all reasonable safety procedures are carried out to protect the well
being of: students, staff, volunteers, visitors and others.
How Principals/Vice Principals can Help

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

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

Grade 8
Healthy Living
Steps to Dealing with Inappropriate use of Technology

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

Grade 8
Healthy Living
THE TEACHER
Role of the Teacher
Education Act - Duties of the teacher: (Reg. 298, S.20)
g) Ensure that all reasonable safety procedures are carried out in courses and activities for
which the teacher is responsible.
How Teachers can Help

The teacher should inform and discuss with the students the appropriate use of technology. It is very
important to carefully supervise students and be vigilant in monitoring student use of technology as well
as teach students the appropriate response to clicking onto an inappropriate site and how to report
inappropriate Internet activity. It is also important for the teacher to preview relevant sites and bookmark
safe, educational sites for student use.
1. Acceptable Use Policy
Be familiar with your Boards Acceptable Use Policy
Take time to read over the Acceptable Use Policy and share the contents of it with the students. Have
the students discuss the meaning and consequences of this policy to further develop their understanding
and knowledge of the rules.
Create a classroom Acceptable Use Policy in a cooperative
learning class activity.
Inform the students that there are consequences if they do not
use computer time appropriately. Ensure that students are
engaged and challenged allowing no time to visit sites they do
not belong in.
Work with the school board technology department to support the
teaching of Internet safety.
2. Organize and Supervise
(e.g., Classrooms and Labs)
Computer labs must be set up in such a way as to allow teachers
to view all of the screens in a quick sweep of the room. Setting up
the monitors around the perimeter of the room allows for vigilant
teachers to make a quick check of screen content. Some schools
have software which allows teachers to view student monitors on
their own screen but the walkabout is the most effective method
to let students know you are being vigilant.
Report any Suspected Inappropriate Content or Activity
Some schools and teachers have been vulnerable to those who
choose to harass and leave hateful and hurtful email. It must not
be tolerated. Report these inappropriate activities to the school
administrator immediately.
CODE OF CONDUCT
Teachers and School staff, under the
leadership of their principals, maintain
order in the school and are expected to
hold everyone to the highest standard
of respectful and responsible
behaviour. As role models, staff uphold
these high standards when they:
help students work to their full
potential and develop their selfworth;
communicate regularly and
meaningfully with parents;
maintain consistent standards of
behaviour for all students;
demonstrate respect for all
students, staff and parents;
prepare students for the full
responsibilities of citizenship.
Create a recommended list of resources rather than allowing

Internet searches which may lead to potentially dangerous and inappropriate web pages.

Grade 8
Healthy Living
3. Communicate to Students
Listen to students concerns and fears and help them seek appropriate help. If it is related to school use,
follow appropriate board policies for reporting inappropriate internet use and disclosure of student
information.
Post in the computer lab or by computers safety tips for using the computer. You may want to have a
learning bulletin board that outlines safe Internet practices and what students should do if inappropriate
situations arise.
Teach students how to use technology respectfully and how to be a responsible cybercitizen.
This includes information on appropriate participation in chat rooms, how to appropriately deal with
potentially dangerous situations and how to access support.
It is important to teach the students how to look after and protect themselves. They must learn to
question all people they meet, whether in person or on the Internet. There are warning signs when
students are out in the real world, there are few in cyberspace.
4. Communicate with Parents
Ensure all parents are informed and understand that students will be using the Internet, the type of
technology that will be used and the Acceptable Use Policy of the school prior to students using the
Internet. Parents must understand the seriousness of inappropriate Internet use and the potential threats
associated with it.
Provide ongoing communication about the use of technology in the classroom and tips for safe Internet
use. This information can be published in class newsletters.
Contact the local police department or Ontario Provincial Police to access an officer with expertise and
experiences in the areas of cybersafety to come in to support the teaching of Internet safety in the
classroom.

Grade 8
Healthy Living
THE STUDENT
How Students can Help
The increase in information and communication access for youth through the Internet and chat rooms
provides new freedom and access to the world, and with this comes new responsibilities. Students are
responsible for understanding and following the Acceptable Use Policies of the Internet while at school
and at home. Students should also ensure that they know what to do if a potentially dangerous situation
arises.
Read carefully the Acceptable Use Policy and share with your parents. Remember that nothing you
write on the web is completely private including email, so be careful and think about what you type
and who you tell. Never use language in chat rooms that you would not use in public.
2. Organization and Supervision
Never arrange a face-to-face meeting without telling your parent/guardian. If your parent/guardian
agrees to the meeting make sure you meet in a public place with a parent/guardian present. It is
potentially dangerous to meet unsupervised.
Be wary of those who want desperately to be your friend, especially if they try to turn you against your
parents or real friends.
Respect the feelings and privacy of others online.
Choose a password that is easy to remember and hard to guess.
Only chat over a webcam with people that you already know and trust in the real world, under adult
supervision wherever possible.
Be sure that you are dealing with someone that you and your parent/guardian know and trust before
giving out any personal information about yourself via email such as name, home address, school
name, or telephone number in a public message, such as a chat room or on bulletin boards.
Never send a person a picture of yourself without first checking with a parent/guardian.
Never open emails, files, links, images or games from people you do not know or trust.
3. Communicate to Parents
Remind your parents to keep the family computer properly protected by installing up to date security
patches, current anti-virus software and a firewall.
Let your parents know the moment something worries you
CODE OF CONDUCT
online and report it to the chat service provider. Save any
Students are to be treated with respect
conversations that you think could prove someone has
and dignity. In return, they must
been bullying or harassing you. Some chat rooms have
demonstrate respect for themselves, for
instructions on how to do this.
others and for the responsibilities of
Be careful when someone offers you something for
citizenship
through
acceptable
nothing, such as gifts and money. Be very careful about
behaviour.
Respect
and
responsibility
any offers that involve you coming to a meeting or having
are demonstrated when a student:
someone visit your house.
comes to school prepared, on time
4. Communicate with School
and ready to learn;
Understand the school/board Acceptable Use Policy and
shows respect for themselves, for
ensure that you are using the computers for school related
others and for those in authority;
work. Report potentially dangerous situations immediately.
refrains from bringing anything to
Know who to talk to at the school and the steps to take if a
school that may compromise the
potentially dangerous situation arises.
safety of others;
follows the established rules and
takes responsibility for his or her own
If a dangerous situation arises communicate the situation
action.
to parents, teachers, peers, police officers, etc.,
immediately in order to support yourself in addressing and
resolving the situation and preventing the situation from getting worse.

Grade 8
Healthy Living
THE PARENT
How Parents can Help
Parents must stay well informed about the dangers that their children could encounter as they explore
the Internet. By understanding these dangers and discussing them with their children, parents can help
realize the positive potential of the Internet while minimizing its inherent risks.
Establish a set of rules for your child(ren) to follow when using the Internet that include amount of use,
how to interact appropriately online, and what to do if they feel uncomfortable or in danger.
Be familiar with the school/board Acceptable Use Policy. When this document comes home to be
signed, discuss the components with your child and outline the benefits of using technology and the
safety procedures that need to be taken when using it.
2. Organization and Supervision
Keep Internet-connected computers in an open area and out
of the bedrooms. Check out your childs Instant Messaging
(IM) names and profiles to ensure personal information is
not being shared or accessed over the Internet.
Supervise childrens computer usage. Do not rely on filtering
software to do the work.
3. Communicate with Your Child(ren)
Talk to your children about Internet safety and ethical
behaviour on the Internet. Participate with them online. If
they know more than you, let them teach you.
Ensure that, if your children are thinking of meeting an online
friend, they check with you. It is potentially dangerous for
this meeting to take place unsupervised.
Teach your child(ren) never to give out personal information
without your permission when using email, chat rooms, or
instant messaging, filling out registration forms and personal
profiles, and entering online contests.
Encourage your child(ren) to come to you if they receive a
message that makes them feel uncomfortable or threatened.
The Internet should not be used to spread gossip, bully or
threaten others.
CODE OF CONDUCT
Parents play an important role in the
education of their children and have a
responsibility to support the efforts of
school staff in maintaining a safe and
respectful learning environment for all
students.
Parents
fulfill
this
responsibility when they:
show an active interest in their child's
school work and progress;
communicate regularly with the
school;
help their child be neat, appropriately
dressed and prepared for school;
ensure that their child attends school
regularly and on time;
promptly report to the school their
childs absence or late arrival;
become familiar with the Code of
Conduct and school rules;
encourage and assist their child in
following the rules of behaviour;
assist school staff in dealing with
disciplinary issues.
4. Communicate with the School

Ensure you understand the school/board Acceptable Use
Policy. If you have any questions or concerns contact the
school immediately.
If your child feels uncomfortable or threatened by things done
on the Internet such as gossip, bullying, harassment, or threats contact the school immediately to
ensure it is addressed.
Be aware of the supports available in the community to support safe Internet practices and how to
access them if needed.
Be aware of the safety features that the Internet Provider has available.
If a situation becomes potentially dangerous contact and report the situation immediately to the local
police, school administrator, or other support agencies.

Grade 8
Healthy Living
CONNECTIONS TO THE GRADE 8 CURRICULUM

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

Grade 8
Healthy Living
USING CYBERCOPS
The CyberCops: Air Dogs disc included in this resource includes the following: A Guide for Parents and
Teachers, the Air Dogs game, the Consequences and the Confession modules and Internet Safety Plan
pages.
1. Download the Guide for Parents and Teachers which includes the Detectives Notebook and
the Internet Safety Plan poster template. The guide is a PDF that can be downloaded to paper. It
gives useful background information and suggestions for using the game in the classroom and
introduces the four components of the Air Dogs program.
The Guide for Parents and Teacher includes a description of the Air Dogs game, including the
Detectives Notebook which includes the puzzles and their answers.
The next pages of the Guide illustrate Consequences, a class discussion that helps students
assess the serious penalties resulting from cybertheft.
The third part of the Guide demonstrates Confession, a class discussion focusing on the lifelong legal and social consequences of cybertheft on the individuals involved as well as their
families.
Finally, this Guide includes an Internet Safety Poster Template. Using this template, students
can design a poster with their own Internet safety guidelines. Teachers should also download
these pages.
2. View the slide show for background and suggestions on how the game can be played in the
classroom.
There are two ways of playing Air Dogs in the classroom:
Theatre Style: The game can be played on a single computer, hooked up to a projector at the front of
the classroom. The teacher assigns one student to use the keyboard, while the rest of the class is asked
to call out their answers to the puzzles. Played this way, the class will finish the game in approximately
40 minutes.
Small Groups: The game can also be loaded onto multiple computers, with students playing in pairs.
One student is in charge of the keyboard, while the other writes down the clues. Played this way, it will
take approximately 60 minutes to play the game.
Note: the game must be played in sequence as it can not be stopped and restarted at the point stopped.
3. Download the game from the disc. The Air Dogs story is told through two simultaneous streams of
video. In order to achieve a smooth playback of both video streams, use a computer with a minimum of
384MB of RAM (512 for optimal playback). The computer should be loaded with Quicktime 6.02.
External speakers are recommended.
4. View Consequences. Consequences is a class discussion program in which the students are asked
to play the role of a cyberpolice officer examining the evidence amassed during the game and deciding
what charges can be laid against the perpetrators. This program also includes a website,
www.cybercops.net which offers a description of the Consequences activity to see one way this class
discussion can be conducted.
5. View Confession. Confession is the real story used in the creation of Air Dogs. Students read
Confession and then discuss the life-long social and legal consequences of cybertheft on both the
individuals involved and their families.

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

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

Grade 8
Healthy Living
10
DEFINITIONS
The following definitions can help teachers and other users, such as community police officers to identify
and understand the following elements within the game: cyberbullying and how it can play a role in
escalating further violent acts, cybercrime and software piracy.
Cyberbullying
"Cyberbullying involves the use of information and communication technologies such as e-mail, cell
phone and pager text messages, instant messaging, defamatory personal Web sites, and defamatory
online personal polling Web sites, to support deliberate, repeated, and hostile behaviour by an individual
or group, which is intended to harm others." -Bill Belsey, President, Bullying.org Canada
Please note the terms cyberbullying and cyberharrasment are interchangeable in this resource.
How Cyberbullying Takes Place
Cyberbullying, like other forms of bullying, is about human relationships, power and control. Those who
bully others are trying to establish power and control over others that they perceive to be weaker than
them. Those who bully want to make victims feel that there is something wrong with them. It is the
bullies who have the real problems.
How it Starts
In most cases, cyberbullies know their victims, but their victims may not know the cyberbully. The
aggressor may or may not be bullying their victims through physical, verbal, or other means that are
more commonly identified. With the increase in mobile communications (i.e., cell phones, text
messaging, wireless Internet access), cyberbullying can happen at any time and place and for many
children, home is no longer a refuge from negative peer interaction and pressures such as bullying.
Cyberbullying and the Law
Some forms of cyberbullying are considered criminal acts. Under the Criminal Code of Canada, it is a
crime to communicate repeatedly to someone if your communication causes them to fear for their own
safety or the safety of others. It is also a crime to publish a defamatory libel writing something that is
designed to insult a person or likely hurt a persons reputation by exposing him/her to hatred, contempt
or ridicule.
A cyberbully may also be violating the Canadian Human Rights Act if he/she
spreads hate or discrimination based on race, national or ethnic origin, colour,
religion, age, gender, sexual orientation, marital status, family status or
disability.
Cybercrime
Many young people believe that software piracy and computer hacking are
clever or cool. Air Dogs illustrates that these are serious crimes that may
carry heavy legal penalties.
Cybercrime consists of specific crimes dealing with computers and networks
(such as hacking) and the facilitation of traditional crime through the use of
computers (child pornography, hate crimes, telemarketing /Internet fraud). In
addition to cybercrime, there is also computer-supported crime which covers
the use of computers by criminals for communication and document or data
storage. While these activities might not be illegal in and of themselves, they
are often invaluable in the investigation of actual crimes. (www.dfaitmaeci.gc.ca/internationalcrime/cybercrime-en.asp).
Grade 8
Did You Know?

A 2002 British survey
found that 1 in 4 youth
aged 11 to 19 has been
threatened via their
computers or cell phones,
including death threats
In 2004, software piracy
cost the Canadian
economy $1.1 billion in
lost retail sales
(From www.cyberbullying.ca and
Canadian Alliance Against
Software Theft (CAAST))
Healthy Living
11
Software Piracy
Software piracy is defined as the unauthorized distribution or reproduction of software for business or
personal use. The purchaser of software is the licensed user (not the owner of the software) and has
the right to use the software on a single computer, but not to put copies on other computers or to pass
that software on to friends. Whether software piracy is deliberate or not, it is illegal and punishable by
law.
Software Piracy and the Law

Under the Criminal Code of Canada it is illegal to copy or use software in any manner other than what is
permitted by copyright law or authorized by the owner in the software licensing agreement. Individuals
caught with illegal software can be fined and prosecuted to the full extent of the law and they may be
liable under both civil and criminal law.
Forty-seven per cent of Canadian university students admit that they pirate software by downloading it
online without paying for it and 53 per cent say they swap computer disks among friends (survey
released by the Canadian Alliance Against Software Theft (CAAST), 2005).

Grade 8
Healthy Living
12
SECTION 2
The Unit

Grade 8
Healthy Living
CYBERCOPS UNIT PREPARATION

Important Notes to Consider Prior to the Unit:
The classroom teacher should:
send home CM13 - Letter to Parents in advance of starting the lessons.
become familiar with the Air Dogs game (i.e., play the game), the Detectives Notebook, the
Consequences and Confessions class discussions before introducing them to the students.
decide if the game will be played in theatre style or small groups and arrange for the necessary
computers for an adequate amount of time.
Dealing with Disclosure
Teachers are required to be aware of legislation (Child and Family Services Act, Section 72 Duty to
Report) and school board policies regarding reporting of disclosures of abuse (or suspected neglect) to
the Childrens Aid Society. Before commencing any anti-violence lessons, teachers are required to know
the procedures for the reporting and documenting of abuse and ways to support students. See
Appendix C for a complete listing of the Child and Family Service Act responsibilities.
Cautionary Note: During the presentation of the following material, the potential exists for students to
disclose personal experiences of an abusive nature. Encouragement should be given to the student to
take up such matters with the teacher outside the context of the class. It is incumbent upon the teacher
to follow up with the directions specified in their boards Child Abuse Protocol.
The following are the abbreviations and symbols used in the CyberCops unit:
Copy Master (CM) - these are pages provided at the end of the unit for the teacher to copy for each
student in the class.
8p14 this is the reference to the curriculum expectation that will be the focus in the unit/lesson. The
referenced expectations codes can be found in the Ontario Curriculum Unit Planner (www.ocup.org).
The first number refers to the grade, the letter (p) refers to the subject Health and Physical Education,
and the final number (14) refers to the expectation number.
Cyber Graphic Organizer - is the tool the students will use throughout the unit to collect information
and use to prepare students for their decision making task at the end of the unit.
Classroom Materials -these are materials that the teacher should have on hand in order for the
students to work on the sub-tasks as described. If a teacher wishes to modify the lesson, additional
materials may be needed.
Assessment Opportunity - this indicates the assessment opportunities or assessment tools
available throughout the unit.
1 Student Materials - these are materials the students are asked to contribute in order to effectively
complete a sub-task.

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Air Dogs Game Overview

Air Dogs was designed to show youth that cybertheft has life-long legal and social consequences for
youth and their families. The program is divided into four segments.
1. Air Dogs. The Air Dogs computer game is based on a 2003 police case from Massachusetts in
which a U.S. snowboarding coach created an international cybertheft network and manipulated dozens
of youth into assisting him. In the game, students are invited to take on the role of a cyberspecialist and
track down a cybertheft ring. These cybertools are described in the Detectives Notebook on the
following page.
2. Consequences. The Consequences activity asks students to play the role of a cyberpolice officer
and examine the evidence amassed during the game. This leads to a class discussion of the tactics that
were used to manipulate Luke, the fictional youth in Air Dogs.
3. Confession. In Confession, a young snowboarding coach describes how he set up the cybertheft
ring that gave rise to the Air Dogs game.
4. Internet Safety Plan. When students have completed the three interactive modules, they may write
an Internet Safety Plan using the Internet Safety Plan Poster Template with guidelines for protecting
themselves from these pressures.
Each of these is further explained on the next few pages.

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The Detective's Notebook

In the Air Dogs game, students are invited to take on the role of a cyber-specialist and track down a
cybertheft ring. To win, they will need to use six cybertools. Here is a brief explanation of each.
1. Microscope. Cyberpolice can detect fake copies of CDs by making a microscopic

examination of the hologram of a suspect disc, comparing it with the original. Most manufacturers silkscreen graphics onto the disc, whereas a pirated copy may have photocopied paper applied to the
surface. The colours on the fake version may not be perfectly aligned. Manufacturers also put
holograms on the disc so that the manufacturers logo is visible when the disc is tilted under a light.
2. Waybill Number. When a package is shipped by courier, the sender fills out a
waybill, a sheet of paper that states the contents of the package. The courier company then gives the
shipment a waybill number, a digitized representation of the code on the package, which helps to trace
the package.
When a package crosses an international border, officials want to be sure that the package contains
exactly what the shipper stated on the waybill. They can detect misinformation by checking the
addresses of the send and receiver, and by weighing any suspicious packages. They may also check
the financial history of the credit card that was used for the shipment.
3. PixPass. Most of us protect our computer files with a password, a series of letters
and numbers that only we know. But programmers are also experimenting with graphic passwords.
These are composed of a series of icons that have special meaning to the person who owns the
computer. In the Air Dogs game, we have used the fictitious name PixPass for this technology.
When police officers get a warrant to search a computer, they have to guess which icons the perpetrator
has used for the graphic password. In the future, police may be able to run a program that tests all the
possible combinations of icons, so the police can solve graphic icons more quickly.
4. Tixel. A digital photograph is made up of four layers of information. The first three
layers are red, green and blue. A combination of these layers gives the photograph its colour.
The fourth, called the Alpha layer, is usually empty. However, criminals have learned that it may be
used to carry secret information. For example, people may use it to send messages or images. In the
Air Dogs game, this technology (called steganography) has been given the fictitious name, Tixel.

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5. Triangulation. When our cell phones are turned on, they constantly emit a signal to
tell surrounding cell phone towers where the cell phone is located. Cyberpolice officers can use this
signal to track the location of a criminal.
To do so, the police officer measures the strength of the signal that is received at three nearby cell
phone towers. They may also determine the length of time it takes for the signal to travel from the tower
to the cell phone. By comparing information from three nearby cell phone towers, police can determine
the geographic location of the criminal.
6. Thermal Imaging. When it is difficult to see a suspect with the naked eye, police
departments use sophisticated camera equipment that picks up an image of the heat of a suspects
body.
In the Air Dogs game, the police officers track Terry with ground-based infrared imaging. In these video
images, a person appears in red or yellow, while the surrounding forest appears blue or violet. The
game also demonstrates a second kind of infrared image, which appear in black-and-white. Inanimate
objects are dark grey or black, while living creatures stand out in white.

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1. Air Dogs Game Synopsis

The following pages provide teachers with a brief overview of the Air Dogs game. This includes a
synopsis of the plot and a description of how each clue can be solved. Nevertheless, it is recommended
that teachers play the game to the end before introducing it to the students.
As the game opens we meet Luke, a fifteen-year old who has taken the day off school to go
snowboarding. In a video phone message to his dad, he explains that he is feeling depressed.
Luke has not recovered from the death of his mother the year before. In addition, he was recently
caught pirating software in the basement of the family home. The arrest is made all the more
embarrassing by the fact that his father is a police officer.
Lukes father, Stephen, is with the Royal Canadian Mounted Police. He is working on joint border
protection projects with the U.S Department of Homeland Security. Stephen is caught between his
concern about his sons illegal activities and a grudging recognition that Luke has a rare gift with
computers.
Challenge: Stephen challenges the players to compare the legitimate disc with one that Luke has
burned in the basement. How can you spot the fake?
Solution: Click on the arrows under the legitimate disc to tilt it back and forth until you spot the
hologram. Notice that the manufacturer has placed a hologram of the company logo, TL, along the inner
rim of the disc. Then use the arrows under the disc that was seized from Luke. The hologram on the
pirated disc reads: TJ.
Stephens counterpart in Vermont is Marisol, a by-the-book agent who has been sent in from New York
City to step up law enforcement along the US/Canadian border. Marisol is frustrated that she has been
assigned to a small border station, when she could be handling more challenging cases.
Stephen calls his son and he discovers that Luke is unrepentant about missing school. He is training
intensively with his coach, Terry, hoping he can master some new moves for the Air Dogs tournament in
Vermont. Nothing his father says can persuade him to return home.
Suddenly, a courier knocks on the door of Lukes dorm room and brings in a package. Snowboarding
gear, Luke tells his father as he stows the package quickly under his desk.
But Stephen is suspicious and takes an electronic photo of his son that captures the waybill number of
the package. Although Marisol feels that the photograph is a violation of his sons privacy, Stephen
sends the image off to be analysed.
Challenge: The photograph reveals that the label has been partially ripped from Lukes package. Only
the first few digits of the waybill number are legible. Players must decipher the bar code to get the
waybill number and then find out what the package contains.
Solution: Each vertical pattern represents a discrete number. Students must decode the final four
numbers by comparing them to a chart. When they complete the sequence, they check the records from
the courier company and find that the package contains two new laptop computers.

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Stephen is furious. He knows that his son cannot afford to buy two laptop computers so Luke must have
obtained them illegally. Stephen calls his son, but before he can question him, two older teens enter
Lukes dorm room.
Taylor and James noticed the courier as he was leaving Lukes room, and have learned that Luke has
received a package with two laptops. The older boys demand that Luke hand over his laptops. If not,
they threaten to post embarrassing photos of Luke and his girlfriend on the Internet. Luke gives in.
Stephen and Marisol disagree on how the problem should be addressed. As a father, Stephen wants to
sort out the problem with the bullies privately; Marisol believes that the police should be involved. Theft.
Extortion. These are crimes, whether you are sixteen or sixty.
Stephen orders a search of the dorm rooms of Taylor, James and his son, Luke, requesting that their
laptops and phones be confiscated. Then he resigns from the case.
Challenge: Students must open Lukes computer by guessing the three icons that Luke has used for his
graphic password. If they click on the snowboard, the goggles and the snowboarder, the files will open.
Solution: By opening the emails, students can read Lukes email from Terry, his coach, praising his
snowboard skills. They can also read Lukes bank statement, which shows he has almost $10,000 in
the bank. Finally, there is a link to a bullying website with embarrassing photos of Luke and his girlfriend
Jeannette. The logo that runs along the bottom of the final page of the website is the same as on the
pirated software: TJ.
Marisol is determined to find out who is behind the ring of youth who are stealing laptops. Stephen
agrees to answer questions from the two American agents, but Luke is mute.
Marisol reveals what her investigation has uncovered. More than $100,000 worth of stolen laptops have
passed through Lukes hands. She has also found Lukes bank account, with only a small portion of that
money in it. She reasons that Luke has been forwarding the bulk of the money to someone else. Marisol
demands to know the name of his partner.
Stephen is stunned at the magnitude of the theft, but he resents the strong-armed tactics that Marisol is
using to get answers from Luke. Angrily, he cuts off the interview.
Challenge: The challenge is to prove there is a financial link between Luke and his partner in the scam.
Students are given a photo that the snowboarding coach, Terry, has sent to Luke.
Solution: The photograph shows Terry at the top of a mountain. A 3-D rendering of the photo reveals it
is made up of four layers, including bands of red, green and blue pixels. By stripping off the layers one
by one, students reveal a message in the Alpha band: Terry has sent Luke an account number from a
bank in Boston along with a cryptic message.
Terry has been using stolen credit card information to buy laptops, which he ships to Luke. Although
Luke thinks he has a job selling laptops, he is actually fencing stolen property.
Marisol insists that Luke reveal everything he knows about the cybertheft operation, but Luke is
adamant: he will not betray his friend and coach for fear of losing his one shot at the Olympic Games.
He is shocked to learn that Terrys promise to put him on the national team was a lie, used to manipulate
him into selling the laptops.
Reluctantly, Luke gives his father the cell phone number that Terry has told him to use in the event of an
emergency. Stephen only hands the information to Marisol when she promises to go easy on the youth
who have been caught up in Terrys network.
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Challenge: Terry is snowshoeing along the shore of Lake Memphramagog, hoping to cross the border
into Vermont unnoticed. The police will only be able to trace him by tracking the signal emitted by his
cell phone.
Solution: Students determine Terrys location by measuring the time it takes for a signal to go from his
cell phone to three cell phone towers. The 3-D model uses coloured discs to illustrate the distance.
When the distance to each of the three towers has been measured correctly, the map of the terrain
rotates, so the intersection of the three discs can be located. This is the spot where Terry will be found.
While Marisol and fellow agent Charlie pour over their map of the Vermont border, Luke lets slip that
Terry will try to escape by crossing into the United States on snowshoes, along the shores of a lake that
straddles the two countries.
The Department of Homeland Security tracks Terry using two infrared cameras. One camera is carried
by Marisol and Charlie who are combing the forest on foot. Marisol is frantic. She can hear Terry but
she cannot see him unless the camera reveals the bright-coloured image of a figure snowshoeing
through the woods.
A second camera is mounted in a helicopter, which is surveying the terrain along the lake. It sends back
black-and-white video. From time to time figures cross the screen: turkeys, a wolf and the police
officers hunting on the ground.
Finally, students spot Terry as he makes his way through the forest. When Marisol moves in for the
arrest, Terry threatens his Canadian accomplice: Luke, buddy, remember. If I go down, you go down.
Challenge: Students must pinpoint Terrys location. He has crossed the border by snowshoeing along
the shore of Lake Memphramagog from Quebec to Vermont.
Solution: By cross-checking Charlies ground-based thermal video with images from a helicopter
overhead, students are able to pinpoint Terrys location and click on it.

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2. Consequences
The Consequences activity opens with an appeal from Luke. He knows that he made a serious mistake
when he became involved in the credit card fraud, and he is willing to pay the penalty. But all of the
evidence suggests he was the organizer of both the fraud scheme and the software piracy. Luke asks
students to uncover evidence revealing Terry, Taylor and James as the organizers.
Challenge: Students put themselves in Marisols shoes and must decide what charges can be laid
against Terry, the bullies and Luke.
Solution: Students review the seven pieces of evidence that were gathered during the game. Most of
the evidence points at Luke: the pirated discs, the note on his bulletin board, the waybill information from
the courier company and his bank account records all implicate him.
Under careful scrutiny, students may find two clues that can be used to prove that Terry and the bullies
organized the criminal networks. If they compare the writing on the note with the graffiti on Lukes door,
they will see that the letter L is similar. This handwriting evidence shows that Taylor and James gave
Luke instructions for pirating the discs.
If students review the photograph of Terry, they will see not only Terrys bank account number, but also
an encrypted message. By comparing the number/letter encryption with the credit card number on the
bottom of the waybill, they will realize that Terry has provided Luke with the credit card number he has
used to order the laptop computers
The class discussion focuses on the tactics that Terry and the bullies have used to persuade Luke to
become involved in their criminal activities. Terry has used persuasion - free coaching, money, and
snowboarding gear - to draw Luke into a cybertheft ring. The two bullies have used threats and
humiliation to force Luke to take the fall for their software piracy.
3. Confession
After playing the Air Dogs game, students often ask: Did this really happen? When they learn that Air
Dogs is based on a true story, they often want to learn the details. Confession allows students to read
the real story and then discuss how Kyles (the real snow boarding coach) brief, six-month foray into
cybertheft brought a lifetime of consequences.
4. Internet Safety Plans

Students can design a poster with their own Internet safety guidelines using the CM16 Air Dogs
Internet Safety Poster Template. A sample is found on CM17 Air Dogs Internet Safety Poster
Sample.

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CYBERCOPS UNIT OVERVIEW

Duration:
4 Sub-Tasks (approximately 30 50 minutes each)
Description
By the end of this unit the students will analyse situations that are potentially dangerous to their personal
safety. They will also identify support services that assist victims of violence and explain how to access
them.
Sub-Task Title
1. Prior Knowledge Reviewing Cyberharrassment and Internet
Safety
2. Air Dogs Playing the Game
3. Air Dogs Identifying Ways to be Safe
4. Air Dogs Analyse Situations that are Potentially Dangerous to
Personal Safety
Expectation Codes
8p14, 8p15
8p14, 8p15
8p14, 8p15
8p14, 8p15
Assessment and Evaluation

A variety of assessment methods may be used in this unit. Included is the following assessment strategy
tool:
o
CM11 Decision Making Model Checkbric Assessment Tool
Links to Prior Knowledge

Prior knowledge refers to the students ability to describe harassment and identify ways of dealing with it.
(Note: this may have been covered in the grade 7 Ontario Health and Physical Education Curriculum.)
Students should have previous experience/knowledge of:
o working in groups
o role play
o peer assessment
o the definition of harassment
o how to complete a graphic organizer
o computer skills (in order to navigate the Air Dogs game)
Notes to Teacher
About the Unit
The overall and specific expectations in this unit are age-appropriate and should be addressed with
sensitivity and respect for individual differences. Because of the sensitive nature of these topics, parents
or guardians must be informed about the content of the curriculum and time of delivery. Teachers and
learners must develop a comfort level with these topics so that information can be discussed openly,
honestly, and in an atmosphere of mutual respect. These expectations should be addressed only after
teachers have developed a rapport with their students.
Read the Role of the Teacher and the Role of the Principal (pages 4 - 7) prior to starting the unit or
playing the game.
The teacher could integrate the lessons on Internet Safety into the Personal Safety and Injury
Prevention unit (Unit 1) in the Ophea, Grade 8, Curriculum Resource Support Document. The teacher
could invite members of the community; police or internet support people, to provide information to
students and to be available to answer questions after the students have played the game.
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The teacher sends home CM13 Sample Letter to Parent (s)/ Guardian(s).
The teacher should become familiar with the Air Dogs game (i.e., read the game synopsis and play the
game) before introducing it to the students.
The teacher decides if the game will be played in a theatre style or in small groups and arrange access
to the necessary computers and/or equipment (i.e., data projector) for an adequate amount of time.
Dealing with Disclosure
The teacher is required to be aware of legislation (Child and Family Services Act, Section 72 Duty to
Report) and school board policies regarding reporting of disclosures of abuse (or suspected neglect) to
the Childrens Aid Society. Before commencing any anti-violence lessons, the teacher is required to
know the procedures for the reporting and documenting of abuse and ways to support students. See
Appendix C for a complete listing of the Child and Family Services Act responsibilities.
Cautionary Notes:
During the presentation of the following material, the potential exists for students to disclose
personal experiences of an abusive nature. Encouragement should be given to the student to
take up such matters with the teacher outside the context of the class. It is incumbent upon the
teacher to follow up with the directions specified in their boards Child Abuse Protocol.
Modifications and/or Accommodations
Not all students in a Grade 8 classroom will be able to complete, independently, all of the unit
suggestions or assessments. The teacher should adapt the Teaching/Learning Strategies to
accommodate for the needs of students with exceptionalities and ensure that the accommodations are
consistent with the strategies outlined in their IEP. Students may require scribing, instructions repeated,
paired groupings, etc.
Appendices
Copy Master 1 Information and Communication Technology (ICT) Inventory
Copy Master 2 Be Safe! Know Information and Communication Technology Uses
Copy Master 3 Cyber Graphic Organizer
Copy Master 4 Word Cards
Copy Master 5 Introduction to the Game (The Real Story)
Copy Master 6 Air Dogs Log Book
Copy Master 7 Air Dogs Log Book Answers
Copy Master 8 Profile Recorder
Copy Master 9 Steps in Decision Making Model
Copy Master 10 Steps in Decision Making Model Sample for Luke
Copy Master 11 Decision Making Checkbric Assessment Tool
Copy Master 12 ICT Case Scenarios
Copy Master 13 Sample Letter to Parent(s)/ Guardian(s)
Copy Master 14 Code of Conduct
Copy Master 15 Understanding Internet Safety Protocol
Copy Master 16 Air Dogs Internet Safety Poster Template
Copy Master 17 Air Dogs Internet Safety Poster Template Sample
Appendix A Four Corners (Whole-class Discussions)
Appendix B Modified Word Wall Strategy (Creating a Word Wall))
Appendix C Reporting Child Abuse and Neglect
Appendix D Additional Supports
Appendix E Glossary
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Sub Task # 1
Title: Reviewing Cyberharassment and Internet Safety
Materials
CM 1 Information and Communication Technology (ICT) Inventory
CM 2 Be Safe! Know Information and Communication Technology Uses
CM 3 Cyber Graphic Organizer
CM 4 Word Cards
CM 9 Steps in Decision Making Model
CM 11 Decision Making Model Checkbric Assessment Tool
CM 14 Code of Conduct
Appendix A Four Corners
Appendix B Modified Word Wall Strategy
Appendix D Additional Supports
Writing Utensil
Description
Students will review their understanding of cyberharrassment and Internet safety. This will set the
context for the rest of the unit.
Expectation Code
8p14,8p15
8p14,8p15
Learning Expectations
Analyse situations (e.g., sharing personal information through
instant messaging, blogging) that are potentially dangerous to
personal safety
Identify support services (e.g., the school guidance counselor,
trusted teacher/adult, shelters, Kids Help Phone) that assist
victims of violence, and explain how to access them
Assessment Opportunities: Suggestions for Assessing Expectations

Final Assessment Analysing the case scenarios in sub-task 4.
Diagnostic Assessment: There will be opportunities for the teacher to observe and record the
students understanding of cyberharassment and Internet safety.
Notes to Teacher
Students will be introduced to new terminology related to Information and Communication Technology
(ICT). Students need to recognize that software piracy, fraud, bullying and other inappropriate activities
often happen on the Internet and that there are consequences for these behaviours. Discussion of
these terms will occur during the activities within the tasks.
For this sub-task teachers need to prepare:
ICT Inventory for each student (CM1 Information and Communication Technology (ICT) Inventory)
Word Wall Cards (CM4 Word Cards)
CM2 Be Safe! Know Information and Communication Technology Uses
Four Corners Cyberharrassment is a big deal/problem (Appendix A)
(Review types of ICT in Appendix D and Additional Supports Glossary ICT Definitions)

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Teaching/Learning Strategies
Four Corners
Activate students prior knowledge around cyberharassment using the Four Corners strategy. See
Appendix A for description and samples of the strategy.
Have each student think about, and respond to, the following by going to a corner picture that best
represents their thoughts on the statement:
Cyberharassment is a big deal/problem.
Students will move to their chosen corner and discuss in a small group why they chose that particular
picture. The pictures found on page 63 in Appendix A can be enlarged for posting around the room.
Each group will decide on one idea to share with the whole class.
The teacher will call upon the various groups to share information gathered in the small group
discussions with the whole class.
CM2 Be Safe! Know Information and Communication Technology Uses:
Provide each student with a copy of CM2 Be Safe! Know Information and Communication
Technology Uses. Each student will indicate True or False under the Before column on the guide.
Once complete, have students share their opinions with a partner and then with the class.
The teacher may wish to encourage students to think about any questions they may have around this
anticipation guide and ask students to record the thoughts at the bottom of the page for use as a
question swap later in the unit.
Students will use this guide in Subtask 4 to help fill out their decision making model.
Word Wall
See Appendix B Modified Word Wall Strategy for descriptions and samples of the strategy.
The teacher will give an introduction to the language that students will be exposed to in this unit (some
may have been generated already through the previous activities, in which case there can be a
comparison) and students will complete the modified word wall task using pre-made word cards to
match key terms with definitions that will be useful during the unit. See CM4 Word Cards.
CM1 Information and Communication Technology Inventory:
Distribute CM1 Information and Communication Technology (ICT) Inventory
Student activity: Each student will individually complete CM1 ICT Inventory.
Students will complete:
What does ICT mean?
Types of ICT that are regularly used by the public?
What types of ICT do you use?
What are your family rules around using ICT?
What are the dangers associated with using ICT?
Some inappropriate uses of ICT are
With an elbow partner (a group of 2 or 3 students sitting near each other), students will share the
information that they have recorded on the CM1 ICT Inventory sheet. Students will then highlight any
answers they have given that could put them at risk when they are communicating using these ICTs.
If time permits provide an opportunity for the whole class to share some ideas around the ICT Inventory
using a popcorn style of commenting (e.g., if a student has something to share they stand up and
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share and sit right back down again allowing for another student to pop up and share. This continues for
a few minutes until all comments have been shared.)
Have students work with their partner and another pair to brainstorm some familiar terms that are used
with respect to ICT. Have each group share their list with the class while the teacher records the words
on the chalk board or chart paper.
Cyber Graphic Organizer Introduction
Introduce the cyber graphic organizer, CM3 Cyber Graphic Organizer.
The organizer will be used starting in Subtask 2. Students will complete the organizer using information
gathered throughout the unit.
Introduce the CM11 Decision Making Model Checkbric Assessment Tool and the CM9 Steps in
Decision Making Model and explain that they will be analysing a case scenario for use as a final
assessment.
Curricular Extension Code of Conduct with respect to On-line acceptable conduct
Students will read the Code of Conduct provided in CM14 Code of Conduct and will discuss with a
partner or a small group what is missing and what might need to be added to the code to reflect the
many uses of ICT.
Students can also examine their schools Code of Conduct and make recommendations to the principal
for items to be added to ensure students are safe on the Internet and are using the various forms of ICT
in an appropriate manner.

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Sub Task #2
Title: Playing the Game
Materials
Air Dogs game (loaded on the computer)
LCD projector if presenting theatre style (see description below)
External speakers are recommended
CM 5 Introduction to the Game (The Real Story)
CM 6 Air Dogs Log Book
CM 7 Air Dogs Log Book Answers
Writing Utensil
Description
In this sub-task students will play the Air Dogs game.
Expectation
Code
8p14,8p15
8p14,8p15
Learning Expectation
Analyse situations(e.g., hitchhiking, gang violence, violence in relationships)
that are potentially dangerous to personal safety
Identify support services (e.g., the school guidance department, shelters,
Kids Help Phone) that assist victims of violence, and explain how to access
them
Assessment Opportunities: Suggestions for Assessing Expectations

Cyber Graphic Organizer students will complete sections of the graphic organizer CM3 Cyber
Graphic Organizer. To prepare students for the decision making activity in subtask 4 students will
complete sections of the CM3. Reading over student responses will enable the teacher to ensure that
students are developing the necessary understanding needed to develop the decision making model in
sub-task #4.
Notes to Teacher
It is recommended that the teacher plays the game prior to introducing it to the classroom to be familiar
and comfortable with the program.
When preparing this sub-task, the teacher will need a copy of CM5 Introduction to the Game that will
be read to the students. Refer to the Glossary Appendix E for further clarification of the bolded words.
Prepare copies of the student CM6 Air Dogs Log Book prior to playing the game.
The teacher should be familiar with CM7 Air Dogs Log Book Answers and the Air Dogs Game
Synopsis beginning on page 21. It provides the correct responses to each of the five main clues in the
game. It is important to bring this sheet when playing the game as a quick reference. You cannot
progress through the program without the correct responses.
Playing Air Dogs It is important to allocate adequate time to play the game uninterrupted*. The game
can be played in either theatre style or in small groups (see descriptions below). It is important that the
teacher direct and support the game regardless of the style chosen.
*CAUTION: If you press Escape, the program stops and you must restart from the very
beginning of the program. The game must be played in sequence as it cannot be stopped and
restarted at the point stopped. Once a correct answer is entered, the program continues directly
to the video and cannot be stopped. Thus, any important discussions or instructions should be
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given before the correct answer is entered or one must wait until the end of that video sequence
so as to avoid disturbing students concentration during the video. There is an opportunity to
advance more quickly through the game; to skip a clue, wait for the dialog box to appear and
type in the work skip.
Theatre Style: The game can be played on a single computer, hooked up to a projector at the front of
the classroom. The teacher assigns one student to use the keyboard, while the rest of the class is
asked to call out their answers to the challenges. Played this way the class will complete the game in
approximately 40 minutes.
Small Groups: The game can also be loaded onto multiple computers, with students playing in pairs.
One student is in charge of the keyboard, while the other writes down the clues. Each group may wish
to have roles for individual students (e.g., time keeper, leader who controls the mouse, recorder). Played
this way the class will complete the game in approximately 60 minutes.
Teaching/Learning Strategies
Introduction
Before going to the computer lab or accessing the Air Dogs game, it is essential that the teacher
provides introductory information about the game.
Explain to students that the Air Dogs game is based on a real life story that happened in the United
States. Read CM5 Introduction to the Game to the class prior to playing the game. The Air
Dogs game has three streams of video: from the RCMP office in Quebec, the Homeland Security
office in Vermont, and from the video telephones of Luke and Marisol. This represents, in a
fictional format, emerging technology in which offices and cell phones can share live video signals.
Inform students that they are taking on the role of a CyberCop to gather information and help solve
challenges throughout the game. It is important for students to understand their overall purpose for
completing the game is to 1) Beware of Internet Fraud; 2) Avoid Counterfeit Software; 3) Report
Bullying.
It is essential that students collect information as they go through the game. There will be five
challenges throughout the game that the students must recognize and input information accurately
in order to move on.
Provide each student with CM6 Air Dogs Log Book to record their responses to the clues and
important information as they play the game. Inform students that if they do not accurately solve
the clue within three attempts, they are to bring the log book to the teacher who will provide the
correct response.
Remind students that there is a limited amount of time to complete the game.
Play the game
After the game
Allow students time to complete CM6 - Air Dogs Log Book.
Address and clarify any questions that may have arisen after playing the game.
Cyber Graphic Organizer
In pairs, students complete the sections on CM3 Cyber Graphic Organizer.
Curricular Extension
After playing the game, what are some of the pieces that students might change or add to their ICT
Inventory?

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Sub Task # 3
Title: Identifying Ways to be Safe
Materials:
CM 8 Profile Recorder
CM 15 Understanding Internet Safety Protocol
CM 16 Air Dogs Internet Safety Poster Template
CM 17 Air Dogs Internet Safety Poster Template Sample
Writing Utensil
Markers
Description:
Students will identify similarities and differences between the situations in the game and their own lives,
and identify how to deal with them appropriately and safely. Students will identify the supports available
to them.
Expectation
Code
8p14,8p15
8p14,8p15
Analyse situations(e.g., sharing personal information through instant
messaging, blogging) that are potentially dangerous to personal safety
Identify support services (e.g., the school guidance counsellor, trusted
teacher/adult, shelters, Kids Help Phone) that assist victims of violence, and
explain how to access them
Assessment Opportunities:
Students will complete CM8 Profile Recorder. This will enable the teacher to examine if the
students are able to identify how people may be vulnerable to potentially dangerous situations, and how
to access the support services available to them.
Teaching/Learning Strategies:
Use a think pair share activity to generate discussion about what made Luke vulnerable. Ask students to
individually read and reflect on what each wrote in CM3 Cyber Graphic Organizer. Then in pairs
students will share what each wrote in the Cyber Graphic Organizer. Students will discuss some of the
unsafe practices that Luke demonstrated during the game. What was it that made Luke vulnerable?
Lead a class discussion about what students saw in the game about how Luke was vulnerable to
bullying and extortion.
Have the students individually complete the CM8 Profile Recorder in order to identify and record how
Luke was enticed to make the choices that he did. Students will examine the similarities and differences
between Lukes character and themselves to complete the remaining sections.
Exit Pass:
Students will complete the question on the bottom of the CM8 Profile Recorder as an exit pass. An
exit pass refers to an activity that students will need to complete by the time of the end of a period or
class. Students will identify three to five ways to prevent myself from being cyberharassed and what
supports are available to me.

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Curricular Extensions
CM15 Understanding Internet Safety Protocol. Have students read through the article and discuss
how they are currently being safe on the Internet and what they could do to be safer using the Internet.
CM16 Air Dogs Internet Safety Poster Template
Have students develop a poster addressing Internet safety using the template (or create your own).
Ensure that students include the three main points addressed in the Air Dogs resource:
1) Beware of Internet Fraud
2) Avoid Counterfeit Software
3) Report Bullying
Teachers may wish to distribute CM17 Air Dogs Internet Safety Poster Template Sample as an
example of an Internet Safety Poster.

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Sub Task # 4
Title: Analyse Situations That Are Potentially Dangerous to Personal
Safety
Materials:
CM 2 Be Safe! Know Information and Communication Technology Uses
CM 9 Steps in Decision Making Model
CM 10 Decision Making Model Sample for Luke
CM 11 Decision Making Checkbric Assessment Tool
CM 12 ICT Case Scenarios
Writing Utensil
Description:
Students will analyse situations that are potentially dangerous to their personal safety. Students will also
identify support services and explain how to access them.
Expectation
Code
8p14,8p15
8p14,8p15
Analyse situations(e.g., hitchhiking, gang violence, violence in relationships)
that are potentially dangerous to personal safety
Identify support services (e.g., the school guidance department, shelters, Kids
Help Phone) that assist victims of violence, and explain how to access them
Assessment Opportunities:
Assessment - Using CM11 Decision Making Checkbric Assessment Tool teacher assesses the
students ability to analyse situations that are potentially dangerous to personal safety and identify
support services and how to access them.
Teaching/Learning Strategies:
Model a decision making process by working through a problem that Luke encountered. Using CM 10
Decision Making Model Sample for Luke, lead a class discussion.
Case Scenarios
Students will individually analyse a case scenario (see CM12 ICT Case Scenarios) by using CM9
Steps in Decision Making Model.
Distribute or post CM11 Decision Making Checkbric Assessment Tool and discuss the assessment
tool.
Students identify the problem, explore the options or alternatives, evaluate the possibilities, consider the
consequences, make a decision, and reflect on that decision.
Students may refer back to CM2 Be Safe! Know Information and Communication Technology
Uses to help them in the decision making process.
Curricular Extension
Teachers may use this piece as an evaluation of the unit being studied.
Students will create a Public Service Announcement (PSA). Students choose one piece of Internet
safety (instant messaging, blogging, etc.) and make their audience aware of how to stay safe, students

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choose: a target audience and a medium for the PSA. The PSA can be delivered through a poster,
video, rap/song, story, or PowerPoint presentation. Students need to address the following areas:
1. Safety concern
2. Strategies on how to be safe
3. Available supports that assist victims of violence

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SECTION 3
Supports

Grade 8
Healthy Living
Copy Master 1
Information and Communication Technology (ICT) Inventory
What types of ICT do you

use?
What are your family rules

around using ICT?
What are the dangers

associated with using ICT?
Some inappropriate uses of

ICT are

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Copy Master 2
Be Safe! Know Information and Communication Technology Uses

Before
T
F
After
T
F
Statement
1. Instant Messaging people I do not know is asking for
problems.
2. It is important to always use a good, up-to-date antivirus and spyware blocking program.
3. Bullying can instigate further violent acts such as
assault, robbery and extortion.
4. Posting information that may be used to identify or
find you offline such as full name, address, cell or phone
number, school or sports team, or links to sites that have
that information is not recommended at any time.
5. It is advisable to keep your password a secret even if
an email asks you to log on to a site.
6. It is possible to talk to several people at once without
knowing it.
7. Your computer camera images could easily be shared
anywhere by anyone.
8. Software piracy and computer hacking are cool
activities.
9. People can be bullied using Information and
Communication Technologies.
10. 21% of kids have received mean or threatening
email or other messages.
11. 65% of students between 8-14 have been involved
directly or indirectly in a cyberbullying incident as the
bully, victim or friend.
12. 40 % of students have had their password stolen
and changed by a bully (locking them out of their own
account) or sent communications posing as them.
Question Swap
One or two questions that I have are:

1.
2.

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Copy Master 3
Cyber Graphic Organizer
What types of ICT does he use?
What enticed Luke to get involved with

the Laptop scheme?
What are the positive choices Luke

makes?
What are his past

experiences with
the law?
What are the negative choices Luke

makes?
Luke 15 yrs old
What are the dangers associated

with the ICT used by Luke?
What prevented him

from reaching out for
help?
What supports are available to him?

Grade 8
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Copy Master 4
Word Cards
A cell phone with a built in camera.

Some phones have the ability to
transmit video and video calls and are
called Videophones.
Camera
Phone
Describe a range of technologies that

are used to convey and or manipulate
information. Examples of ICT include:
Desktop Computers; GPS systems;
Mobile Cell Phones; Internet;
Televison; Satellite Radios; DVDs and
CD Roms; Digital Music Players;
Digital Cameras and USB Flash
Drives.
Information and
Communication
Technologies
(ICT)
Communication Software allows users

to exchange information online in a
synchronous (live) environment.
Communication (usually between two
people) is achieved instantaneously,
hence the term Instant Message.
Instant
Messaging
Include internal and external devices

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

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The act of replicating software

applications for the purpose of illegal
distribution. Software is purchased
with a specific licensing agreement.
By copying CD ROMs a user is
infringing upon this agreement.
Pirating
Software
URL
(Uniform Resource
Locator)
The address of a resource or

webpage displayed in the address bar
of a web browser.
A software application that allows

users to find, access and utilize
information on the Internet. Common
browsers include Internet Explorer,
Netscape Navigator and Opera.
Web Browser

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Copy Master 5
Introduction to the Game

The Real Story
The Air Dogs computer game is based on a 2003 police case from Massachusetts in which a U.S.
snowboarding coach created an international cybertheft network and manipulated dozens of youth into
assisting him.
In 2002, he was caught crossing the U.S./Canadian border with a notebook filled with stolen credit card
numbers. He served three years in prison. After his release, he assisted LiveWires Design and the
Massachusetts Association of District Attorneys in the development of this program.
In the fictionalized version of the story, Luke is a youth who shows great promise as a snowboarder. However,
he needs money for gear and training in order to reach the top of the sport, so he begins to counterfeit
software in his basement.
As the game opens, Luke has been arrested and convicted. Students examine the legal and illegal discs to see
if they can spot the detail proving Luke has counterfeited the software.
Luke's arrest is made all the more painful because his father, Stephen, is a police officer who works on joint
projects with the U.S. Department of Homeland Security. Stephen's counterpart in Vermont is Marisol, a bythe-book agent who has been sent in from New York City to step up law enforcement along the U.S./Canadian
border.
When Stephen finds that his son is receiving courier packages from the U.S., he is suspicious. He asks
students to track the waybill number of a parcel. They find it contains two laptop computers. But before Stephen
can question his son, two bullies descend on Luke and threaten him. Luke hands over the laptops.
Stephen and Marisol disagree on how the problem should be addressed. As a father, Stephen wants to sort out
the problem with the bullies privately; Marisol believes that the police should be involved. "Theft. Extortion.
These are crimes, whether you are sixteen or sixty."
The police seize the computers belonging to Luke and the two bullies. When students review the files they find
that the older bullies were behind the software piracy. Luke, their younger accomplice, was pressured into
taking the blame.
The files reveal there is only one bright light in Luke's life: his snowboarding coach, Terry, who has praised
Luke's talent in a snowboarding magazine. But even Terry's support proves to be a fantasy. When students
strip away the color bands of a photograph Terry has sent, they discover a secret message with Terry's bank
account number.
Marisol suspects that Terry has been using stolen credit cards to buy laptops, which he ships to Luke. Although
Luke believes he has a "job" selling laptops, he is actually fencing (selling) stolen property.
Faced with the possibility of spending the next year in jail, Luke gives Marisol a cell phone number she can use
to track Terry. Students are given a 3-D map of the border area between Vermont and Quebec, and use
triangulation to locate Terry.
The Department of Homeland Security tracks Terry with two infrared cameras, one on the ground and one in
the air. Students must spot the tiny figure of Terry as he makes his way through the forest on snowshoes. When
Marisol moves in for the arrest, Terry threatens his Canadian accomplice: "Luke, remember. If I go down, you
go down."

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Copy Master 6
Air Dogs Log Book

Question 1:
Stephen challenges the players to compare the legitimate disc with one that Luke has burned in the basement.
How can you spot the fake?
Answer:
_____________________________
Question 2:
a) Using the Bar Code Chart, what is the waybill number? b) What does Lukes package contain?
c) What are the credit card and expiration numbers from the waybill?
Answer:
a)____________________________
b)____________________________
c) ____________________________
Question 3:
a) Can you find the password to open Lukes email?
b) Who has sent Luke emails?
c) Who is responsible for creating the bullying website?
Answer:
a)_____________________________
b)_____________________________
c) ____________________________
Question 4:
a)Whose bank statement is this? b) What is the hidden message? c) What is Terrys bank account number?
Answer:
a)_____________________________
b)_____________________________
c) ____________________________
Question 5:
What is the latitude and longitude of Terrys location?
Answer:
latitude:_________________
longitude:________________

Grade 8
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Copy Master 7
Air Dogs Log Book Answers

Question 1:
Stephen challenges the players to compare the legitimate disc with one that Luke has burned in the basement.
How can you spot the fake?
Answer: Hologram, TJ, logo
Question 2:
a) Question: Using the Bar Code Chart, what is the waybill number?
Answer a): 0367294158
b) Question: What does Lukes package contain?
Answer b): laptops, 2 laptops, two laptops
c) Question: What are the credit card and expiration numbers from the waybill?
Answer c): 4423 12/11
Question 3:
a) Question: Can you find the password to open Lukes email?
Answer a): snowboarder, snowboard and goggles
b) Question: Who has sent Luke emails?
Answer b): Terry, James, Taylor
c) Question: Who is responsible for creating the bullying website?
Answer c): Taylor and James or TJ
Question 4:
a) Question: Whose bank statement is this?
Answer a): Lukes
b) Question: What is the hidden message?
Answer b): You may need this GBAH DEBF GADE DDBC AB/AA
Terry
c) What is Terrys bank account number?

Answer c): 02369257
Question 5:
What is the latitude and longitude of Terrys position?
Answer: latitude: 44.942 N longitude: 72.215 W
Please note if a computer malfunctions, teachers may want to go back to the same spot in the game
quickly. To skip a clue, wait for the dialog box to appear and type the work skip.

Grade 8
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39
Copy Master 8
Profile Recorder
Similarities and Differences
How was Luke vulnerable and enticed into the choices he made? (Consider the ICTs he
used, his character, social influences, parental influences, past experiences and interests)
Luke
How am I vulnerable and how could I be enticed into making unsafe choices? (Consider the
ICTs you use, your own character, social influences, parental influences, past experiences
and interests.)
Similarities (between Luke and me)
EXIT PASS
Differences (between Luke and me)
3 - 5 ways to prevent myself from

being cyberharrassed

Grade 8
What supports are available to

me?
Healthy Living
40
Copy Master 9
Steps in Decision Making Model

What is the problem?
What are the situations that are dangerous?
What are the options and choices? Analyse and weigh the options keeping in mind the
consequences. (Include supports that are available.)
Option 1
Option 2
Option 3
Consequences option 1
Make a decision based on your options.

Grade 8
Reflect on your decision. I choose

this option because
Healthy Living
41
Copy Master 10
Decision Making Model Sample for Luke

What is the problem?
Luke is being bullied by Taylor and James, both on the internet and in person.
What are the situations that are dangerous?
Bullying can lead to more aggressive forms of violence. Other students may see that
it is easy to bully Luke and may start to join in.
What are the options and choices? Analyse and weigh the options keeping in mind the consequences
(include supports that are available).
Option 3
Option 1
Option 2
Ignore the problem

and hope that it goes
away.
Fight back against

Taylor and James.
The bullying continues
or it might even become
more severe.
The bullying might
become more intense.
More problems could be
created for fighting
back. The bullying
might become more
physical.
Make a decision based on

your options.
Taylor and James could
find themselves in
trouble. Taylor and
James could come back
to deal with me later.
Other things that Luke
has done may come out.
Reflect on your decision. I choose this option

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

tell the adult what Taylor and
James have been doing.

Grade 8
Go to a trusted
adult for help, and
tell them what
Taylor and James
have been doing.
42
Healthy Living
Copy Master 11
Decision Making Checkbric Assessment Tool

By the end of grade 8, students will:
Analyse situations that are potentially dangerous to personal safety
Identify support services that assist victims of violence, and explain how to access them
To assist in the assessment of student understanding related to the above expectations, use the
checkbric below with the decision making model (CM 9) following Sub Task #4.
LEVEL 1
LEVEL 2
LEVEL 3
Students have
identified the
problem and or
dangers associated
with it with limited
ability.
Students have
identified some of the
problems and or
dangers associated
with it.
Students have
identified the options
and supports available
with limited ability.
Students have identified

most of the options and
supports available.
Evaluates decision
made with a limited
degree of
effectiveness.
Analyses the
alternative or
consequences of the
scenario with a limited
degree of
effectiveness.

Grade 8
Evaluates decision
made with some
degree of
effectiveness.
Analyses the
alternatives or
consequences of the
scenario with some
degree of
effectiveness.
43
Students have
identified most of the
problems and or
dangers associated
with it.
Students have
options and supports
available.
LEVEL 4
Students have
clearly and
accurately
identified the
problem and
or dangers
associated with
it.
Students have
clearly identified
the options and
supports
available.
Evaluates decision
made with a
considerable degree of
effectiveness.
Evaluates
decision made
with a high
degree of
effectiveness.
Analyses the
alternatives or
consequences of the
scenario with a
effectiveness.
Analyses the
alternatives or
consequences
of the scenario
with a high
degree of
effectiveness.
Healthy Living
Copy Master 11
Decision Making Checkbric Assessment Tool

By the end of grade 8, students will:
Analyse situations that are potentially dangerous to personal safety
Identify support services that assist victims of violence, and explain how to access them
To assist in the assessment of student understanding related to the above expectations, use the
checkbric below with the decision making model (CM 9) following Sub Task #4.
LEVEL 1
LEVEL 2
LEVEL 3
Students have
identified the
problem and or
dangers associated
with it with limited
ability.
Students have
identified some of the
problems and or
dangers associated
with it.
Students have
identified the options
and supports available
with limited ability.
Students have identified

most of the options and
supports available.
Evaluates decision
made with a limited
degree of
effectiveness.
Analyses the
alternative or
consequences of the
scenario with a limited
degree of
effectiveness.

Grade 8
Evaluates decision
made with some
degree of
effectiveness.
Analyses the
alternatives or
consequences of the
scenario with some
degree of
effectiveness.
43
Students have
problems and or
dangers associated
with it.
Students have
options and supports
available.
LEVEL 4
Students have
clearly and
accurately
identified the
problem and
or dangers
associated with
it.
Students have
clearly identified
the options and
supports
available.
Evaluates decision
made with a
effectiveness.
Evaluates
decision made
with a high
degree of
effectiveness.
Analyses the
alternatives or
consequences of the
scenario with a
effectiveness.
Analyses the
alternatives or
consequences
of the scenario
with a high
degree of
effectiveness.
Healthy Living
Case Scenario #4: Chat Room Meetings

Anita and her best friend Sandra both joined an online chat room about basketball. The group
discusses all kinds of basketball issues (events, players, new moves, etc). Both girls participate in
many of the discussion threads.
Lately, Anita has been invited to private chats with Jonathan another member of the online group.
Recently, Jonathan has been talking about a lot more than just basketball. He has been talking about
wanting a girlfriend to hang out with and to play more than just basketball with. Jonathan seems like
a really nice guy and his online profile is really similar to Anitas. Anita decides to accept his invitation
to meet at a downtown mall. Its a public place so she knows shell be safe.
Anita decides not to tell Sandra about Jonathans latest flirtatious emails and will tell her about their
encounter after they meet.
a) Did Anita make an informed decision when she chose to meet Jonathan?
b) Is Anita putting herself in a situation that is potentially dangerous to her personal safety?
c) How could Anita have handled this situation differently?
Case Scenario #5: The Cyberbully Website

Some of the kids at Sunnyview Middle School decided to set up an anonymous website expressing
their views about different students at their school. The first page contains an Internet Polling Survey
listing the fattest student, the ugliest boy and the sluttiest girl in grade 8. Pictures were placed beside
the names in each survey. Anna showed the site to her friend Kathy. Both of them are listed on the
site.
The second page of the website shows many pictures of a handful of students with rude or cruel
captions. Again Kathy found herself portrayed on this page with a caption that took her school picture
completely out of context. What is even more distressing is that Anna found out about this website
because her older sister had the web link sent to her as a text message on her cell phone. The
website is being passed around the local high school to vote.
a) Is there anything Kathy or Anna can do now that they have found this site?
b) Is there anyone they can talk to about this situation?
Case Scenario #6: Credit Card theft/fraud

Layla decided to invite some friends over for a small house party while her parents were out for the
night. One of her friends accidentally forwarded the email invitation to everyone in her address book.
The email was then widely circulated. The result was that by 8 p.m. her house was overflowing with
people.
Gary, the older brother of one of Laylas friends stopped by, grabbed a slice of pizza then snooped
around the house. In a short period of time he found Laylas room and her wallet with the credit card
her parents had given her for emergency use. Gary copied down the credit card information and
used it to buy several items over then next month online.
Enjoying the fruits of his labour, Gary threatened to tell Laylas parents about the party if she told on
him. Since this was the first time Laylas parents had trusted her to stay home alone, she does not
want them to lose their trust in her.
a) How would you handle this situation if you were Layla?
b) What would you do if you were one of her friends at the party?
c) What are the potential consequences if she does not tell her parents?
d) What are the potential consequences if she does tell her parents?

Grade 8
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Healthy Living
Copy Master 13
Sample Letter to Parent(s)/Guardian(s)

The following is a sample letter to be used to communicate with parents/guardians of students. The letter
will help to generate dialogue between child, parent and teacher, and should be sent home one to two
weeks prior to the unit. Replace this section with your schools letterhead. To ensure that this
communication is read by a parent or guardian, you are advised to require a parent or guardian signature.
Dear Parent or Guardian:

In the near future, we will begin a unit on Internet Safety that addresses the Healthy Living
Personal Safety and Injury Prevention strand of the Health and Physical Education curriculum. The
purpose of this letter is to inform you of the topics that will be covered and to provide you with the
opportunity to speak with me prior to commencing our studies.
This unit extends the work begun in Grade 8 and will cover the following curriculum expectations:
Analyse situations (e.g., sharing personal information through instant messaging,
blogging) that are potentially dangerous to personal safety
Identify support services (e.g., the school guidance counselor, trusted teacher/adult,
shelters, Kids Help Phone) that assist victims of violence, and explain how to
access them
It is our belief that you as parents/guardians play the most significant role in the formation of your
childs values and behaviours. This unit offers the opportunity to discuss important issues related to
the Internet and strategies you may want to consider while using the Internet.
Topics that will be discussed and should be addressed at home as well include:
Cyberethics and how all children and youth have a responsibility not only for their own
safety, but for the safety of those around them, both friends and family;
Cybercrimes that are committed online, such as child pornography, cybertrespassing and
Internet luring and the safety procedures necessary to prevent and deal with them;
Identifying and dealing with online harassment;
Ensuring you know who your child is chatting online with and discuss cyberetiquette and
the potential associated dangers;
Appropriate use of the Internet. Talking to your child about what they are doing on the
Internet with a discussion around cyberetiquette and open communication is your best bet in
finding out what goes on.
Should you have any concerns, or if you would like further information about this unit, I can be
reached at (Add School Phone Number) . This includes the opportunity to view materials.
Yours truly,
Signature of Teacher ____________________________________________
Please return to school by: __(Date prior to the start of the Unit) ___________________________
Name of Student:
_________________________________________________________________
Name of Class:
_________________________________________________________________
I have read the letter which introduces the health unit on Internet Safety.
Parent/Guardian Signature: ______________________________________Date: _____________

Grade 8
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Healthy Living
Copy Master 14
Code of Conduct
What does the Code of Conduct Say:
What needs to be added:
Standards of Behaviour
Standards of Behaviour
Respect, civility and responsible

citizenship
All school members must:
respect and comply with all applicable
federal, provincial and municipal laws;
demonstrate honesty and integrity;
respect differences in people, their
ideas and opinions;
treat one another with dignity and
respect at all times, and especially
when there is disagreement;
respect and treat others fairly,
regardless of their race, ancestry,
place of origin, colour, ethnic origin,
citizenship, religion, gender, sexual
orientation, age or disability;
respect the rights of others;
show proper care and regard for
school property and the property of
others;
take appropriate measures to help
those in need;
respect persons who are in a position
of authority;
respect the need of others to work in
an environment of learning and
teaching.
Respect, civility and responsible

citizenship
Physical Aggression
not inflict or encourage others to inflict
bodily harm on another person;
seek staff assistance, if necessary, to
resolve conflict peacefully.
Physical Aggression
Source: Code of Conduct, Ontario Schools, Ministry of

Education, 2001.

Grade 8
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Healthy Living
Copy Master 15
Understanding Internet Safety Protocol

As we begin to delve into this vast open space we refer to as the Internet, we must first examine and
adhere to a set of protocols to ensure our safety needs are met.
It is very easy to hop onto an Instant Messenger (IM) service
while at home doing homework or even in school when doing
class work. As long as the computer you are using has
allowed you to download and install the IM software,
youre set to chat with friends and anyone else who chooses
to chat with you.
So whats the big deal? Why does everyone want us to stay
so anonymous when were using the Internet? I could win a
trip to Florida by filling in the contest pop-up form. Or, I can
win an iPod or the new X-box console if I just give them my
address and phone number. It will even get sent to my home!
The big deal is that there are many companies that use this
information for other purposes. They can sell your personal information to anyone. The person who
created the contest form may not even be part of a company, but possibly someone who is an online
predator. By providing information and interacting (i.e. chatting) in an online environment like the
Internet, we open up our vulnerabilities to people we just dont know. This is what makes the Internet
an unsafe place. This is why we need to know and understand Internet safety protocols.
1. Chat with people you know. Be aware that the person you are chatting with via Instant
Messaging may not be who he/she claims to be. There have been many instances where
students are under the impression they are talking with a youth, when in fact the person is
actually an older adult. Just because you talk to them on a regular basis online, does NOT
make them a friend.
2. Keep all personal information off the internet. We refer to information about you as personal
information because it is just that personal. Never give out specific information about
yourself online, whether you are filling out an email application form or a contest form that
states youre a winner! Both attempts are made by the form designer to manipulate you into
providing information to them. Its easy to get caught be cautious.
3. Keep your passwords private. When registering for email accounts or a school network
account try to use a password that no one can guess. Family and pet names, birthdates
and nicknames are too easy to guess for someone who wants access to your account.
Never share you password with anyone even a best friend. You never know how careful
they are when using it. If you think someone might have guessed your password, change it
right away.
4.
Protect your computer. Another way to protect yourself is to actually protect your computer.
Make sure that you have a current anti-virus software program installed on your computer.
Its also a good idea to make sure that you have installed an anti-spyware software.
Spyware software can take partial control of your computer to do a variety of things without
your consent. Protect yourself by protecting your computer.

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Cyberbullying can take many forms today. You may be bullied in an instant message; an online chat
room; an email or text message; or you may even be mentioned on someones website in a negative
way. If you feel you are being bullied online there are several steps to help your situation.
1. Turn to a trusted adult. It might sound clich, but trusting an adult with this information really
does help. This could be your parent, caregiver or a teacher you get along with. Talking
about this with an adult can help the situation before it becomes even worse.
2. Never agree to meet someone you dont know. If you like to Instant Message (IM) then
youre just like most youth your age. More and more we are seeing youth and adults use the
easy Instant Messaging services that are out there (msn, gmail, yahoo, etc). This is a lot of
fun to use, but be weary of who you are chatting with. A friend of a friend who you dont
really know may simply be impersonating someone your age. People you invite to chat with
that you have never met may be dangerous people. Never agree to meet someone in
person who you dont know. If you really want to meet someone that you have met in an
online environment, take an adult with you. If the person is safe they shouldnt object to
meeting you with another person. If someone continually makes you feel uncomfortable by
inviting you to chat privately online, or threatens you in some form, tell an adult or contact
your local police.
3. Have you ever thought about blocking? If someone invites you to chat or wants to be added
to your IM contact list, but you dont recognize the name simply block that person. If they
are indeed one of your friends then they can tell you their online name when you see them
in person. By blocking people you dont know you are essentially blocking possible bullies.
If the bully doesnt get a rise out of you because you do not respond to their negative emails
or have blocked them, they may stop bullying you.

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Air Dogs Internet Safety Poster Template

To download this template please visit:
www.ophea.net/Ophea/Ophea.net/CyberCopsResources.cfm

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Copy Master 16
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Copy Master 17
Air Dogs Internet Safety Poster Template Sample

Sample Poster

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LITERACY STRATEGIES
Appendix A
THINK LITERACY: Cross-Curricular Approaches, Grades 7-12
Whole-class Discussions: Four Corners


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LITERACY STRATEGIES

Grade 8 Personal Safety and Injury Prevention
What Teachers do
Before
Create a statement or question for
students to ponder that has the
potential for varying degrees of
agreement or preference. (See
Teacher Resource, Possible Student
Answers (Grade 8), Cyberbullying is a
big deal/problem.
Organize the room into four areas
(corners) and label the areas with
pictures such as fire, stoplight,
question mark, group of people
Give students time to think about the
statement/question and then create a
metaphor for it in their head using the
symbolic representations (encourage
them to make their own choices) See
Teacher Resource 1.
Fire: students may consider
going to this picture because
cyber bulling is a hot topic or
they have been in the hot
seat for something they have
been involved with
Stoplight: students may go to
this picture because they have
been warned about cyber
bullying or stopped doing
something that may be a
serious issue
Question Mark: students may
go to this picture because they
do not understand something
about cyber bullying or have
questions around some terms
Group of people: students
may go to this picture because
they feel they know some
people already involved in
something of this nature or
perhaps they have a great
support system to help them if
they were in trouble with cyber
bullying issues.
A minute or two should be ample time; ensure
that this time is spent quietly so that students
make their own choices

Grade 8
What students do
Students will understand the statement

Cyber bullying is a big deal/problem
Carefully ponder the statement, making
a personal decision as to the symbol
that best represents their feelings on
the topic.
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LITERACY STRATEGIES

What Teachers do
What students do
During
Ask students to move to the

corner that best represents their
stance on the issue.
Direct students to take turns
discussing the reasons for their
choices in the groups. In cases
where the groups are not large
enough, pairs may be formed.
In cases where only one student
is in a group, the teacher could
act as the other member of the
pair.
Groups decide on one reason
that they will share with the
whole class that they feel is the
most interesting representation
for the symbol.
After
Direct students to take turns

discussing the reasons for their
choices in the groups. In cases
where the groups are not large
enough, pairs may be formed.
In cases where only one student
is in a group, the teacher could
act as the other member of the
pair.
Groups decide on one reason
that they will share with the
whole class that they feel is the
most interesting representation
for the symbol.

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Move to the corner that best

describes their personal
views on the issue.
Engage in an exchange of
ideas with other members of
their group, remaining open
and communicative.
Ensure that everyone is
heard and that everyone in
the group shares equally.
Prepare to speak to the class
about the groups
discussions, noting common
reasons and differing
opinions.
Highlight their groups main

points with the class pointing
out commonalities and
discrepancies.
Ensure that each member
has something to share with
the group/class.
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LITERACY STRATEGIES
Teacher Resource
Four Corners Sample

Cyberharrassment is a big
deal/problem
To download the full page symbols to use with this strategy in the classroom please visit:
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LITERACY STRATEGIES
Teacher Resource
Four Corners Sample

Cyberharrassment is a big deal/problem Student Sample
It is a hot hot topic

right now.
I have been in the hot
seat with this
I am not really
sure if I know
what is safe?
What happens if
you get caught?
Cyberharrassment is a big
deal/problem
I have a group of friends that had some

problems with harassment on the Internet
My friends and I block out people we dont
know

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I have been warned to monitor how

I use the computer because of
some issues with inappropriate use
of the Internet
There are laws around
cyberbullying just like traffic laws
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LITERACY STRATEGIES
Appendix B
Getting Ready to Read: Extending Vocabulary
Modified Word Wall Strategy (Creating a Word Wall)

What teachers do
What students do
Before
Preview the Air Dogs (Grade 8) text
for key vocabulary. See Appendix E
for the list of terms for use.
Prepare strips of card stock
(approximately 4 x 6) for words and
the same for matching definitions
based on CM4.
Each student receives one card.
During
Ask students to read what is on the
card and attempt to find a matching
partner. Encourage discussion
amongst the students if some word
cards seem to fit two definitions
Students read their card and think

about what it means
Students travel around the class orally

discussing what they have on their
card in an attempt to find a matching
card for what they have. (e.g., Instant
Messaging: Communication Software
allows users to exchange information
online in a synchronous (live)
environment. Communication (usually
between two people) is achieved
instantaneously, hence the term
Instant Message. )
Once they find a match, students will
stand together until all matches are
found
After
Ask the matching pairs of students to

stand and share their word and
definition. Provide an opportunity for
the others to look closely at their cards
and state if they feel that there may be
a discrepancy with what they have. If
this is the case, have students switch
their cards until words and definitions
are correctly matched.

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Students will share their word and

matching definition. An opportunity
will be provided for changes if they feel
that their definition could be better
suited for another word etc.
Students will post the words and
matching definitions on the bulletin
board for reference during the unit.
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LITERACY STRATEGIES
Extending Vocabulary (Creating a Modified Word Wall) Health and Physical Education
Samples:
Camera
Phone
Information and
Communication
Technologies
Instant Messaging
Peripherals
Pirating Software
URL
(Uniform
Resource
Locator)
Web Browser
Word Cards with Definitions

Web Browser
Camera Phone
A cell phone with a built in

camera. Some phones have
the ability to transmit video
and video call and are called
Videophones.
A software application that allows

users to find, access and utilize
information on the Internet.
Common browsers include
Internet Explorer, Netscape
Navigator and Opera.
To download these word cards to use with this strategy in the classroom please visit:
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Samples continued:
URL (Uniform Resource
Locator)
Instant Messaging
The address of a resource or

webpage displayed in the
address bar of a web
browser.
Communication Software
allows users to exchange
information online in a
synchronous (live)
environment.
Communication (usually
between two people) is
achieved instantaneously,
hence the term Instant
Message.
Pirating Software
The act of replicating

software applications for the
purpose of illegal
distribution. Software is
purchased with a specific
licensing agreement. By
copying CD ROMs a user is
infringing upon this
agreement.
Peripherals
Include internal and external

devices that are attached to
your computer. Peripheral
examples include:
scanners, printers, mice,
keyboards, speakers, CD
ROM drives and modems.
Information and
Communication
Technologies (ICT)
Describes a range of
technologies that are used to
convey and or manipulate
information. Examples of
ICT include: desktop
computers; GPS systems;
mobile cell phones; Internet;
television; satellite radios;
DVDs and CD Roms; digital
music players; digital
cameras and USB flash
drives.

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LITERACY STRATEGIES
Teacher Resource
Extending Vocabulary - Further Information for

Creating a Word Wall
Student Sample
Set-up:
The teacher or class creates a set of cards based on the vocabulary/content to master. Each
word card has a definition card. For example, to learn vocabulary, one card would be the
word and the other card would be the matching definition. Each student receives one card.
Steps:
Students stand up (with cards in hand), put a hand up, and find a partner. Students quiz a
partner, get quizzed by a partner and then trade cards to repeat the process with a different
partner. For further instructions see student resource, Quiz-Quiz-Trade, (Observation Form).
(Kagan, 1994)
Management Tips:
If students make the cards, check them for accuracy.
If there are an odd number of students, the teacher can play to get the class started.
If needed, assign who goes first each time.
Remind students to keep a hand up when looking for a partner. This makes it easier to
see students who still need a partner.
A location in the room can be designated for students to wait until they find a partner.
Differentiated Instruction:
Monitor to assess and help.
Put answers on the back of cards if needed.
Colour code cards by levels of difficulty students find someone with the same colour
card to quiz.
Use pictures instead of words.
Social Skills:
Asking questions
Greeting
Departing
Coaching
Praising
Tolerance
Seeking help
Ideas for use in a Health and Physical Education setting:
Energizers (e.g., about you, favourites)
Vocabulary and definitions (e.g., substance use and abuse, healthy eating, growth
and development)
Sport rules
Facts and opinions (e.g., harassment)
Fitness Blast (e.g., muscular endurance, intensity)
Movement Skills (e.g., sending, receiving)

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Appendix C
Reporting Child Abuse and Neglect
Introduction
Ontario's Child and Family Services Act (CFSA) provides for a broad range of services for families
and children, including children who are or may be victims of child abuse or neglect.
The paramount purpose of the Act is to promote the best interests, protection and well being of
children.
The Act recognizes that each of us has a responsibility for the welfare of children. It states clearly
that members of the public, including professionals who work with children, have an obligation to
report promptly to a Children's Aid Society if they suspect that a child is or may be in need of
protection.
The Act defines the term "child in need of protection" and sets out what must be reported to a
Children's Aid Society. This definition (CFSA s.72(1)) is set out in detail on the following pages. It
includes physical, sexual and emotional abuse, neglect and risk of harm.
This information summarizes reporting responsibilities under Ontario's Child and Family Services
Act. It is not meant to give specific legal advice. If you have questions about a given situation, you
should consult a lawyer or the Children's Aid Society.
Responsibility to report a child in need of protection
CFSA s.72(1)
If a person has reasonable grounds to suspect that a child is or may be in need of protection, the
person must promptly report the suspicion and the information upon which it is based to a Children's
Aid Society.
The situations that must be reported are listed in detail below.
Child and Family Services Act CFSA s.72 (1)
Despite the provisions of any other Act, if a person, including a person who performs professional or
official duties with respect to children, has reasonable grounds to suspect one of the following, the
person shall forthwith report the suspicion and the information on which it is based to a society:
1. The child has suffered physical harm, inflicted by the person having charge of the child or
caused by or resulting from that person's,
i.
failure to adequately care for, provide for, supervise or protect the child, or
ii.
pattern of neglect in caring for, providing for, supervising or protecting the child.
2. There is a risk that the child is likely to suffer physical harm inflicted by the person having
charge of the child or caused by or resulting from that person's,
i.
failure to adequately care for, provide for, supervise or protect the child, or
ii.
pattern of neglect in caring for, providing for, supervising or protecting the child.
3. The child has been sexually molested or sexually exploited, by the person having charge of
the child or by another person where the person having charge of the child knows or should
know of the possibility of sexual molestation or sexual exploitation and fails to protect the
child.
4. There is a risk that the child is likely to be sexually molested or sexually exploited as
described in paragraph 3.
5. The child requires medical treatment to cure, prevent or alleviate physical harm or suffering
and the child's parent or the person having charge of the child does not provide, or refuses
or is unavailable or unable to consent to, the treatment.
6. The child has suffered emotional harm, demonstrated by serious,
i.
anxiety,
ii.
depression,
iii.
withdrawal,
iv.
self-destructive or aggressive behaviour, or
v.
delayed development,
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and there are reasonable grounds to believe that the emotional harm suffered by the child results
from the actions, failure to act or pattern of neglect on the part of the child's parent or the person
having charge of the child.
7. The child has suffered emotional harm of the kind described in subparagraph i, ii, iii, iv or v of
paragraph 6 and the child's parent or the person having charge of the child does not provide,
or refuses or is unavailable or unable to consent to, services or treatment to remedy or
alleviate the harm.
8. There is a risk that the child is likely to suffer emotional harm of the kind described in
subparagraph i, ii, iii, iv or v of paragraph 6 resulting from the actions, failure to act or pattern
of neglect on the part of the child's parent or the person having charge of the child.
9. There is a risk that the child is likely to suffer emotional harm of the kind described in
subparagraph i, ii, iii, iv or v of paragraph 6 and that the child's parent or the person having
charge of the child does not provide, or refuses or is unavailable or unable to consent to,
services or treatment to prevent the harm.
10. The child suffers from a mental, emotional or developmental condition that, if not remedied,
could seriously impair the child's development and the child's parent or the person having
charge of the child does not provide, or refuses or is unavailable or unable to consent to,
treatment to remedy or alleviate the condition.
11. The child has been abandoned, the child's parent has died or is unavailable to exercise his
or her custodial rights over the child and has not made adequate provision for the child's
care and custody, or the child is in a residential placement and the parent refuses or is
unable or unwilling to resume the child's care and custody.
12. The child is less than 12 years old and has killed or seriously injured another person or
caused serious damage to another person's property, services or treatment are necessary to
prevent a recurrence and the child's parent or the person having charge of the child does not
provide, or refuses or is unavailable or unable to consent to, those services or treatment.
The child is less than 12 years old and has on more than one occasion injured another person or
caused loss or damage to another person's property, with the encouragement of the person having
charge of the child or because of that person's failure or inability to supervise the child adequately.
Ongoing duty to report CFSA s.72(2)
The duty to report is an ongoing obligation. If a person has made a previous report about a child, and
has additional reasonable grounds to suspect that a child is or may be in need of protection, that
person must make a further report to a Children's Aid Society.
Persons must report directly CFSA s.72(3)
The person who has the reasonable grounds to suspect that a child is or may be in need of
protection must make the report directly to a Children's Aid Society. The person must not rely on
anyone else to report on his or her behalf.
What are "reasonable grounds to suspect"?
You do not need to be sure that a child is or may be in need of protection to make a report to a
Children's Aid Society. "Reasonable grounds" are what an average person, given his or her training,
background and experience, exercising normal and honest judgement, would suspect.
Special responsibilities of professionals and officials, and penalty for failure to report CFSA
s.72(4), (6.2)
Professional persons and officials have the same duty as any member of the public to report a
suspicion that a child is in need of protection. The Act recognizes, however, that persons working
closely with children have a special awareness of the signs of child abuse and neglect, and a
particular responsibility to report their suspicions, and so makes it an offence to fail to report.
Any professional or official who fails to report a suspicion that a child is or may be in need of
protection, where the information on which that suspicion is based was obtained in the course of his
or her professional or official duties, is liable on conviction to a fine of up to $1,000.

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Professionals affected CFSA s.72(5)

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

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Appendix D
ADDITIONAL SUPPORTS
Canadian Alliance Against Software Theft
(www.caast.org)
The Canadian Alliance Against Software Theft (CAAST) is an industry alliance of software manufacturers
who share the common goal of reducing software piracy. CAAST provides educational information to
corporations, consumers, academic institutions and resellers about software theft and its implications.
CAAST is affiliated with the Business Software Alliance (BSA), an organization that runs educational,
enforcement and public policy campaigns to combat piracy in 80 countries around the world.
Copyright Board of Canada
(www.cb-cda.gc.ca) The Board is an economic regulatory body empowered to establish, either
mandatorily or at the request of an interested party, the royalties to be paid for the use of copyrighted
works, when the administration of such copyright is entrusted to a collective-administration society. The
Board also has the right to supervise agreements between users and licensing bodies and issues
licenses when the copyright owner cannot be located. This website provides information about copyright.
Cybercops.net
(cybercops.net)
Hosted by Livewires Design Ltd., Cybercops.net provides additional information on Internet Safety as well
as additional classroom activities to accompany the Air Dogs game.
Cyberbullying
(www.cyberbullying.ca)
This website gives examples of cyberbullying, information on what can be done, facts and news, a
section on "Talking the Talk": A Quick Introduction to Knowing What People Are Saying to Each Other in
Cyberspace and a list of related resources.
Media Awareness Network: Be Web Aware
(www.bewebaware.ca)
Be Web Aware is a national, bilingual public education program on Internet safety. The objective of
everyone involved in this project is to ensure young Canadians benefit from the Internet, while being safe
and responsible in their online activities. Be Web Aware grew out of a series of discussions and a
collective concern among Microsoft Canada, Media Awareness Network and Bell Canada about online
safety. A national coalition of Canadian media companies and non-profit organizations has formed to
promote this initiative across the country.
The goal of the Be Web Aware initiative is two-fold: to raise awareness amongst parents that there are
safety issues when their children go online and that they need to get involved and to provide practical
information and tools that will equip parents to effectively manage Internet use in the home and to teach
their kids to be web aware.
National White Collar Crime Centre
www.nw3c.org
The mission of NW3C is to provide a nationwide support system for agencies involved in the prevention,
investigation, and prosecution of economic and high-tech crimes and to support and partner with other
appropriate entities in addressing homeland security initiatives, as they relate to economic and high-tech
crimes.
Ontario Provincial Police
(www.opp.ca)
The Ontario Provincial Police provide support of both an information and protective nature regarding
many aspects of safety including Internet Safety. The E-crime section focuses their work both on the
preventative aspects as well as the investigative aspects of many types of Internet related crimes.

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The Canadian Antifraud Call Centre

www.phonebusters.com
This call centre is organized into three sections to help consumers recognize fraud, report and ultimately
stop it. The section on recognizing fraud includes a list and description of common scams (or "pitches"),
plus some tips on how to avoid being caught in one! The section on reporting fraud gives information on
what to do if you suspect you are a victim of fraud. In the stop section information is provided to help
organize a fraud awareness event in your community, or find out about events that are already
scheduled.
Violence against Children in Cyberspace
www.crin.org/resources/infoDetail.asp?ID=6567&flag=report
This report was written by ECPAT International with leading experts around the world as a contribution to
the UN Study on Violence Against Children. It draws together the latest knowledge on cyber violence
against children and outlines an agenda for action, including greater industry action and stronger national
legislations harmonised to international standards

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Appendix E
GLOSSARY
ICT Definitions
Camera Phone: A cell phone with a built in camera. Some phones have the ability to transmit video and
video calls and are called Videophones.
Information and Communication Technologies (ICT): describe a range of technologies that are used
to convey and or manipulate information. Examples of ICT include: Desktop Computers; GPS systems;
Mobile Cell Phones; Internet; Televison; Satellite Radios; DVDs and CD Roms; Digital Music Players;
Digital Cameras and USB Flash Drives.
Instant Messaging: Communication Software allows users to exchange information online in a
synchronous (live) environment. Communication (usually between two people) is achieved
instantaneously, hence the term Instant Message.
Peripherals: include internal and external devices that are attached to your computer. Peripheral
examples include: scanners, printers, mice, keyboards, speakers, CD ROM drives and modems.
Pirating Software: the act of replicating software applications for the purpose of illegal distribution.
Software is purchased with a specific licensing agreement. By copying CD ROMs a user is infringing upon
this agreement.
URL (Uniform Resource Locator): The address of a resource or webpage displayed in the address bar
of a web browser.
Web Browser: A software application that allows users to find, access and utilize information on the
Internet. Common browsers include Internet Explorer, Netscape Navigator and Opera.
Internet Vocabulary
Acceptable Use Policy (AUP)
A legally binding document agreed to by online users, which regulates the rules of Internet use at a
school, business, or home. Schools can embed these into agendas or planners, or send home specific
newsletters requiring a signature from parents and students.
Backdoor
A way to bypass authentication and obtain remote access to a computer. A hacker/cracker might install a
backdoor to retrieve files and gain access to confidential information
Bookmark list
A personal list of favorite Web addresses, organized in a single list. All Web browsers allow users to
create bookmarks so users can return to their favourite Websites. Also known as Hotlists. Hackers can
target these lists through software, viruses and Trojan Horses.

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Chat Room
Public places on the Internet where Internet users have live, real-time conversations with many people at
the same time. Everyone in the chat room can see what everyone else writes, but they can remain
anonymous if they wish.
Computer Hacking
A hacker is a person who creates and modifies computer software and computer hardware, including
computer programming, administration and security systems.
Cybercops
An informal reference used by police officers who assist one another to solve Internet based crimes.
Most police units are called High-Tech Crimes Units or Electronic Crime Units in Ontario.
Cybercrime
The Internet creates a new way to commit these crimes by providing a new level of opportunity and
anonymity for those that choose this path. Credit card fraud, harassment and extortion are offences
against the Criminal Code of Canada. Software piracy is punishable via the Copyright Act.
Cybertheft
Cyber-Theft is the use of computers and communication systems to steal information in electronic format.
Cyber-theft usually involves the extraction of a copy of the electronic information.
Counterfeit
A counterfeit is an imitation that is made with the intent to deceptively represent its content or origins.
Domain Name
The unique name that identifies an Internet site. Domain Names always have two or more parts,
separated by dots. The part on the left is the most specific, and the part on the right is the most general.
Government sites contain gov and many educational sites will have edu in their domain names.
Extortion
The use of or the express or implicit threat of the use of violence or other criminal means to cause harm
to person, reputation, or property as a means to obtain property from someone else with his consent.
FLIR
Forward Looking Infrared (FLIR) is a night vision enhancement system with many potential applications in
law enforcement agencies.
Fire Wall
A combination of hardware and or software that protects computers connected to the Internet. Monitors
programs that communicate with the Internet.
Grooming
The process by which a pedophile stalks a victim and lulls them into thinking they are chatting with a
friend. They act as if they were the same age, ask seemingly innocuous questions that helps them
identify the location of the victim. There are several stages in this process during which time they become
increasingly more bold and may mention personal subjects such as removing clothing or asking about
sex.
Hacker
Individual who obtains unauthorized access to computer data most commonly via the Internet.

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Harrassment
The Ophea H&PE Curriculum Resource Support Document, Grade 7(2005) defines harassment as any
unwanted, uninvited remarks, gestures, sounds or actions of a persistent nature that make you feel
unsafe, degraded or uncomfortable. It includes any overt, subtle, verbal or written comments or any
physical conduct which places pressure on, ridicules, degrades, or expresses hatred based on a persons
sex or sexual orientation, race, ethnicity, cultural background, place of birth, religion, citizenship or
ancestry.
Some examples are:
unwanted, unwelcome physical contact like touching, grabbing or patting;
sexual gossip;
obscene phone calls;
rude jokes or suggestive remarks of a sexual nature;
demeaning nicknames;
catcalls, rating, or embarrassing whistles;
stalking;
graffiti;
threats, abuse, or assault;
sexually insulting remarks about race, culture, ability or class.
It is not:
a hug between friends;
mutual flirtation;
sincere and personal compliments.
These types of harassment can take place in person or over the Internet. Harassment of any kind is
unacceptable both in and out of the school environment.
Hotlist
A personal list of favourite Web addresses, organized in a single list. All web browsers allow users to
create hotlists so users can return to their favorite Websites. Also known as bookmarks.
Infrared
Radiation is electromagnetic radiation of a wavelength longer than that of visible light, but shorter than
that of microwave radiation. The name means "below red" (from the Latin infra, "below"), red being the
color of visible light of longest wavelength. Infrared radiation spans three orders of magnitude and has
wavelengths between approximately 750 nm and 1 mm.
Instant Messaging (IM)
A means by which Internet users communicate in real-time. A form of chat but controlled by user utilizing
the software. Users choose who they communicate with and maintain buddy lists for IM purposes that
could include strangers if proper precautions are not taken. Users can block those they do not wish to
have on their list. Can allow the use of web cameras (web cams).
Internet
The network that connects more than four million computers in 160 countries. The Internet is the virtual
space in which users send and receive email, login to remote computers (telnet), browse databases of
information (gopher, World Wide Web), and send and receive programs (ftp) contained on these
computers.
Internet account
Purchased through an Internet service provider, the account assigns a password and email address to
an individual or group, and access to the Internet at large.

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Internet Protocol Number or Address (IP)

The specific number of a computer on the Internet. Can be traced and is identified in email messages in
the hypertext. Sometimes called a dotted quad. A unique number consisting of four parts separated by
dots, e.g. 165.113.245.2
Internet Relay Chat (IRC)
Interactive, real-time discussions between Internet users using text messages. Users logon via telnet to
designated Internet computers and join discussions already in progress, or create conversations of their
own.
Internet Service Provider (ISP)
Any organization that provides access to the Internet. Many ISPs also offer technical assistance to
schools looking to become Internet information providers by placing their schools information online.
Login or Logon
The account name used to gain access to a computer system. Not a secret (the antonym is Password).
Or (verb) the act of entering into a computer system. It is not recommended that users create a login
name that would reflect their gender or age to sign onto a computer system.
Mailing lists
There are more than 4,000 topic-oriented, email-based discussion groups that may be read and to which
users post. Internet users subscribe to the lists they want to read and receive messages via email. Also
known as discussion groups or listservs. Students are discouraged from belonging to such groups since
pedophiles search for young people on whom to prey.
Network
A group of connected computers. Most school networks are known as LANs, or Local Area Networks,
because they are networks linking computers in one small area. The Internet could be referred to as a
WAN, or a Wide Area Network, because it connects computers in more than one local area.
Online/Offline
When you are logged onto a computer through your modem, you are said to be online. When you are
using your computer but are not connected to a computer through your modem, you are said to be
working offline.
Password
A code used to gain access to a locked system or file. A good password does not reveal your identify or
your gender. It may include numbers and letters, some people replace a word, such as password using
numbers for vowels. i.e. p2ssw0rd.
Phishing
Refers to luring techniques used by identity thieves to fish for personal information in a pond of
unsuspecting Internet users. Their objective is to take this information and use it for criminal purposes
such as identity theft and fraud. Phishing is a general term for the creation and use by criminals of
emails and websites designed to look like they come from known, legitimate and trusted businesses,
financial institutions, and government agencies in an attempt to gather personal, financial and sensitive
information. These criminals deceive Internet users into disclosing their bank and financial account
information or other personal data such as usernames and passwords.
Royal Canadian Mounted Police
The Royal Canadian Mounted Police provides federal policing services, contributing to efforts to ensure
safe homes and safe communities in the Province of Ontario.

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Suspended sentence
A suspended sentence is a legal construct. Unless a minimum punishment is prescribed by law, the court
has the power to suspend the passing of sentence (generally for a period of three years) and place the
offender on probation. It is the passing of the sentence, not the sentence itself that is being suspended.
This means that if the person is convicted of another offense during the period when the passing of
sentence had been suspended, then the person may be sentenced for the original offense.
Thermal Imaging
Use of specialized camera equipment which pick up an image of the heat released from a body. The
person appears in red or yellow, while the surrounding inanimate objects will appear blue or violet.
Triangulate
Triangulate is determining the location of a person using a cell phone by using two kinds of information.
The strength of the signal that it received at a nearby phone tower and the length of time it takes for the
signal to travel from the tower to the cell phone. By comparing information from three nearby cell phone
towers, the geographic location can be determined.
Search Warrant
A search warrant is a written warrant issued by a judge or magistrate which authorizes the police to
conduct a search of a person or location for evidence of a criminal offense, and seize the evidence.
Server
A company providing many different services to clients on the www, such as web page hosting, email
services.
Signature file (SIG)
A return address and information such as name, phone number, and email address that users put at the
bottom of email messages. Usually it is a simple text message, automatically added by your email
program.
Software Piracy
Software piracy is defined as the unauthorized distribution or reproduction of software for business or
personal use. The purchaser of software is the licensed user, not the owner of the software and has the
right to use the software on a single computer but not to put copies on other computers or to pass that
software on to friends. Whether software piracy is deliberate or not it is illegal and punishable by law.
Spam
Unsolicited email. Applies primarily to commercial messages posted across a large number of Internet
Newsgroups, especially when the ad contains nothing of specific interest to the posted Newsgroup. Spam
sent in bulk, slows down bandwidth and causes the users server to work more slowly.
Trojan (Horse)
Trojan Horse is a form of a program that can plant itself on a hard drive. It can be received via a hacker or
as a file masquerading as an innocuous downloadable file within an email or peer to peer network. It
could simply delete files on your system, or it can plant itself and give remote users full access to your
system. Similar to worms and viruses, which replicate themselves. The biggest danger with a worm is its
ability to replicate itself on your system, so rather than your computer sending out a single worm, it could
send out hundreds or thousands of copies of itself, creating a huge devastating effect.

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Typosquat Site (misspellings)

Children and even adults often misspell words when searching for something on the Internet.
Pornographers will take advantage of that and will create websites that use these commonly misspelled
words to lead you onto their pornography sites. For example, Britney Spears is one of the most
commonly searched for terms on the Internet. Misspellings such as Brittney Spears, or Britney Speers
will lead you to pornography sites.
Uniform Resource Locator (URL)
The address and method used to locate a specific resource on the Internet. A URL beginning with http://
indicates that the site is a www resource and that a web browser will access it. However, http:// is not
required when typing most URLs into the browser.
U.S. Homeland Security
A federal agency whose primary mission is to help prevent, protect against, and respond to acts of
terrorism on United States soil.
Virus
A computer virus attaches itself to a program or file so it can spread from one computer to another,
leaving infections as it travels. There are dialers which change your dial-up number. There are many
ways to prevent this from happening, including fire walls and also protections against Spyware and
HiJackers (hackers). Computers should have anti-virus software, which are available online.
Waybill Number
When a package is shipped by courier, the sender fills out a waybill, a sheet of paper that states the
contents of the package. The courier company then gives the shipment a waybill number, a digitized
representation of the code on the package, which helps to trace the package.
Web Browser (Also known as Internet Browser or Browser)
Software that allows computer users to access and navigate the contents of the Internet. e.g. Internet
Explorer, Netscape.
World Wide Web (WWW, W3 or Web)
An information and retrieval system based upon the hypertext transfer protocol (http) that transfers
hypertext documents across computer systems. The Web was created by the CERN High-Energy
Physics Laboratories in Geneva, Switzerland in 1991.

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REFERENCES
Criminal Code of Canada R.S. (1985).
Institute for Catholic Education. (1998). Ontario Catholic School Graduate Expectations. Toronto.
Belsey, Bill. Cyberbullying: An Emerging Threat to the Always On Generation. www.cyberullying.ca.
Jilks-Racine, J. (2005) Internet Safety. Ontario Principal's Council Register Spring 2005, Vol. 7 (1).
Toronto.
Ministry of Education. (1998).The Ontario Curriculum, Grades 1-8, Health and Physical Education.
Queens Printer for Ontario.
Ministry of Education. (2001). Code of Conduct, Ontario Schools. Queen's Printer for Ontario.
Ophea, (2000). Health and Physical Education Curriculum Support Documents, Grade 7.
Ontario Child and Family Services Act, R.S.O. (1990).
Ontario Conference of Catholic Bishops. Fully Alive (Grades 1-8). Pearson.
Ontario Provincial Police. Internet Safety Tips for Teens and Internet Safety Tip for Parents.
Statistics Canada.(2005). Family Violence in Canada: A Statistical Profile. Canadian Centre for Justice
Statistics.
www.bewebaware.ca Media Awareness Network
www.cb-cda.gc.ca/new-e.html Whats new at the Copyright Board
www.crin.org/resources/infoDetail.asp?ID=6567&flag=report Violence Against Children in Cyberspace
www.cyberbullying.ca A website dedicated to the issue of cyberbullying.
www.cybercops.net LiveWires Design Ltd.
www.cybertip.ca Canadas National Tipline
www.opp.ca Ontario Provincial Police
www.phonebusters.com The Canadian Anti-Fraud Call Centre

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CYBERCOPS:

Health and Physical Education

Health and Physical Education

Section 2 - The Unit

Health and Physical Education

Health and Physical Education

Cyberdangers: The Current Environment

99% of young people have

(Frank Clegg, Microsoft Canada)

Health and Physical Education

How Principals/Vice Principals can Help

Appropriate Supervision of Students Using the Internet

Health and Physical Education

Steps to Dealing with Inappropriate use of Technology

Health and Physical Education

How Teachers can Help

Create a recommended list of resources rather than allowing

Health and Physical Education

Health and Physical Education

follows the established rules and

Health and Physical Education

4. Communicate with the School

Health and Physical Education

CONNECTIONS TO THE GRADE 8 CURRICULUM

Health and Physical Education

Health and Physical Education

Notes for Catholic District School Boards

Health and Physical Education

Did You Know?

Software Piracy and the Law

Health and Physical Education

Health and Physical Education

CYBERCOPS UNIT PREPARATION

Health and Physical Education

Air Dogs Game Overview

Health and Physical Education

The Detective's Notebook

1. Microscope. Cyberpolice can detect fake copies of CDs by making a microscopic

Health and Physical Education

Health and Physical Education

1. Air Dogs Game Synopsis

Health and Physical Education

Health and Physical Education

4. Internet Safety Plans

Health and Physical Education

CYBERCOPS UNIT OVERVIEW

4 Sub-Tasks (approximately 30 50 minutes each)

Assessment and Evaluation

CM11 Decision Making Model Checkbric Assessment Tool

Links to Prior Knowledge

Assessment Opportunities: Suggestions for Assessing Expectations

Health and Physical Education

Cyberharassment is a big deal/problem.

Health and Physical Education

Assessment Opportunities: Suggestions for Assessing Expectations

Health and Physical Education

Health and Physical Education

Health and Physical Education

Health and Physical Education

Health and Physical Education

Health and Physical Education

Information and Communication Technology (ICT) Inventory

What types of ICT do you