Mirror Image Teachers Guide

CYBERCOPS:
Mirror Image
An Interactive Internet Safety Program
GRADE 7
TEACHER RESOURCE PACKAGE
CyberCops Unit
Health and Physical Education
Grade 7
Healthy Living
Personal Safety and Injury Prevention
ACKNOWLEDGEMENTS
Ophea would like to acknowledge the following for their contributions to this resource:
Development team:
Michael Brophy, Ontario Principals Council
Debra Courville, Ophea Curriculum Advisory Council
Colin Harris, Educational Computing Organization of Ontario
Ken Morris, Toronto Catholic District School Board
Kelly Pace, Conference of Independent Schools
Jennifer Jilks-Racine, Educational Computing Organization of Ontario
Steve Soroko, Ophea
Mel Trojanovic, Halton District School Board
Reviewers:
Michael Brophy, Toronto District School Board
Jennifer Jilks-Racine, Educational Computing Organization of Ontario
Sharron McKeever, Institute for Catholic Education
Ken Morris, Toronto Catholic District School Board
Tim Overholt, Halton Catholic District School Board
Troy Parkhouse, Ophea Curriculum Advisory Council
Lara Paterson, Limestone District School Board
All field test participant schools.
LiveWires Design Ltd.
Ministry of Education
Ontario Provincial Police
This Internet Safety Initiative was made possible by a grant from the Ministry of
Education in partnership with the Ministry of the Attorney Generals Victim Justice Fund.
CyberCops Unit
Grade 7
Healthy Living
TABLE OF CONTENTS
Section 1 Upfront
Introduction....
The Principal.
The Teacher.
The Student..
The Parent..
Connections to the Grade 7 Curriculum....
Using CyberCops .....
Background......
Definitions.
Section 2 - The Unit

CyberCops Unit Preparation...
Mirror Image - Game Overview.
1.The Detectives Notebook..
2.Mirror Image Game Synposis...
3.Behind the Headlines.
4.Internet Safety Plans..
CyberCops Unit Overview...
Lessons 1-5 ..
Section 3 Supports
Copy Masters..
Appendices
A Literacy Small-Group Discussions Placemats ...
B Literacy Getting Ready to Read
C Literacy Gathering and Evaluating
D Reporting Child Abuse and Neglect.
Additional Supports....
Glossary ...
CyberCops Unit
Grade 7
Healthy Living
SECTION 1
Upfront
CyberCops Unit
Grade 7
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. In its attempts to address this, The Mirror Image game has
three goals:
1. Protect Yourself. Mirror Image was designed to help youth to recognize the tactics predators use to
exploit vulnerable teens. The game encourages young people to discuss
strategies for protecting themselves from a similar experience.
Did You Know?
2. Protect your Computer. Youth often disable safety software, leaving
the computer open to incursion. Mirror Image explains why it is important
to use safeguards such as firewalls and virus protection.
3. Turn to a Trusted Adult. Mirror Image illustrates how cyber police
officers can protect youth who find themselves in a dangerous situation.
The game is designed to open a dialogue on Internet safety between
youth and a trusted adult (e.g., teachers, parents).
99% of young people

have access to the
Internet
80% have Internet access
in their home
The average child
maintains about 40 online
buddies or contacts
10% of these buddies are
strangers
(Frank Clegg, Microsoft
Canada)
CyberCops Unit
Grade 7
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.
CyberCops Unit
Grade 7
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.
CyberCops Unit
Grade 7
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.
CyberCops Unit
Grade 7
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.
CyberCops Unit
Grade 7
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.
CyberCops Unit
Grade 7
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 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.
CyberCops Unit
Grade 7
Healthy Living
CONNECTIONS TO THE GRADE 7 CURRICULUM

Health and Physical Education Personal Safety and Injury Prevention (The Ontario Curriculum,
Grades 1-8, Health and Physical Education, 2000)
Personal safety and injury prevention are essential components of the healthy living strand. Education in
these areas is critical for reducing 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, analyze, and
discuss a wide variety of media works and to relate them to their own experience. They should also have
opportunities to use a range of technologies to create media works of many types (e.g., drawings,
cartoons, designs, radio plays, films, World Wide Web pages).
CyberCops Unit
Grade 7
Healthy Living
USING CYBERCOPS
The CyberCops: Mirror Image disc included in this resource includes the following: a Guide for Parents
and Teachers, the Detectives Notebook, a slide show that demonstrates how the game can be used in
the classroom, the Mirror Image game, Internet Safety Plan pages, and the Behind the
Headlines module.
1. Download the Guide for Parents and Teachers and the Detectives Notebook. The guide is a PDF
that can be downloaded to paper. It gives useful background information and suggestions for using the
game in the classroom. Teachers should also download the Detectives Notebook and the Internet Safety
Plan pages. The Answer Page is included in this resource.
2. View the slide show for background and suggestions on how the game can be played in the
classroom.
There are two ways of playing Mirror Image in the classroom:
Theatre Style: The game can be played on a single computer, hooked up to a projector at the front of the
classroom. The teacher assigns one student to use the keyboard, while the rest of the class is asked to
call out their answers to the puzzles. Played this way, the class will finish the game in approximately 40
minutes.
Small Groups: The game can also be loaded onto multiple computers, with students playing in pairs.
One student is in charge of the keyboard, while the other writes down the clues. Played this way, it will
take approximately 60 minutes to play the game.
Note: the game must be played in sequence as it can not be stopped and restarted at the point stopped.
3. Download the game from the disc. The Mirror Image story is told through two simultaneous streams
of video. In order to achieve a smooth playback of both video streams, use a computer with a minimum of
128 Mg of RAM (256 is preferred). The computer should be loaded with Quicktime 6.0.
4. View Behind the Headlines. Behind the Headlines is an interactive newspaper featuring interviews
with a teenage victim of the New Brunswick stalking case. "Caitlin", her parents, two police officers and
the prosecutor describe how the stalker was caught and convicted. The interviews encourage students to
discuss the real life consequences of stalking. Note: Be aware that the content in this story is factual
and references are made to sexual conduct. Appropriate pre-teaching should take place, and teachers
should check with school board guidelines around addressing this issue.
Teachers and police officers can visit the website www.cybercops.net for other ways of using Mirror
Image in the classroom.
CyberCops Unit
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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
CyberCops Unit
Grade 7
Healthy Living
DEFINITIONS
The following definitions can help teachers and other users, such as community police officers to identify
and understand the following elements within the game: criminal harassment, pornography and child
luring.
Harrassment
The Ophea H&PE Curriculum Resource Support Document, Grade 7(2005) defines harassment as any
unwanted, uninvited remarks, gestures, sounds or actions of a persistent nature that make you feel
unsafe, degraded or uncomfortable. It includes any overt, subtle, verbal or written comments or any
physical conduct which places pressure on, ridicules, degrades, or expresses hatred based on a 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.
CyberCops Unit
Grade 7
Healthy Living
Criminal Harassment
Criminal harassment can take the form of stalking. This form of criminal harassment involves persistent
behaviours that instill apprehension and fear in its victim. With the advent of new technologies, traditional
stalking has taken on entirely new forms through media such as Internet and email - sometimes referred
to as cyberstalking.
How Cyberstalking Occurs
a. Searching for a Victim
The Internet offers hundreds of thousands of websites with personal profiles and photographs: online
beauty contests, dating services, and sites dedicated to hobbies and sports. This enables the
cyberstalker to conduct an exhaustive search for victims who fit his personal preferences. Note that
income, education, urban or rural living makes no difference on who a cyberstalker will select.
b. Tracking the Victim
Once a cyberstalker has chosen a victim, they can assemble a dossier on their quarry before they make
contact. The Internet provides instant access to addresses, maps, telephone directories, and school
websites. Many cyberstalkers create detailed lists of their victims activities each day of the week.
c. Creating a False Identity
The Internet is the ideal tool for a predator who wants to meet young people, because they can invent a
persona that will appeal to their victim. The cyberstalker may converse with a potential victim for weeks
before revealing who they really are.
d. Disappearing without a Trace.
A cyberstalker whose identity is known can be cautioned by a restraining order or a visit from police. But
a cyberstalker who uses the Internet is difficult to trace. They may mask their email address behind
multiple facades and torment their victims for months before being discovered.
It is important to note that these actions can escalate very quickly into other forms of harassment and put
the victim in danger. In 2005, the Canadian Centre for Justice Statistics reported that one third of stalking
victims feared for their life. Cyberharassment can lead to criminal charges and should therefore not be
ignored. It should be reported to police.
Cyberstalking and the Law
The Criminal Code of Canada makes reference to stalking as criminal harassment. It states that no
person shall engage in repeated conduct (such as following or stalking, communicating directly or
indirectly or threatening) that causes the other person to fear for their safety or the safety of anyone
known to them. These actions are all punishable by law.
Prevention
If cyberstalking persists, children must confide in their parents, a teacher or a police officer. Adults are
best situated to take the next step, which may be reporting the behaviour to their Internet Service
Provider, the school board, the local police or the RCMP.
CyberCops Unit
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Healthy Living
Child Pornography
Indirectly, the widespread presence of child pornography on the Internet confirms the existence of an
organized and mobilized community of predators who regard the sexualized imagery of children as
instrumental to the satisfaction of their sexual appetites. The ready availability of online imagery promises
to affirm and possibly increase these appetites.
More directly, child pornography may also serve as a tool in the arsenal of sexual predators who are
engaged in the business of "grooming" and "luring" child victims. Here, examples of child pornography
may serve as proof to their prey that child sexuality is "normal." Predators are also known to solicit photos
from children and youth. These photos may then become an irretrievable part of an international library of
child pornography.
As always, the responsibility rests with adults to educate children about these dangers and to be
proactive about supervising the Internet activities of children and youth.
How Child Pornography Occurs
The creation and distribution of child pornography, once a backroom industry, has been radically
transformed by computer and digital technology. Hardware such as digital cameras, video cameras and
webcams, combined with sophisticated software and an Internet connection, increases exponentially the
sheer volume of available product even while it creates instantaneous access to that product. In the
borderless world that is the Internet, child pornography has become a truly global industry.
Cheap admission to a vast, unregulated international marketplace represents a stunning benefit for
purveyors of child pornography. First, since their work is illegal, it has been, by definition, clandestine.
Second, the rate at which this technology can be adapted and improved effectively guarantees that the
race to apprehend these criminals will be rigorous, intense and ongoing. International policing efforts over
the past decade confirm that the worldwide volume of child pornography is extensive. Third, the Internet
currently provides purveyors with a degree of anonymity.
Consumers of child pornography also enjoy anonymity as an online benefit. The Internet creates
opportunities for consumers to seek and find not only a product, but also a supportive community. In
numbers, there is not only safety but shared information.
Child Pornography and the Law
The Criminal Code of Canada defines Child Pornography as:
A photographic film, video or other visual representation, whether or not it was made by electronic or
mechanical means that shows a person who is or is depicted as being under the age of 18 years and is
engaged in or is depicted as engaged in explicit sexual activity.
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Healthy Living
Child Luring
Luring is an illegal act whereby someone communicates with a child on the Internet for the purpose of
committing a sexual offense against that child. Depending on the offense committed the required age of
the child can vary from 14 to 18 years old.
The Media Awareness Network conducted a research program in 2000 that revealed that of all young
Internet users, 25% of children and youth have been asked, by someone they have only ever met on the
Internet, to meet face to face. Also reported, and of perhaps greater concern, is that 15% of all young
Internet users have met, in person, at least one individual they first met on the Internet - putting
themselves in real danger.
How Child Luring Occurs
Over the course of an Internet friendship, familiarity, trust and affection develop between the predator and
the victim. Some predators are willing to travel thousands of miles and cross international borders to
connect with their online victims. Many studies show, however, that most predators reside within 100
kilometers of the victim's home.
It is common for a predator to spend time quietly observing the dialogue in youth chat rooms. Such
anonymous "spying" offers a means of identifying a vulnerable child and staying in synch with a chat
room's dynamic. They stay current on issues, trends and cultural references that are important to their
target age group. It is this knowledge that makes it easy to join in the conversation.
Once a conversation has been initiated, the predator will devote a great deal of time and energy to
establishing "trust" and a "friendship" with the target child. At the outset, conversations may appear
normal. The predator, however, soon employs strategies to exploit the vulnerabilities of youth. They will
demonstrate a "genuine" interest in the child and will go to great lengths to flatter the child and convey
understanding for all aspects of his or her life. This attention - heavy acquaintanceship quickly becomes a
"friendship" where confidences and secrets are shared.
Predators soon lure their victims into increasingly intimate conversations. They send photos and then soft
porn leading to more and more sexual content laden conversations. At this point the predator might
maneuver the child into meeting with him. Youth suffering from a lack of intimacy and have needs for
friendship are the most vulnerable. Predators know that these troubled adolescents are looking for selfvalidation and companionship; these kids are vulnerable as they lack the protective networks that the rest
of us have around us.
Since 2002, Cybertip.ca, Canadas national online child protection website, noted that luring accounted
for 10% of their reports, making it the second-largest category of complaint. The majority of these
incidents involved luring adolescent girls.
Cyberluring and the Law
Canadian legislation prohibits the luring of children. Since 2002, the Criminal Code of Canada has
criminalized electronic communication with a person believed to be a child for the purpose of facilitating
the commission of sexual offences. Internet luring of children is punishable by law.
CyberCops Unit
Grade 7
Healthy Living
SECTION 2
The Unit
CyberCops Unit
Grade 7
Healthy Living
CYBERCOPS UNIT PREPARATION

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

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

One of the goals of the CyberCops program is to explore the emerging career
Choice of becoming a cybercrime specialist and the technology used in that line of work. Therefore, the
program begins with an interactive module with a short slide show. In the show, an officer from the
Ontario Provincial Police explains each tool used to gather and process digital evidence.
1. Magnify. Internet predators use fake emails and websites to fool recipients into
revealing personal information. To combat this, cyberpolice look for errors, false information or spelling
mistakes showing that the suspect has altered the document. Police also use magnification to compare
the unique characteristics of original documents with documents seized from suspects.
2. Search a Directory. The Internet offers hundreds of directories where a stalker can find
information about a person he is targeting. But cyberpolice can use the same directories to find the
predator. They cross-reference phone numbers, addresses, city maps, email and website information to
build up a picture of the man they are trying to find.
3. Look Up a Domain Name: Whois. If cyberpolice officers believe that a stalker is using
a specific website to lure young people, they employ a "domain name lookup", also called a Whois. This
service provides all the information that was provided at the time that the website was registered, usually
the names of the host server and the subscriber.
4. Retrieve Emails: Scavenger. When a search warrant is issued, the electronic devices
in the suspect's home or office are seized and brought to the police lab. There, police review all of the
files. They also use special software to retrieve files, including emails, that have been deleted. In the
Mirror Image game we have given this technology the name Scavenger.
5. Mapping Internet Transmissions: Nomad. Each email has an Internet Protocol

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

The following pages provide teachers with a brief overview of the Mirror Image game. This includes a
synopsis of the plot and a description of how each clue can be solved. Nevertheless, it is recommended
that teachers play the game to the end before introducing it to the students.
Mirror Image opens as the CyberCop is getting ready to end his shift. Suddenly he receives a call on his
webcam. Two young girls, Sheena and Megan, want to report a crime.
Sheena is being stalked by a man she met on the Internet. Mitch contacted Sheena after reading her
profile on Instant Messaging. He claimed to be a modelling agent and offered to send her photos to a
New York agency that was engaged in a 'search for new faces'. Sheena was thrilled. She filled in the
application form Mitch sent her, giving him personal information.
Soon after, she noticed that a black van was following her in the street. Then she began to receive
threatening phone calls. To protect herself from the stalker, Sheena turned to the cyberpolice.
Challenge: The CyberCop asks Sheena to send the home page for the modelling agency and the
application form that Mitch sent her. Students must compare the two documents to determine whether the
application form really comes from the modelling agency or whether it was faked by Mitch.
Solution: Students click on the magnifier and compare the two documents, section by section. When they
compare the right side of the two documents a sharp-eyed student should notice that the address of the
modelling agency - Berkeley Street - is spelled wrong on the application.
Megan also posted her profile on Instant Messaging (IM) where it caught the eye of Mike. The two
exchanged emails. Then Mike began to send Megan gifts. Now Mike has invited Megan to a romantic
dinner at an expensive restaurant.
Meanwhile, Sheena has persuaded her cousin to shoot a photo portfolio. She sent Mitch photos in her
cheerleading outfit and in street clothes. Soon afterward, Mitch asked Sheena to pose for more
provocative pictures, but she refused.
Challenge: The CyberCop asks Sheena to send him the profile that she posted on Instant Messaging.
She also forwards the photographs she emailed to Mitch. The challenge is to determine whether Mitch
would have been able to use this information to discover the location of Sheena's school.
Solution: The IM Profile indicates that Sheena goes to a Toronto school that is located close to her gym.
The logo on her shirt suggests that either her school or her gym has the letters 'ing' in its name. When
students use the telephone directory to look up the names and addresses of gyms and schools, they find
that Springboard Gym is located on the same street as Glen High School. This is how Mitch was able to
find the address of the high school that Sheena attends.
The cyberpolice officer breaks the bad news to Sheena: her photographs have been altered and placed
on pornographic websites all over the world. Her dreams of a modelling career are over.
Then, to the dismay of both girls, the cyberpolice discover that Mitch and Mike are the same man. He has
been able to track the two girls because the application form for the modelling agency has placed a
Trojan on their computers.
CyberCops Unit
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Healthy Living
"Mitch" is able to open all of their files, read their Instant Messages, and activate their webcams to
videotape them in their bedrooms.
Challenge: Students are asked what facts they can discover about the man who calls himself Mitch and
Mike. They are given his email address and the website of his model search company.
Solution: Students click on the icon of the Whois to get the information that was filed with Mitch's website
when it was registered. They follow the trail of the website owners until it reaches a dead-end in Moscow.
However, they do find that Sheena's photos are now posted on a website owned by a man named
Vladimir.
The CyberCop warns: "We have to catch the predator with his hands on the keyboard or he'll just claim
someone else made the child pornography."
Challenge: First, students must remember an unusual, specific word that was used in a conversation with
Mitch: 'Panorama', 'g-string' and 'mysterious beauty' are options. Then, students use Scavenger to search
the hard drive of Sheena's computer for the email that contains this word.
Challenge: Students search the code at the bottom of the email to find the Internet Protocol (IP) address
of the server Mitch used. The IP address is embedded in the code: 156.114.152.256.
Challenge: Nomad technology gives us the latitude and longitude of the computer that Mitch is using.
Students have to scour the satellite images for the Toronto building at this location. When students run
the cursor over the building, the the IP address confirms the address where the police must go to make
the arrest.
Solution: To find Sheena's images, students will have to remember the name of the computer: Keyhole.
The cyberpolice enter Mitch's office and arrest him while he is still deleting files from the computer.
CyberCops Unit
Grade 7
Healthy Living
3. Behind the Headlines

After playing the Mirror Image game, students often ask: "Did this really happen?" When they learn that
Mirror Image is based on a true story, they often want to learn the details. Therefore, the Mirror Image
package comes with an interactive "newspaper" that tells the story of one of the victims and her family.
This story can be used to encourage students to look at the emotional consequences of stalking.
Note: Be aware that the content in this story is factual and references are made to sexual conduct.
Appropriate pre-teaching should take place, and teachers should check with school board guidelines
around addressing this issue.
Caitlin is one of the victims of the stalker Robert Laking. Now eighteen, she can speak openly about the
months when she was afraid to open her email messages or to answer the phone.
After she played the Mirror Image game, Caitlin agreed to be interviewed so that other teens could learn
from her experience. Her parents and the police officers who solved the case were also gave their
thoughts on the legal, social and ethical dilemmas posed by the case.
1. Caitlin - When Caitlin's friends began to complain about "Rob", a man who was harassing them online,
Caitlin offered to tell him off. Soon she became the target of abuse herself. In her interview, Caitlin
explains what happened when she tried to deal with the situation alone.
2. Caitlin's Parents - When Caitlin finally told her parents about the stalker, their emotions ran from anger
to panic. This interview follows the family's first attempts to protect their daughter, attempts that could
have landed them in legal difficulties of their own.
3. Inspector Jeff Adam - The police were initially stumped in their attempts to track Robert Laking. In his
interview, Insp. Jeff Adam of the Royal Canadian Mounted Police tells how he was able to find the
electronic evidence to arrest the stalker.
4. Sgt. Fred Morton - When Caitlin's family approached Sgt. Fred Morton of the Saint John Police
Department, they were distraught. Sgt. Morton mapped out a strategy to protect the victims and their
families in the days leading up to the arrest.
5. James McAvity - As Crown Prosecutor, James McAvity was responsible for bringing Robert Laking to
trial. In this interview he explains how he chose his trial strategy.
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4. Internet Safety Plans

Mirror Image is fun to play - but does it work as an Internet safety tool? That was the question posed by
researchers at the University of Lethbridge. They found that students designed more guidelines for their
Internet behavior after playing Mirror Image.
Researchers in the Faculty of Education at the University of Lethbridge were curious to know whether
computer games are an effective tool to communicate ideas about risky behavior, ideas that youth might
otherwise ignore.
During the 2004 school year, researchers conducted an evaluation of the Mirror Image game with 500
students from schools in Canada, the United States and Australia. Students filled in an Internet Safety
Plan before and after playing Mirror Image. The completed surveys were analyzed to see whether there
was a significant increase in safety ideas in three areas. The research from the University of Lethbridge
has shown that:
-there was an increase in the guidelines students had for their personal protection. The most
dramatic gains were made in the number of students who realized they should not send
photographs of themselves over the Internet.
-the researchers noted a dramatic increase in the guidelines for protecting the family computer,
as students recognized the importance of using filtering software and controlling webcam use.
-perhaps the most gratifying result was a significant rise in the number of students who wrote
that they would talk to their parents or a police officer if they ran into difficulties online.
Teachers using Mirror Image in the classroom may ask their students to fill out an Internet Safety Plan.
This will help students to remember what they have learned from the experience.
CyberCops Unit
Grade 7
Healthy Living
CYBERCOPS UNIT OVERVIEW

Duration:
5 Sub-Tasks (approximately 30 50 minutes each)
Description:
By the end of this unit the students will connect the harassment definition previously introduced (in the
Personal Safety and Injury Prevention unit) to include the description of the term cyberharassment and
identify specific ways that they can deal with it. Students will identify people and resources that can
support someone experiencing cyberharassment.
Sub-Task Title
1. Defining Cyberharassment
2. Mirror Image Playing the Game
3. Is this Just a Game?
4. Making Good Decisions and Choices
5. Making Good Decisions and Choices II
Expectation Codes
7p14, 7p15
7p14, 7p15
7p14, 7p15
7p14, 7p15
7p14, 7p15
Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some of the assessment strategies and tools
included are:
o CM4 - Self/Peer Assessment Checklist
o CM5 - Graphic Organizer Rating Scale
Links to Prior Knowledge
Prior knowledge refers to the overall expectation in the Grade 6 Ontario Curriculum document which
states that the students will identify and describe methods for preventing and treating ailments and
identify the responsibilities associated with caring for themselves and others. Students will describe how
to respond appropriately to potentially dangerous situations.
Students should have previous experience/knowledge of:
o working in groups
o role play
o peer assessment
o the definition of harassment
o how to complete a graphic organizer
o computer skills (in order to navigate the Mirror Image game)
Notes to Teacher
About the Unit
The overall and specific expectations in this unit are age-appropriate and should be addressed with
sensitivity and respect for individual differences. Because of the sensitive nature of these topics, parents
or guardians must be informed about the content of the curriculum and time of delivery. Teachers and
learners must develop a comfort level with these topics so that information can be discussed openly,
honestly, and in an atmosphere of mutual respect. These expectations should be addressed only after
teachers have developed a rapport with their students.
Read the Role of the Teacher and the Role of the Principal (pages 4 - 7) prior to starting the unit or
playing the game.
Teachers should integrate the lessons on Internet Safety into the Personal Safety and Injury Prevention
unit (Unit 1) in the Ophea, Grade 7, Curriculum Resource Support Document.
CyberCops Unit
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Healthy Living
Teachers should send home CM10 - Letter to Parents

Teachers should become familiar with the Mirror Image game (i.e., play the game) before introducing it to
the students.
Teachers should decide if the game will be played in theatre style or in small groups and arrange for the
necessary computers for an adequate amount of time.
Dealing with Disclosure
Teachers are required to be aware of legislation (Child and Family Services Act, Section 72 Duty to
Report) and school board policies regarding reporting of disclosures of abuse (or suspected neglect) to
the 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 D for a complete listing of the Child and Family Service Act responsibilities.
Cautionary Notes:
During the presentation of the following material, the potential exists for students to disclose personal
experiences of an abusive nature. Encouragement should be given to the student to take up such matters
with the teacher outside the context of the class. It is incumbent upon the teacher to follow up with the
directions specified in their boards Child Abuse Protocol.
Be aware that the content in the Behind the Headlines story is factual and references are made to sexual
conduct. Appropriate pre-teaching should take place, and teachers should check with school board
guidelines around addressing this issue.
Modifications and/or Accommodations
Not all students in a Grade 7 classroom will be able to complete independently all of the unit
suggestions or assessments. Teachers may wish to adapt the Teaching/Learning Strategies to
accommodate the needs of exceptional students consistent with the strategies outlined in their
IEP. Students may require scribing, instructions repeated, paired groupings, etc.
Appendices
Copy Master 1 Internet Inventory
Copy Master 2 Dealing with Cyberharassment
Copy Master 3 Cyber Organizer
Copy Master 4 Self/Peer Assessment Tool
Copy Master 5 Graphic Organizer Checklist
Copy Master 6 Introduction to the Game (The Real Story)
Copy Master 7 CyberCop Log Book
Copy Master 8 CyberCop Log Book Answers
Copy Master 9 Profile and Supports
Copy Master 10 Sample Letter to Parents
Copy Master 11 Code of Conduct
Copy Master 12 Cybercrime Specialist
Appendix A Placemat (Oral Communication)
Appendix B Word Wall (Writing)
Appendix C Gathering and Evaluating (Reading)
Appendix D - Reporting Child Abuse and Neglect
Appendix E Additional Supports
CyberCops Unit
Grade 7
Healthy Living
Sub Task # 1
Title: Defining Cyberharassment
Materials
CM1 Internet Inventory
CM3 Cyber Organizer
CM5 - Graphic Organizer Checklist
Appendix B - Word Wall Description
Chart Paper
CM2 - Dealing with Harassment

CM4 - Self/Peer Assessment Checklist
Appendix A Placemat Description
Markers
Writing Utensil
Description
Students develop an understanding of cyberharassment and explore a variety of ways to deal with it.
Expectation
Code
7p14
7p15
Learning Expectation
describe harassment and identify ways of dealing with it (e.g., by communicating
feelings and reporting incidents of harassment)
identify people and resources that can support someone experiencing
harassment
Assessment Opportunities: Suggestions for Assessing Expectations

Final Assessment - Provide students with a copy of CM4 Self/Peer Assessment Checklist and
CM5 Graphic Organizer Checklist and discuss the areas of assessment for this unit.
Diagnostic Assessment there is an opportunity for the teacher to observe and record diagnostic
assessment information with respect to the students understanding of the term cyberharassment and
some examples of it. This can be done during the small group discussions.
Background Information
Internet terminology (etiquette) Students need to recognize that bullying, harassment and other
inappropriate activities often happen on the Internet and there are consequences for these behaviours.
This discussion should take place prior to the first sub-task through a class discussion or small group
activity.
Identification of words used to replace longer words on the Internet or in chat rooms (e.g., lol) and how to
respond appropriately to messages.
Notes to Teacher
Students require strategies to be critical thinkers when on the Internet. This will allow them to identify the
information that others have access to and how to ensure that they are acting in a safe manner.
Teaching/Learning Strategies
Class Discussion
Review of the term harassment that was taught in Unit 1 Personal Safety and Injury Prevention,
Overview, p. 35 in the Ophea Curriculum Resource Support Document, Grade 7. See Section 1
Definitions in this resource (page XX).
CyberCops Unit
Grade 7
Healthy Living
Placemat (10-15 minutes)

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

Have each student individually complete CM1 Internet Inventory. Students will highlight or star any
information that is personal and could reveal/communicate personal information about themselves to
others.
Have students work with a partner or a small group and brainstorm some familiar terms that are used on
the Internet and in chat rooms with the meanings and definitions and include these at the bottom of CM1
in the box entitled Common Terms. Have each group share their list with the class while the teacher
records the words on the black board or chart paper.
Word Wall
See Appendix B - Word Wall Strategy for descriptions and samples of the strategy.
The teacher will give an introduction to the language that they will be exposed to in this unit and compare
it to the list the students came up with.
Think Pair Share (20-30 minutes)

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

Students will be given CM3 Cyber Organizer to use throughout this unit.
The organizer will be used to inform the content of their role play at the end of the unit.
The students will use the organizer throughout the unit and complete:
a. definition of cyberharassment (provided)
b. ways to deal with cyberharassment
c. people and resources that can support someone experiencing cyberharassment
d. the students cyberrules at home
Students will complete the Internet Rules section of the Cyber Organizer and list the Internet Safety Rules
that the student currently has at home.
Assessment Introduction
Provide each student with a copy of CM4 - Self/Peer Assessment Checklist and CM5 - Graphic
Organizer. Have the students read through the Assessment Tools and review how they will be assessed
during the unit.
Curricular Extension Internet Ethics
To Support: School Code of Conduct
Students will read the Code of Conduct provided in CM11 Code of Conduct in the first column and
discuss with a partner or small group what could be added to ensure the expectations and rules for using
the Internet are reflected.
Students can also examine their schools Code of Conduct and make recommendations to the principal
for items to be added to ensure students are safe on the Internet at school.
Notes:
CyberCops Unit
Grade 7
Healthy Living
Sub Task #2
Title: Mirror Image Playing the Game
Materials
Mirror Image game (loaded on the computer)
CM8 CyberCop Log Book Answers
CM6 - Introduction to the Game (The Real Story)
CM7 CyberCop Log Book

CM3 Cyber Organizer
Writing Utensil
Description
In this sub-task students will play the CyberCops game. This lesson will need to take place in the
computer lab using an LCD projector or in a room with multiple computers.
Expectation
Code
7p14
7p15
harassment

Graphic Organizer Students will complete two sections of the graphic organizer. Reading over
student responses will enable the teacher to ensure that students are developing the necessary
understanding needed to develop the role play in sub-task 4.
Notes to Teacher
Playing Mirror Image It is important to allocate adequate time to play the game uninterrupted. The
game can be played in either theatre style or in small groups. It is important that the teacher direct and
support the game regardless of the style chosen.
Teacher Answer Sheet CM8 CyberCop Answers provides the correct responses to each of the six
clues in the game. It is important to bring this sheet with you when playing the game as a quick reference.
Introduction (15 minutes)
Before going to the computer lab or accessing the Mirror Image game, it is essential that the teacher
provides introductory information about the game.
Large or small groupings If working in a large group, assign one student to use the keyboard. If
working in small groups, students in groups of 2 or 3 are responsible for working together. Each
group may wish to have roles for the students (e.g., time keeper, leader who controls the mouse,
recorder).
The Game explain to students that the Mirror Image game is based on a real life story that
happened in Canada. Read CM6 - Introduction to the Game to the class prior to playing the
game.
CyberCops Inform students that there is an individual in the game that is a CyberCop and the
girls have accessed him online. It is important to stress that this is not a real individual who can be
accessed online. However, there are individuals in Ontario who are considered CyberCops who
investigate crimes on the Internet. See Lesson #4 Curriculum Extension Careers in
Cyberpolicing for more information on the job of a Cybercop.
Recording Information It is essential that students collect information as they go through the
game. There will be six clues throughout the game that the students must recognize and input
accurately in order to move on.
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CyberCop Log Book Provide each student with CM7 - CyberCop Log Book to record important
information. Instruct students to use the log book to enter their responses to the clues. Inform
students that if they do not accurately get the clue within three attempts to bring the log book to the
teacher and the teacher can direct the students to the correct response.
Time Remind students that the amount of time they have access to the computers is limited and
in order to finish the game the students must stay on task.
Playing the Game:
The teacher can begin the game, or have students work in groups to complete the game.
After the Game:
Allow students to discuss areas of interest, concerns and topics that need further clarification.
Graphic Organizer: Have the students complete the sections on their Cyber Organizer entitled
Could this happen to you? and Choices and Decisions. In the Could this happen to you? section have
the students reflect on what happened in the game and provide a response paragraph outlining why or
why not they think this could happen to them. In the Choices and Decisions Section have the students list
and explain one positive and one negative choice/decision the characters made in the game.
Curricular Extension Technology Used in the Game
Language Expectations:
identify various types of media works and a variety of the techniques used in each
analyze and interpret media works
Divide students into five groups. Provide each group with one of the types of technology used in the game
(page XX). Each group will discuss how this type of technology can be used and the benefits of this
technology in todays world and come up with one other type of new technology that is being used.
Students may want to do some additional research on this topic.
Notes:
CyberCops Unit
Grade 7
Healthy Living
Sub Task #3
Title: Is this Just a Game?
Materials
CM1 Internet Inventory
CM3 Cyber Organizer
CM8 CyberCop Log Book - Answer
Appendix C Website Evaluation Guide
www.cybercops.net
Writing Utensil
CM2 - Dealing with Harassment

CM7 CyberCop Log Book
CM9 Profiles and Supports
www.cybertips.ca
Chart Paper
Description
Students will critically examine the Mirror Image game and identify the areas and situations that could
potentially put them at risk of being safe and how to make good decisions and deal with them
appropriately and safely. Students will also identify the areas of the game that are fictional and identify
what supports are available to ensure safety on the Internet.
Expectation
Code
7p14
7p15
harassment

Anecdotal Observations students will complete CM9 Profiles and Supports. This will enable the
teacher to examine if the students are able to identify the people and resources that are available to
support them in making difficult decisions.
Teacher Lead Discussion:
Discuss the term vulnerability and how individuals could potentially be vulnerable on the Internet or in
chat rooms.
Individual Activity:
Examine the completed CM1 Internet Inventory and identify where each student could be potentially
vulnerable on the Internet.
Using CM9 Profile and Supports, have students read the list of emails and chat room topics and
indicate which would appeal to them and which would not.
Note: In this game the girls were all cheerleaders and were interested in modelling. What would you be
interested in? (e.g., sports, cars, dance, etc.) Would someone be able to determine your areas of interest
just from your profile and information that is accessible online?
Small Group Discussion:
Share what you wrote on CM3 Cyber Organizer in the Positive and Negative section with the group.
Discuss the unsafe cyberpractices the girls demonstrated during the game. What was it that made these
girls vulnerable, and how could someone have access to their cyberchats?
Looking for Help
In real life the girls looked for help from a variety of sources. Read the stories found in the Behind the
Headlines section on the disc, and record the individuals they went to for support and the responses that
they received.
CyberCops Unit
Grade 7
Healthy Living
Individual Activity:
Graphic Organizer List the people, resources, and/or supports that are available to assist someone
experiencing cyberharassment or difficulties online in your school and community.
Curricular Extensions Gathering and Evaluating Information from a World Wide Web Page
Have students discuss how they can tell if a website or email is authentic and how they can tell if the
information a website has is accurate and credible.
Discuss with students some of the sites they have recently searched on for information and why they
chose those sites.
Have the students use the Website Evaluation Guide and Checklist for Evaluating Websites found in
Appendix C to reflect on a web site they have visited. After reflecting on recently visited websites have
students share any of the criteria that they used to determine if a website is safe and/or credible.
Notes:
Be aware that the content in the Behind the Headlines story is factual and references are made to sexual
conduct. Appropriate pre-teaching should take place, and teachers should check with school board
guidelines around addressing this issue.
CyberCops Unit
Grade 7
Healthy Living
Sub Task #4
Title: Making a Good Decision
Materials
CM12 Cybercrime Specialist
Writing tool
Description
Students will examine the script from the Mirror Image game and choose one situation where a better
choice could have lead to a better decision. Students will use the information collected on their graphic
organizer to inform their decision and write their script.
Expectation
Code
7p14
7p15
harassment

Anecdotal Observations teachers will watch the students develop, write and practice their role plays
and identify if they are able to effectively communicate in a group, the definition of harassment and the
resources and supports available.
Critical Analysis:
Have students discuss the Mirror Image game in small groups. Have each group identify one part in the
game that could potentially be a turning point, where a different action, decision or choice would change
the outcome in a positive way.
Script Writing:
Students will write a two-three minute role play using the same organization used to write the script.
Review with the students the areas on CM4 Self/Peer Assessment Checklist to ensure they are
aware of all the key components required prior to the development of the script.
Role Play Practice:
Allow time for students to practice their role play prior to the next period.
Curricular Connections Careers in Cyberpolicing
To Support: Choices into Action
Have students examine the job description of a Cybercrime Specialst and further investigate the
description requirements needed to get a job in this field. See CM12 Cybercrime Specialist
Have students discuss why or why not they would choose to pursue a career in this area.
This is a good opportunity to invite someone in from the community involved in Internet safety or
identifying high-tech crimes and have them talk about this area as a potential area of employment.
Notes:
CyberCops Unit
Grade 7
Healthy Living
Sub Task #5
Title: Making a Good Decision II
Materials
1 Props for role play
CM5 Graphic Organizer Checklist
CM3 Cyber Organizer

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

Self/Peer Assessment Using CM4 Self/Peer Assessment Checklist students will have an
opportunity to self and peer assess the role play presentations.
Teacher Assessment After the role play presentations the teacher will collect CM3 Graphic
Organizer and assess this based on the criteria outlined on CM5 Graphic Organizer Checklist.
Note: These tools were introduced in sub-task 1 so students should have a very good understanding of
what is expected.
Presentations
Each group will present the role play they developed in sub-task 4. After each role play the presenting
group will complete CM4 - Self/Peer-Assessment Checklist and submit an individual copy with their
completed graphic organizer.
One of the groups watching will be responsible for providing a peer assessment for one of the role plays,
including input and constructive feedback. Students will use CM4 Self/Peer Assessment Checklist.
Graphic Organizer:
Students are asked to identify three to five ways they can be safe on the Internet. This could include how
to react to potentially dangerous situations as well as how to ensure they do not put themselves in
dangerous situations.
Notes:
CyberCops Unit
Grade 7
Healthy Living
SECTION 3
Copy Masters
Appendices
CyberCops Unit
Grade 7
Healthy Living
Copy Master 1
Internet Inventory
My chat room name(s)
The chat rooms I visit are
My family Internet rules are
Location of the computer I use
The types of people I talk to

are
Common terms and words used while online
CyberCops Unit
Grade 7
Healthy Living
Copy Master 2
Dealing with Cyberharassment

Indicate in order (#1 #10) the ways you would deal with being harassed on the Internet or in a
chat room.
(1 = This is definitely the way I would deal with this, 10 = I would never deal with it this way)
Ignore and delete messages sent (hoping it will go away)

Communicate firmly to leave you alone
Respond in the same way
Report/seek advice from a parent
Report/seek advice from a friend
Report/seek advice from a teacher
Report/seek advice from a police officer
Accessing Internet help (e.g.,Cybertips, etc.)
Find out more about harassment and why the predator is behaving this way
Report/seek advice from your Internet Provider
Choose your top 3 answers ___________
____________ _____________
After discussing with a small group indicate the way you would deal with this situation.
CyberCops Unit
Grade 7
Healthy Living
Copy Master 3
Cyber Organizer
How would you deal with
Cyberharassment?
Who can help?
List positive and negative choices

the characters made
Cyberharassment
Any unwanted, uninvited remarks of a
persistent nature that make you feel
unsafe, degraded or uncomfortable. It
includes any overt, subtle written
emails or text messages that express
hatred based on a persons sex, race,
ethnicity, religion.
Other important
information/research
Identify 3-5 ways you can be safe on the Internet
CyberCops Unit
Grade 7
Healthy Living
Copy Master 4
Self/Peer Assessment
Please indicate if you feel the group met the criteria listed. Please add in any additional comments
to support your choice.
Criteria
YES
NO
Strengths/Weaknesses
Organization
The speaker(s) had an equal part in the
play.
The individual roles are clear.
The scenes flow, moving logically from

one to the next.
Presentation/Communication
The speaker(s) did use effective eye
contact with the audience.
The speaker(s) did articulate clearly.
The alternative ending is creative and

unique.
Content
The alternative ending focuses on using
one of the 3 ways to deal with
harassment.
The purpose/message of the piece is
accurate.
Terms/vocabulary used are appropriate
to the topic.
Other helpful comments:
CyberCops Unit
Grade 7
Healthy Living
Copy Master 5
Graphic Organizer Checklist
Criteria
Yes
No
Is there a sufficient amount of correct information under

each category that would assist the student in the role
play assignment?
Is the information presented clearly with appropriate

vocabulary?
Did the student gather and record the appropriate

information required for their organizer?
Does the student provide supporting information from

other sources?
As a person knowing little about this topic, does the

student organizer help you to understand more about this
subject matter?
Comments:
CyberCops Unit
Grade 7
Healthy Living
Copy Master 6
Introduction to the Game

The Real Story
Here is a synopsis of the police case that lies behind the Mirror Image game.
In 2000, Robert Laking, a janitor at a community college, began to search out high school cheerleaders
living in his home town. He went online and, with three clicks of his mouse, he had the names he needed.
Pretending to be a modelling agent, Laking contacted each of the girls, offering her an audition with a
New York modelling agency. If a girl accepted the invitation, the janitor asked her to send photographs.
Some of the girls sent school photos, but others sent pictures dressed in bathing suits and underclothes.
Then the conversations turned ugly: Laking demanded that each girl meet with him to "pay" for the
chance to become a model. At least one of the young women met with him in a vehicle parked behind the
community college.
When several of the girls refused his demands, Laking was outraged. He telephoned them repeatedly. He
sent threatening emails, claiming to have posted sexually-explicit messages about them on the Internet.
On several occasions, the girls spotted his truck near their school and at cheerleading events. For
months, Laking's young victims lived in fear. Some feigned illness and stayed home from school. Others
experienced anxiety attacks. Yet for weeks, not one of the girls spoke to her parents - or the police about the threats.
Laking was eventually arrested. At the trial he was contrite. Standing with his head bowed, he apologized
to his victims. He received a three month sentence.
When the young victims were contacted for permission to use their story in an educational computer
game, one of them commented: "Most girls think cyberstalking isn't serious. They say: 'He'll give up after
a while.' But cyberstalking ruins your life. It isn't funny to live in fear."
CyberCops Unit
Grade 7
Healthy Living
Copy Master 7
CyberCops Log Book

Question 1:
Use the magnifier to compare the Met Models website and the application form sent by Mitch. What word
proves that the application form is fake?
Answer: ________________________________________________________________________
Question 2:
Sheenas IM profile says her gym is near her school. Use the directory to find gyms and schools in the
same area. What is the address of Sheenas school?
Answer: ________________________________________________________________________
Question 3:
Use the Whois tool to further investigate Mitchs website. Who has control over Sheenas pictures?
Answer: ________________________________________________________________________
Question 4:
Can you remember a word that Mitch used in a conversation with Sheena, or a word that Mike used in a
conversation with Megan?
Answer: ________________________________________________________________________
Question 5:
What is Mitchs IP address?
Answer: _________________________________________________________________________
Question 6:
What is the latitude and longitude of Mitchs office?
Answer: latitude:__________________longitude:____________________
Question 7:
What is the name of the computer?
Answer: _____________________________________________________________________
CyberCops Unit
Grade 7
Healthy Living
Copy Master 8
CyberCops Log Book Answers

Question 1
Use the magnifier to compare the Met Models website and the application form sent by Mitch. What word
proves that the application form is fake?
Answer: When Mitch created the fake application form, he spelled the address of the modeling agency
incorrectly. He wrote: BERKLEY.
Question 2
Sheenas IM profile says her gym is near her school. Use the directory to find gyms and schools in the
same area. What is the address of Sheenas school?
Answer: 7574 Glen Road
Question 3
Use the Whois tool to further investigate Mitchs website. Who has control over Sheenas pictures?
Answer: Vladimir
Question 4
Can you remember a word that Mitch used in a conversation with Sheena, or a word that Mike used in a
conversation with Megan?
Answer: Any one of these words is correct: Panorama, t-backs, g-strings, modeling career, icy
mysterious beauty.
Question 5
What is Mitchs IP address?
Answer: 156.114.152.256
Question 6
What is the latitude and longitude of Mitchs office?
Answer: latitude: 43.7600 longitude: 79.0200
Question 7
What is the name of the computer?
Answer: Keyhole
CyberCops Unit
Grade 7
Healthy Living
Copy Master 9
Profiles and Supports

Read each of the examples below. Choose one of the emails below that may get your attention and
indicate why this would appeal to you. What would you do to investigate it further to determine if it
was authentic?
--------------------------------------------------------------------------------------------------------------------------To: Karim (on-line) < comicrfun@*******.com>
From: comics4line <comicbooks.com>
How would U like 2 B selected 2 meet a famous comic book writer? Send us UR email address and UR fav.
Comic books.
--------------------------------------------------------------------------------------------------------------------------To: Joseph (on-line) wannabefamous@******.com
From: bigbands rock@bands.com
Ever picture UR self as a famous drummer, guitarist or singer? Want to tour around the US and Europe?
Now your dreams can come true. Email us UR address and a picture of you along with your 5 fav bands,
Hurry, before U miss the opportunity of a lifetime.
--------------------------------------------------------------------------------------------------------------------------To: Crystal (on-line) loves2dance@******.com
From: dancing < ultimate@dancer.com >
Ever dreamed of attending the ultimate dance school? Are UR parents holding U back? Forget what they say
and send us UR email address, UR portfolio and you could be on the big stage!
--------------------------------------------------------------------------------------------------------------------------To: Arek (on-line) < rideordie@******.com >
From: Bikes < speedandtrick@biking.com >
Hey dudes and dudettes! U like 2 take jumps, ride rails, and live for speed? Forget about what the adults say
U can make a ton of cash riding! Email us back and learn all there is to know about bikes. Unless UR too
afraid to ask!
--------------------------------------------------------------------------------------------------------------------------Status: Brook (on-line) Myteamrocks@******.com
From: < Sports@allcosts.com >
Do U enjoy meeting new people and being active? RU the best there is in your area? RU looking for a
college scholarship to a top ranked university? We can get you there. We have access to thousands of top
athletes and schools. Email us your name, address, pictures of you playing UR sport and video clips of you
in action. Dont miss out on this once in a life time opportunity.
--------------------------------------------------------------------------------------------------------------------------Supports
Using the www.cybercops.net determine the individuals the girls in the real story went to for support
and the responses that they were given.
Using the information on www.cybertips.ca outline how this type of site could be used as a support for
someone experiencing cyberharassment.
CyberCops Unit
Grade 7
Healthy Living
Copy Master 10
Sample Letter to Parent(s)/Guardian(s)

The following is a sample letter to be used to communicate with parents/guardians of students. The letter
will help to generate dialogue between child, parent and teacher, and should be sent home one to two
weeks prior to the unit. Replace this section with your 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 7 and will cover the following curriculum expectations:
describe harassment and identify ways of dealing with it (e.g., by communicating feelings and
reporting incidents of harassment)
identify people and resources that can support someone experiencing harassment
It is our belief that you as parents/guardians play the most significant role in the formation of your childrens
values and behaviours. This unit offers the opportunity to discuss important issues related to the Internet and
strategies you may want to consider while using the Internet.
Topics that will be discussed and should be addressed at home as well include:
Cyberethics and how all children and youth have a responsibility not only for their own safety, but
for the safety of those around them, both friends and family;
Cybercrimes that are committed online, such as child pornography, cybertrespassing and Internet
luring and the safety procedures necessary to prevent and deal with them;
Identifying and dealing with online harassment;
Ensuring you know who your child is chatting online with and discuss cyberetiquette and the
potential associated dangers;
Appropriate use of the Internet. Talking to your child about what they are doing on the Internet and
open communication is your best bet in finding out what goes on.
Should you have any concerns, or if you would like further information about this unit, I can be reached at
(Add School Phone Number) . This includes the opportunity to view materials.
Yours truly,
Signature of Teacher ____________________________________________
------------------------------------------------------------------------------------------------------------------------------Please return to school by: __(Date prior to the start of the Unit) ___________________________
Name of Student: _________________________________________________________________
Name of Class: __________________________________________________________________
I have read the letter which introduces the health unit on Internet Safety.
Parent/Guardian Signature: _______________________________________
Date: ________________________________________________________
CyberCops Unit
Grade 7
Healthy Living
Copy Master 11
Code of Conduct
What does the Code of Conduct Say:
What needs to be added:
Standards of Behaviour
Standards of Behaviour
Respect, civility and responsible

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

citizenship
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.
CyberCops Unit
Grade 7
Healthy Living
Copy Master 12
Cyber Crime Specialist

Cybercrime Specialists are fairly new positions for police forces. Presently, there is no formal recruitment
process for these positions. Usually, recruiters focus on identifying officers who have experience in criminal
investigations, superior computer skills and who can work effectively as part of a team. These skills make for
a unique combination. Once in the position, these officers must also stay current and up to date with regard
to new computer forensic skills and advancements in technology.
Putting trained police officers into this role has great advantages. Not only are their cybercrime skills
important, but they can also provide advice to their clients in a number of areas as investigations progress.
Some of these areas include the proper drafting of a search warrant, executing a search warrant and
anticipating what is required in the form of evidence to advance a case.
For those interested in getting into this field, one option is to become a police officer. While in this position it
is paramount to develop the skills to become a topnotch investigator while at the same time develop
exceptional computer skills related to cyberinvestigations. It is this combination of skills that is desired.
Interested officers with these skills who apply would be considered for the positions when they arise in the
computer crime section of the police force. At this time, most large police services have a computer crime
unit.
CyberCops Unit
Grade 7
Healthy Living
Appendices
CyberCops Unit
Grade 7
Healthy Living
LITERACY STRATEGIES
Appendix A
THINK LITERACY: Cross-Curricular Approaches, Grades 7-12
Small-group Discussions: Place Mat

In this easy-to-use strategy, students are divided into small groups, gathered around a piece of chart paper.
First, students individually think about a question and write down their ideas on their own section of the chart
paper. Then students share ideas to discover common elements, which can be written in the centre of the
chart paper.
Purpose
Give all students an opportunity to share ideas and learn from each other in a cooperative small-group
discussion.
Payoff
Students will:
have an opportunity to reflect and participate.
have fun interacting with others and extending their learning while accomplishing the task.
Tips and Resources
The strategy can be used with a wide variety of questions and prompts.
Use the place mat strategy for a wide range of learning goals, for example:
- to encourage students to share ideas and come to a consensus on a topic
- to activate the sharing of background knowledge among students
- to help students share problem-solving techniques in mathematics and science
- to take group notes during a video or oral presentation
Groups of two to four are ideal for place mat, but it can also work with up to seven students in a group.
You may choose several questions or issues for simultaneous consideration in a place mat strategy. To
start, each group receives a different question or issue to work on. Once they have completed their
discussion, the groups rotate through the various questions or issues until all have been explored.
Place mat also works well as an icebreaker when students are just getting to know each other.
See Teacher/Student Resources:

- Place Mat Student Sample; Topic: Eating Disorders (Grade 8)
- Place Mat Student Sample; Topic: Dating Relationships (Grade 8)
- Place Mat Student Sample; Topic: STDs/STIs (Grade 9)
- Place Mat Student Sample; Topic: Reasons Teens Have Intercourse (Grade 10)
Further Support
Give careful consideration to the composition of the small groups, and vary the membership according
to the students styles of learning and interaction, subject-matter proficiency, and other characteristics.
Some students may benefit from being able to pass during group sharing.
CyberCops Unit
Grade 7
Healthy Living
LITERACY STRATEGIES
Small-group Discussions: Place Mat

Grade 7 Personal Safety and Injury Prevention
What teachers do
What students do
Notes
Before
Divide students into groups of four or five.

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

question or topic, and then write silently about
it in their personal area of the chart paper for
a determined amount of time.
Divide the chart paper into sections equal to the

number of students in their group.
Gather their thoughts about the chosen question

or topic and write silently in their own area of the
paper, respecting the space and silence of all
members of the group.
Take turns sharing ideas with the group.
Engage in discussion with all group members to

arrive at common elements or ideas.
Record common ideas in the centre of the place

mat.
Use oral skills, such as active listening,

requesting clarification, and coming to
consensus.
Circulate around the room to look at the ideas on

the charts of other groups.
After
Give a signal for students in each group to

discuss their ideas and experiences and find
the common elements or ideas.
Have students post the charts to share their

groups thinking with the class.
CyberCops Unit
Grade 7
Healthy Living
LITERACY STRATEGIES
Teacher Resource
Place Mat Student Sample

Topic: Cyberharassment
Write quietly on your own in your section of the place mat for
several minutes.
Through group sharing of ideas and

experiences, gather common concerns,
concepts and ideas in this section of the place
mat.
Example: Take a few minutes to think about and then individually write down what you know about:
CYBERHARASSMENT
-When someone harasses you using a computer
- it is illegal
-It is hard to get away from cyberharassment
- people who email inappropriate things
-When someone on MSN says things about you that are

not true
-if this happens you should tell someone
Cyberharassment is when someone

is bullying you or threatening you on
your cell phone, on MSN or on email.
- using a computer to bully you
- text messages, MSN or anything electronic
- emails that make me worried that something bad could
happen to me
- you can never get away from it

- someone who can always find you
- worse than physical violence
Note: These are sample student responses and to be used only as a teacher resource. This is not meant to be
used as an answer sheet or to distribute to students.
CyberCops Unit
Grade 7
Healthy Living
LITERACY STRATEGIES
Appendix B
Getting Ready to Read: Extending Vocabulary

(Creating a Word Wall)
Students are required to learn, on average, over 2 000 words each year in various subject areas. Those who
have trouble learning new words will struggle with the increasingly complex texts that they encounter in the
middle and senior school years. A word wall is a wall, chalkboard or bulletin board listing key words that will
appear often in a new unit of study, printed on card stock and taped or pinned to the wall/board. The word wall is
usually organized alphabetically.
Purpose
Identify unfamiliar vocabulary and create a visible reference in the classroom for words that will appear often
in a topic or unit of study.
Payoff
Students will:
practice skimming and scanning an assigned reading before dealing with the content in an intensive way.
Students will then have some familiarity with the location of information and with various elements of the text.
develop some sense of the meaning of key words before actually reading the words in context.
improve comprehension and spelling because key words remain posted in the classroom.
Tips and Resources
Skimming means to read quickly horizontally - through the text to get a general understanding of the
content and its usefulness.
Scanning means to read quickly vertically or diagonally to find single words, facts, dates, names, or
details.
This strategy can be used during a fitness blast or a sport activity to review concepts or to review health
terms for an evaluation.
Words for the word wall may be created by teachers but preferably students should be involved in the
process. Consider posting certain words for longer periods (for example: words that occur frequently in the
unit or course, words that are difficult to spell, and words that students should learn to recognize on sight).
Before building the word wall, consider using the strategy Analyzing the Features of Text to help students
become familiar with the text.
See Teacher/Student Resources:
- Extending Vocabulary; Skimming and Scanning to Preview a Text.
- Extending Vocabulary; CyberCops (Grade 7).
For background information:
- Ophea, Health and Physical Education, Grade 7. Unit #1 Personal Safety and Injury Prevention.
- Ophea, CyberCops Unit, Grade 7.
Further Support
Add a picture to the word cards (preferably a photograph from a magazine) as a support for ESL students
and struggling readers.
Provide each student with a recording sheet so that they can make their own record of the key words for
further review.
If it appears that students will need additional support, review the terminology on the word wall in the two
classes following the activity, using Take Five or Think/Pair/Share, (Think Literacy) which are described in the
Oral Communication section.
CyberCops Unit
Grade 7
Healthy Living
LITERACY STRATEGIES
Getting Ready to Read: Extending Vocabulary (Creating

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

space where they can talk face-to-face
and write down the words.
Find the chapter or get a copy of the
assigned text.
Follow along on the handout as the

teacher reviews skimming and scanning.
Skim the text, looking at illustrations and

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

CyberCops
Chatting
Instant
Messaging
Profile
IP
Address
Webcam
Hard Drive
Internet
CUL8R
Cyber
harassment
Domain
Name
Word Cards with Definitions

Internet
Cyberharassment
The network that connects more than

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

uninvited remarks of a persistent
nature that make you feel unsafe,
degraded or uncomfortable. It
includes any overt, subtle written
emails or text messages that express
hatred based on a persons sex, race,
ethnicity, religion.
Words based on CyberCops Ophea, Health and Physical Education, Grade 7.
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Teacher Resource - Health and Physical Education
Extending Vocabulary (Creating a Word Wall)

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

Energizers (e.g., about you, favourites)
Vocabulary and definitions (e.g., substance use and abuse, healthy eating, growth and
development)
Sport rules
Facts and opinions (e.g., harassment)
Fitness Blast (e.g., muscular endurance, intensity)
Movement Skills (e.g., sending, receiving)
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Appendix C
Getting Ready to Read: Gathering and Evaluating

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

Explore a process of critically evaluating websites to ensure that the information available is unbiased and
accurate.
Payoff
Students will:
become more efficient at assessing the value and usability of Internet websites.
develop critical thinking and information literacy skills.
analyze and evaluate information using a variety of strategies.
establish criteria for evaluating an Internet resource.
Tips and Resources
Some of the issues that need to be addressed when evaluating Internet resources are bias, stereotyping,
inclusivity and credibility. Students will need an understanding of these concepts before accessing the
computer. The teacher can lead a brainstorming session on the meanings/examples of these terms to
assess if the students have the required knowledge and previous experience to continue. See Teacher
Resource, Website Evaluation Guide and Student Resource, Checklist for Evaluating Websites.
Some terminology may be new for students and teachers. Refer to Student/Teacher Resource, Glossary
of Website Terms.
To prepare for this activity:
- make arrangements to access the necessary computer hardware, e.g., LCD projector and demonstration computer.
- select two or three examples of good and bad websites (See, The ABCs of Website Evaluation and/or The Good,
The Bad and The Ugly in Website Supports).
- visit the suggested sites in the Teacher Resource, Website Supports to find further teaching strategies and links to
possible sites.
- check to make sure that all of the sites are still active.
- decide which sites will be used and how the students will access them.
Refer to Teacher Resource, Website Evaluation Guide to see criteria for evaluation of websites.
See Teacher Resource, Website Supports for related information and further assistance.
See Student/Teacher Resource, Citing Website Sources.
Beyond Monet, Chapter 8 (Concept Attainment).

Information Studies, Kindergarten to Grade 12, OSLA, 1999. Available at:
http://www.accessola.com/action/positions/info_studies/html/intro.html
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Getting Ready to Read: Gathering and Evaluating

Information from World Wide Web Pages
What teachers do
Before
Refer to Tips and Resources to prepare for
this activity.
Review your School Boards Acceptable Use
Policy and ensure that students are aware of
its contents.
Walk through examples of good and bad
websites with the students and discuss their
features.
What students do
Discuss the School Boards Acceptable Use

Policy.
Discuss features of websites as they review

them with the teacher.
Have students think about the information

they are trying to find on the Internet in
terms of:
people
terms
organizations
places
objects, etc.
From this, make a list of key ideas, exact
phrases or terms that would describe the
topic as precisely as possible.
Brainstorm with class key terminology before

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

are being accessed.
Engage students in discussions about the
content of sites they are viewing.
After
Encourage students to reflect on the sites
they find and the process they used to search
(see Student Resource, Student Checklist for
Evaluating Websites)
Use the list of key words generated the

more precise the words to include or
exclude, the more valuable your search
results will be.
Cite all information that is used in a proper

format. See Student/Teacher Resource,
Citing Website Sources.
Use a graphic organizer to keep information

and thoughts organized. See
Student/Teacher Resource, Website
Supports.
Think critically about everything on the
Web. Ask questions about it. Look for other
sources that can validate or substantiate
what information found.
Notes
Reflect on how and where they found useful

information using Student Resource,
Student Checklist for Evaluating Websites.
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Student/Teacher Resource
Searching Strategies for the World Wide Web

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

Credibility
Is the site appropriate for your students?

Is there a creation/last-updated date on the site?
Has the website been updated?
Do dates make a difference to the credibility of the
information?
Who is the author?
Is the authors education or position listed?
Can the author be contacted?
What is the purpose of the website?
Informational? Persuasive? Solicitation?
Entertainment?
Where does the information come from? Is it a
reliable source?
Is there a bibliography? Are correct citations
made?
Information
Website design
Is the website attractive? Is it well laid out?

Are there appropriate graphics on the webpage?
Do they support the information?
Is the information organized?
Is there a site map to organize information?
Is the site easy to navigate?
Are links to other sites active?
Is the information at a comfortable reading level

for the student?
Is there any misinformation on the site?
Does the information appear to be valid?
Is the same or similar information found on
other websites?
Do links provide relevant information?
Is the information current?
Are language conventions used correctly e.g.,
spelling, grammar?
Bias
What is the purpose of this site?

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

Answer Yes, No or ? to the following statements.
The information in the website seems to be correct and can be found on other websites and in print
materials.
If there are pictures on the page, the pictures seem to be original and not edited.
The information on this site helps me to answer my research question.
The website has information that is up to date.
The author of the website is identified and can be contacted.
There are no examples of stereotyping (racial, cultural, faith or gender) found on the website.
All people and cultures that are represented are depicted respectfully.
The site is relatively free of bias.
The information on the website is factual, and not an opinion expressed by the author.
If a point of view has been expressed, the opposite point of view has also been presented in an
impartial way.
The website is attractive, well organized and has eye-catching visuals.
Words are spelled correctly and the grammar is correct.
All of the hyperlinks are working, well chosen and well organized.
The website is easy to navigate and the home page can always be accessed.
URL: _________________________________________________________
If you have answered Yes to all of the statements, this website may be useful to you.
If you have answered No to any of the statements, you need to consider whether
this website will be of use to you.
If you have a ?, you should discuss the statement with a teacher or group member.
What is the best part of this website?
What would be the best way to find this website

in the future?
What could be improved on this website?
Describe how you might help a friend find

similar information more quickly.
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Appendix D
Reporting Child Abuse and Neglect
Introduction
Ontario's Child and Family Services Act (CFSA) provides for a broad range of services for families and
children, including children who are or may be victims of child abuse or neglect.
The paramount purpose of the Act is to promote the best interests, protection and well being of children.
The Act recognizes that each of us has a responsibility for the welfare of children. It states clearly that
members of the public, including professionals who work with children, have an obligation to report
promptly to a Children's Aid Society if they suspect that a child is or may be in need of protection.
The Act defines the term "child in need of protection" and sets out what must be reported to a Children's
Aid Society. This definition (CFSA s.72(1)) is set out in detail on the following pages. It includes physical,
sexual and emotional abuse, neglect and risk of harm.
This information summarizes reporting responsibilities under Ontario's Child and Family Services Act. It is
not meant to give specific legal advice. If you have questions about a given situation, you should consult
a lawyer or the Children's Aid Society.
Responsibility to report a child in need of protection
CFSA s.72(1)
If a person has reasonable grounds to suspect that a child is or may be in need of protection, the person
must promptly report the suspicion and the information upon which it is based to a Children's Aid Society.
The situations that must be reported are listed in detail below.
Child and Family Services Act CFSA s.72 (1)
Despite the provisions of any other Act, if a person, including a person who performs professional or
official duties with respect to children, has reasonable grounds to suspect one of the following, the person
shall forthwith report the suspicion and the information on which it is based to a society:
1. The child has suffered physical harm, inflicted by the person having charge of the child or caused
by or resulting from that person's,
i.
failure to adequately care for, provide for, supervise or protect the child, or
ii.
pattern of neglect in caring for, providing for, supervising or protecting the child.
2. There is a risk that the child is likely to suffer physical harm inflicted by the person having charge
of the child or caused by or resulting from that person's,
i.
failure to adequately care for, provide for, supervise or protect the child, or
ii.
pattern of neglect in caring for, providing for, supervising or protecting the child.
3. The child has been sexually molested or sexually exploited, by the person having charge of the
child or by another person where the person having charge of the child knows or should know of
the possibility of sexual molestation or sexual exploitation and fails to protect the child.
4. There is a risk that the child is likely to be sexually molested or sexually exploited as described in
paragraph 3.
5. The child requires medical treatment to cure, prevent or alleviate physical harm or suffering and
the child's parent or the person having charge of the child does not provide, or refuses or is
unavailable or unable to consent to, the treatment.
6. The child has suffered emotional harm, demonstrated by serious,
i.
anxiety,
ii.
depression,
iii.
withdrawal,
iv.
self-destructive or aggressive behaviour, or
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v.
delayed development,
and there are reasonable grounds to believe that the emotional harm suffered by the child results from
the actions, failure to act or pattern of neglect on the part of the child's parent or the person having charge
of the child.
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.
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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.
Professionals affected CFSA s.72(5)
Persons who perform professional or official duties with respect to children include the following:
health care professionals, including physicians, nurses, dentists, pharmacists and psychologists;
teachers, and school principals;
social workers and family counsellors;
priests, rabbis and other members of the clergy;
operators or employees of day nurseries;
youth and recreation workers (not volunteers);
peace officers and coroners;
solicitors;
service providers and employees of service providers; and
any other person who performs professional or official duties with respect to a child.
This list sets out examples only. If your work involves children but is not listed above, you may still be
considered to be a professional for purposes of the duty to report. If you are not sure whether you may be
considered to be a professional for purposes of the duty to report, you should contact your local children's
aid society, professional association or regulatory body.
Professional confidentiality CFSA s.72(7),(8)
The professional's duty to report overrides the provisions of any other provincial statute, specifically,
those provisions that would otherwise prohibit disclosure by the professional or official.
That is, the professional must report that a child is or may be in need of protection even when the
information is supposed to be confidential or privileged. (The only exception for "privileged" information is
in the relationship between a solicitor and a client.)
Protection from liability CFSA s. 72(7)
If a civil action is brought against a person who made a report, that person will be protected unless he or
she acted maliciously or without reasonable grounds for his or her suspicion.
What will the Children's Aid Society do?
Children's Aid Society workers have the responsibility and the authority to investigate allegations and to
provide services to protect children.
A Children's Aid Society worker may, as part of the investigation and plan to protect the child, involve the
police and other community agencies.
How to contact a Children's Aid Society
Check the telephone directory for the office closest to you. In some communities, the Children's Aid
Society is known as "Family and Children's Services". The emergency pages in most Ontario telephone
directories have the number to call to report to a Children's Aid Society.
All the Children's Aid Societies/Family and Children's Services have emergency service 24 hours a day,
so that you can call anytime.
For more information
Contact your local Children's Aid Society or Family and Children's Services. If you suspect that a child is
or may be in need of protection, contact a Children's Aid Society immediately. Your co-operation is vital to
making Ontario's child protection system work.
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Appendix E
ADDITIONAL SUPPORTS
Cybertip.ca (www.cybertip.ca)
Cybertip.ca is Canada's National Tipline for reporting the online sexual exploitation of children. It is a
centralized web portal for receiving and addressing reports from the public regarding child pornography,
luring, child sex tourism, and children who are exploited through prostitution. Cybertip.ca also provides
the public with information, referrals and other resources to help Canadians keep their children safe while
on the Internet.
Child Find Manitoba's Cybertip.ca operates as one of the organization's core services. Although the
majority of Cybertip.ca's reports are provided online, the public is also able to contact the tipline by phone
or fax.
Media Awareness Network: Be Web Aware (www.bewebaware.ca)
Be Web Aware is a national, bilingual public education program on Internet safety. The objective of
everyone involved in this project is to ensure young Canadians benefit from the Internet, while being safe
and responsible in their online activities. Be Web Aware grew out of a series of discussions and a
collective concern among Microsoft Canada, Media Awareness Network and Bell Canada about online
safety. A national coalition of Canadian media companies and non-profit organizations has formed to
promote this initiative across the country.
The goal of the Be Web Aware initiative is two-fold: to raise awareness amongst parents that there are
safety issues when their children go online and that they need to get involved and to provide practical
information and tools that will equip parents to effectively manage Internet use in the home and to teach
their kids to be web aware.
The Be Web Aware initiative includes a comprehensive Web site. The site, developed by Media
Awareness Network, is full of information and tools to help parents teach their children to handle the
potential risks associated with going online.
Ontario Provincial Police (www.opp.ca)
The Ontario Provincial Police provide support of both an information and protective nature regarding
many aspects of safety including Internet Safety. The E-crime section focuses their work both on the
preventative aspects as well as the investigative aspects of many types of Internet related crimes.
Cybercops.net (cybercops.net)
Hosted by Livewires Design Ltd., Cybercops.net provides additional information on Internet Safety as well
as additional classroom activities to accompany the Mirror Image game.
Beyondborders.ca (www.beyondborders.org)
Beyond Borders advances the rights of children to be free from abuse and exploitation without regard to
race, religion, gender or sexual orientation. Beyond Borders does not have any religious or political
affiliation. In September 1999, Beyond Borders was granted affiliate status with ECPAT International. The
campaign to End Child Prostitution, Pornography and the Trafficking of Children for Sexual Purposes
operates in 70 countries around the world. Their common goal is the elimination of all forms of
commercial sexual exploitation of children.
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GLOSSARY
Internet Vocabulary
Acceptable Use Policy (AUP)
A legally binding document agreed to by online users, which regulates the rules of Internet use at a
school, business, or home. Schools can embed these into agendas or planners, or send home specific
newsletters requiring a signature from parents and students.
Backdoor
A way to bypass authentication and obtain remote access to a computer. A hacker/cracker might install
a backdoor to retrieve files and gain access to confidential information.
Bookmark list
A personal list of favorite Web addresses, organized in a single list. All Web browsers allow users to
create bookmarks so users can return to their favourite Websites. Also known as Hotlists. Hackers can
target these lists through software, viruses and Trojan Horses.
Chat Room
Public places on the Internet where Internet users have live, real-time conversations with many people at
the same time. Everyone in the chat room can see what everyone else writes, but they can remain
anonymous if they wish.
Cybercops
A word used by informal groups of police officers who assist one another to solve Internet based crimes.
Most police units are called High-Tech Crimes Units or Electronic Crime Units in Ontario.
Domain Name
The unique name that identifies an Internet site. Domain Names always have two or more parts,
separated by dots. The part on the left is the most specific, and the part on the right is the most general.
Government sites contain gov and many educational sites will have edu in their domain names.
Fire Wall
A combination of hardware and or software that protects computers connected to the Internet. Monitors
programs that communicate with the Internet.
Grooming
The process by which a pedophile stalks a victim and lulls them into thinking they are chatting with a
friend. They act as if they were the same age, ask seemingly innocuous questions that helps them
identify the location of the victim. There are several stages in this process during which time they become
increasingly more bold and may mention personal subjects such as removing clothing or asking about
sex.
Hacker
Individual who obtains unauthorized access to computer data most commonly via the Internet.
Hotlist
A personal list of favourite Web addresses, organized in a single list. All Web browsers allow users to
create hotlists so users can return to their favorite Websites. Also known as Bookmarks.
Instant Messaging (IM)
A means by which Internet users communicate in real-time. A form of chat but controlled by user utilizing
the software. Users choose who they communicate with and maintain buddy lists for IM purposes that
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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.
Internet Protocol Number or Address (IP)
The specific number of a computer on the Internet. Can be traced and is identified in email messages in
the hypertext. Sometimes called a dotted quad. A unique number consisting of four parts separated by
dots, e.g. 165.113.245.2
Internet Relay Chat (IRC)
Interactive, real-time discussions between Internet users using text messages. Users logon via telnet to
designated Internet computers and join discussions already in progress, or create conversations of their
own.
Internet Service Provider (ISP)
Any organization that provides access to the Internet. Many ISPs also offer technical assistance to
schools looking to become Internet information providers by placing their school's information online.
Login or Logon
The account name used to gain access to a computer system. Not a secret (the antonym is Password).
Or (verb) the act of entering into a computer system. It is not recommended that users create a login
name that would reflect their gender or age to sign onto a computer system.
Mailing lists
There are more than 4,000 topic-oriented, email-based discussion groups that may be read and to which
users post. Internet users subscribe to the lists they want to read and receive messages via email. Also
known as discussion groups or listservs. Students are discouraged from belonging to such groups since
pedophiles search for young people on whom to prey.
Network
A group of connected computers. Most school networks are known as LANs, or Local Area Networks,
because they are networks linking computers in one small area. The Internet could be referred to as a
WAN, or a Wide Area Network, because it connects computers in more than one local area.
Online/Offline
When you are logged onto a computer through your modem, you are said to be online. When you are
using your computer but are not connected to a computer through your modem, you are said to be
working offline.
Password
A code used to gain access to a locked system or file. A good password does not reveal your identify or
your gender. It may include numbers and letters, some people replace a word, such as password using
numbers for vowels. i.e. p2ssw0rd.
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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 a simple text message, automatically added by your email program.
Spam
Unsolicited email. Applies primarily to commercial messages posted across a large number of Internet
Newsgroups, especially when the ad contains nothing of specific interest to the posted Newsgroup. Spam
sent in bulk, slows down bandwidth and causes the 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.
Typosquat Site (misspellings)
Children and even adults often misspell words when searching for something on the Internet.
Pornographers will take advantage of that and will create websites that use these commonly misspelled
words to lead you onto their pornography sites. For example, Britney Spears is one of the most
commonly searched for terms on the Internet. Misspellings such as Brittney Spears, or Britney Speers
will lead you to pornography sites.
Uniform Resource Locator (URL)
The address and method used to locate a specific resource on the Internet. A URL beginning with http://
indicates that the site is a WWW resource and that a Web browser will access it. However, http:// is not
required when typing most URLs into the browser.
Virus
A computer virus attaches itself to a program or file so it can spread from one computer to another,
leaving infections as it travels. There are dialers which change your dial-up number. There are many
ways to prevent this from happening, including Fire Walls and also protections against Spyware and
HiJackers (hackers). Computers should have anti-virus software, which are available online.
Web Browser (Also known as Internet Browser or Browser)
Software that allows computer users to access and navigate the contents of the Internet. e.g. Internet
Explorer, Netscape.
World Wide Web (WWW, W3 or Web)
An information and retrieval system based upon the hypertext transfer protocol (http) that transfers
hypertext documents across computer systems. The Web was created by the CERN High-Energy
Physics Laboratories in Geneva, Switzerland in 1991.
CyberCops Unit
Grade 7
Healthy Living
REFERENCES
Criminal Code of Canada R.S. (1985).
Institute for Catholic Education. (1998). Ontario Catholic School Graduate Expectations. Toronto.
Jilks-Racine, J. (2005) Internet Safety. Ontario Principal's Council Register Spring 2005, Vol. 7 (1).
Toronto.
Ministry of Education. (1998).The Ontario Curriculum, Grades 1-8, Health and Physical Education.
Queens Printer for Ontario.
Ministry of Education. (2001). Code of Conduct, Ontario Schools. Queen's Printer for Ontario.
Ophea, (2000). Health and Physical Education Curriculum Support Documents, Grade 7.
Ontario Child and Family Services Act, R.S.O. (1990).
Ontario Conference of Catholic Bishops. Fully Alive (Grades 1-8). Pearson.
Ontario Provincial Police. Internet Safety Tips for Teens and Internet Safety Tip for Parents.
Statistics Canada.(2005). Family Violence in Canada: A Statistical Profile. Canadian Centre for Justice
Statistics.
www.bewebaware.ca. Media Awareness Network
www.cybercops.net. LiveWires Design Ltd.
www.cybertip.ca. Canadas National Tipline
CyberCops Unit
Grade 7
Healthy Living

Mirror Image Teachers Guide

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CYBERCOPS:

Ontario Provincial Police

Section 2 - The Unit

Cyberdangers: The Current Environment

99% of young people

How Principals/Vice Principals can Help

Appropriate Supervision of Students Using the Internet

Steps to Dealing with Inappropriate use of Technology

How Teachers can Help

Create a recommended list of resources rather than allowing

follows the established rules and

4. Communicate with the School

CONNECTIONS TO THE GRADE 7 CURRICULUM

Notes for Catholic District School Boards

CYBERCOPS UNIT PREPARATION

Mirror Image Game Overview

1. The Detective's Notebook

5. Mapping Internet Transmissions: Nomad. Each email has an Internet Protocol

2. Mirror Image Game Synopsis

3. Behind the Headlines

4. Internet Safety Plans

CYBERCOPS UNIT OVERVIEW

5 Sub-Tasks (approximately 30 50 minutes each)

Assessment and Evaluation

Teachers should send home CM10 - Letter to Parents

 CM2 - Dealing with Harassment

Assessment Opportunities: Suggestions for Assessing Expectations

Placemat (10-15 minutes)

Internet Language Introduction (10-15minutes)

Think Pair Share (20-30 minutes)

Graphic Organizer Introduction

 CM7 CyberCop Log Book

Assessment Opportunities: Suggestions for Assessing Expectations

 CM2 - Dealing with Harassment

Assessment Opportunities: Suggestions for Assessing Expectations

Assessment Opportunities: Suggestions for Assessing Expectations

 CM3 Cyber Organizer

Assessment Opportunities: Suggestions for Assessing Expectations

The chat rooms I visit are

My family Internet rules are

Location of the computer I use

The types of people I talk to

Common terms and words used while online

Dealing with Cyberharassment

 Ignore and delete messages sent (hoping it will go away)

Choose your top 3 answers ___________

Who can help?

List positive and negative choices

Identify 3-5 ways you can be safe on the Internet

The scenes flow, moving logically from

The alternative ending is creative and

Other helpful comments:

Graphic Organizer Checklist

Is there a sufficient amount of correct information under

Is the information presented clearly with appropriate

Did the student gather and record the appropriate

Does the student provide supporting information from

As a person knowing little about this topic, does the

Introduction to the Game

CyberCops Log Book

CyberCops Log Book Answers

Profiles and Supports

CM2 - Dealing with Harassment

Graphic Organizer Introduction

CM7 CyberCop Log Book

CM2 - Dealing with Harassment

CM3 Cyber Organizer

Ignore and delete messages sent (hoping it will go away)