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Essentials Course
Unit Author
First and Last Name
Sarah Weatherby
School District
Warsaw R-9
School Name
North Elementary
Warsaw, MO
Unit Overview
Unit Title
Digital Citizenship
Unit Summary
In this unit, students will be working independently and collaboratively to successfully master the content abou
Subject Area
Internet Safety
Grade Level
Third Grade
Approximate Time Needed
10 60-minute class periods
Unit Foundation
Targeted Content Standards and Benchmarks
NETS-S 5 Students understand human, cultural, and societal issues related to technology and practice legal an
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
Student Objectives/Learning Outcomes
The student will:
1. Practice safe and ethical use of the internet
2. Define what a digital footprint is
3. What is cyberbullying? What does cyber mean? How can you bully online?
Curriculum-Framing Questions
Page 1 of 5
Unit
Questions
Content
Questions
Assessment Plan
Assessment Timeline
Before project work begins
Pass
Hand
out digital
footprint and
have students
write responses
for how theyve
utilized the
internet.
Have
students use
voki.com to
write their
response to a
given scenario
and click text
to speech to
present their
information.
A quiz
will be taken on
Day 8 to show
whether they
are grasping
http://www.s
afekids.com/
quiz/q1.htm
Assessment Summary
My unit of digital citizenship will cover the main topics of students having digital citizenship, internet safety, an
Unit Details
Prerequisite Skills
The students must know how to write a complete sentence and read simple text through books and website ar
Instructional Procedures:
Page 2 of 5
Day 1: Introduce Digital Citizenship. Pass out Are you Web Aware? survey to students. Have them answer
questions. Go over results together and talk about the importance of being safe online. Then have students
watch: https://www.youtube.com/watch?v=N2eRQN9zjxk together. Use todaysmeet.com to have students
discuss what they felt to be the most important lesson they learned from the video.
Day 2: Watch this digital citizenship video: https://vimeo.com/6709512 Hand out footprint page and have
students write down all of the online activities they do in one week. The students should then exchange
footprints with a partner and discuse their similarities and differences. Then, as a class, discuss the online
activities they listed as part of the footprint activity. Create a class "Digital Footprint" word cloud using
Tagxedo.com. To do this, follow these directions: Under the "Shapes" option, choose the image of the footprint.
Next, go into the "Load" option at the top of the screen. In the "Enter Text" box, enter all of the online
activities students identified earlier in the lesson. In the "Word/Layout Options" select "Layout" > "Allow
Replication" >"Yes". When you are finished, go to "Save/Share". Save the image as a JPG to your computer.
You can then print the footprint and display it in the classroom.
Day 3: Begin the day by reviewing what we have learned so far about digital citizenship. Play
Netiquette off Brainpop.com and complete the quiz together. The students can participate by
putting their answers on a whiteboard. Begin the lesson by saying you are going to be sharing
several scenarios that could happen in real life. Their job is to take time to think about the scenario
and how they would react. They need to write their responses on a piece of paper for each scenario.
Inform them that the next day they will be sharing a blog post with other students on one scenario.
Day 4: Begin by reviewing the scenarios that were shared yesterday:
Scenario 1:
Your teacher has set-up a blog activity and has asked each person to respond to a classmate's post.
You decide to post a "funny" response to a friend's post using a fake account.
Scenario 2:
You spend 30 minutes on the computer before school in the morning, play games on the internet at
recess, and watch Youtube videos until supper.
Scenario 3:
You find an embarrassing photo of your sister and decide to email it to a friend.
Scenario 4:
You leave to go outside for recess and forget to logout of your computer account.
After reviewing, have the students pull out their responses. Have them choose a scenario that they
feel they connected with most. They will go to Voki.com to create an avatar and type their response
into the Text to speech box. The class will share these at the end of the lesson.
Day 5: Watch and discuss as a class the video http://www.commoncraft.com/video/protectingreputations-online. Then have the students watch the Brain pop on Information Privacy
independently. Have them raise their hand when they are done and show you their score. If they did
not get 100%, have them review their answers and retake the quiz.
Day 6: Introduce CyberBullying- Have each student create a KWL chart and fill it in with the topic
being CyberBullying. Discuss what the students say the Know about the topic and what they want
to know. Then, Ask the following questions to the class: What is cyberbullying? What does cyber
mean? How can you bully online? What is the same/different about bullying and cyberbullying? Do
students know someone whos been cyberbullied? Can you be cyberbullied on Xbox or Instagram or
similar programs? Use todaysmeet.com to have them submit their answers to each other and then
share their thinking and the correct answer together.
Day 7-Begin the lesson by playing Brainpop.com, Cyberbullying. Have students complete the
activity, graphic organizer, and vocabulary page through brainpop. The students should each have
their own Chromebook at their desk to complete these tasks individually.
Day 8- Have students take out their chromebooks and go to the website
http://humanservices.alberta.ca/badguypatrol/. They will go through the activities for the day. After
they have completed the activity, they will go to take an online quiz from
Page 3 of 5
http://www.safekids.com/quiz/q1.htm.
Day 9- Have students think back to the activity they did yesterday and quiz they took at the end of
the day. Today they are going create a quiz that a partner in the class will take. Access:
http://www.quizmeonline.net/make-a-quiz. The students will need the rest of the day to create their
quiz and submit the correct answers.
Day 10- Today, partner up students so that they are able to access each others quizzes. They will
take the quiz and then be required to go over their answers with the test creator (their partner).
Special Needs
Students
Students with special needs will need added support during independent research
available, a capable student can fill in to help a student find appropriate research
and accomodations need to be followed for students with IEPs and a 504.
Nonnative
Speakers
Research can be done using visual support through books and internet for nonnative spea
Gifted/Talented
Students
Camera
Laser Disk
VCR
Computer(s)
Printer
Video Camera
Digital Camera
Projection System
DVD Player
Scanner
Internet Connection
Television
Image Processing
Desktop Publishing
Word Processing
E-mail Software
Multimedia
Other
Encyclopedia on CD-ROM
Printed Materials
Students will need a KWL chart, Are you Web Aware Survey, footprint for
the Digital Footprint activity,
Supplies
Page 4 of 5
https://www.youtube.com/watch?v=N2eRQN9zjxk,
http://elementarydigitalcitizenship.weebly.com/lesson-21.html,
www.brainpop.com, tagxedo.com, todaysmeet.com, voki.com,
Access to
Internet Resources
Other Resources
Page 5 of 5