1

Digital Citizenship Lesson Plan

Name: Tammy Hackett Grade: 4
th
or 5
th
grade


Date: 9/30/14 Subject/Topic: Digital Citizenship/Digital Security


Summary
Safe practices on the internet is the focus of this lesson.

Three essential learning outcomes are: students will understand how
they can safely interact on the internet, and students will recognize
what is considered private information and therefore will not share
it with strangers on the internet. Also, students will understand the
impact of their words and actions on the internet.

All students are part of the digital age and will be, or have probably
already been, exposed to the internet regardless of their different
experiences, cultures or disabilities. Being safe, specifically
understanding what private information is, will help all students
regardless of background or abilities. If a person has had limited
access to the internet, this lesson is especially valuable to them
because of unknown dangers that may lie ahead.

This lesson will span three to four days depending on class time
structure.

Students will be expected to work independently and collaboratively
on assignments

2


Common
Core
Standards

A.R.1 Read closely to determine what the text says explicitly and to
make logical inferences from it, cite specific textual evidence when
writing or speaking to support conclusions drawn from text.

A.R.4 Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or
tone.

A.R.10 Read and comprehend complex literary and informational
text independently and proficiently.




ISTE 21
st

Century
Skills
ISTE
1a--Apply existing knowledge to generate new
ideas, products or processes
1b.--Create original works as a means of personal
or group expression
2a-- Interact, collaborate, and publish with peers,
experts, or others employing a variety of digital
environments and media
2d--Contribute to project teams to produce original
works or solve problems
3b.--Locate, organize, analyze, evaluate, synthesize,
and ethically use information from a variety of
sources and media
5aAdvocate and practice safe, legal, and responsible use of
information and technology.
5bExhibit a positive attitude toward using technology that supports
collaboration, learning and productivity.
5cDemonstrate personal responsibility for lifelong learning.
5dExhibit leadership for digital citizenship.
6bSelect and use applications effectively and productively

21
st
Century Skills
Analyze Media
--Understand both how and why media messages are constructed and
for what purposes
--Examine how individuals interpret messages differently, how values
and points of view are included or excluded and how media can
3

influence beliefs and behaviors
--Apply a fundamental understanding of the ethical/legal issues
surrounding the access and use of media










Assessment
5% of grade/Introduction into lesson:
Teacher will ask students to work in groups of three to four.
Students will make a list of pros and cons in regards to sharing
information on the internet. All students need to contribute and
then elect a spokesperson to share their list with the class.

60% of grade/Internet Safety:
Teacher shares the Brainpop Jr. on-line video
(http://www.brainpopjr.com/artsandtechnology/technology/internets
afety/) with the class via interactive white board. Follow up with a
review of the videos content using direct teaching. Then ask
students to return to their previous collaborative group.
Have them work together to create a video using the site
http://wideo.co/. (free version) The video should focus on the
following: messages from strangers, what is personal information
and who do I share it with, keeping my computer safe including
strong passwords, and reaching out to a parent/adult I trust with
questions. Each of these topics should have a slide. There should
also be an intro and closing slide bringing the total number
4

to six slides. The Brainpop Jr. online video, along with notes they
will be encouraged to take, can be referred to by the students as a
resource during the creation of their video. The group will present
their completed video to the class. A rubric will be given to
students with a sliding scale of below standard, approaching
and at standard categories so they have clear goals of what to
include in the group video.

5% of grade/Class Discussion:
The teacher has whole class view the online video
http://www.brainpop.com/games/sharejumper/
Have a general discussion on how our words on the internet can
affect people and have consequences. Class participation
determines grade.

15% of grade/Multi-Media Center:
The teacher will create a center including three books, an online
video and an app.

Breakdown of center/assignments is as follows:
Books- Students are to use one of three books to complete a book
report using Google Docs. Outline for book report will be provided
at the center.
On-line video- (http://www.teachingideas.co.uk/welcome/3711.htm) Students
are to view video and complete provided worksheet. Also, students
are to complete last page of questions and answers on-line.
Ipad App- Students are to sign a list stating they have played the
app entitled Online Safety

Computers or laptops will be provided at this center.

15% of grade/Student Written Paper:
At the end of the unit, each student is to write a one page paper
addressing the following questions: explain how you felt before
these lessons about sharing personal information. How did you
feel in general about internet safety? How have your views
changed after completing this unit? What habits will you change
when going on-line?

Correct grammar and punctuation will affect their grade.






5


Objectives

Students will be able to identify the internet and specifically email,
instant messaging and blogs as a place where communication takes
place.

Students will be able to recognize stranger danger on the internet
and know how to keep themselves safe.

Students will be able to identify what is considered private
information such as name, address, phone number, birthday,
passwords, school name and even pictures of themselves and
others.

Students will be able to recognize their words are permanent on the
internet and can have real consequences.

Students will be able to work independently to complete
assignments.

Students will be able to collaborate in groups to complete
assignments using a rubric to guide the quality of a final product.




Prerequisite
Knowledge

Students need to have skills in keyboarding and logging onto
internet.

Students need to be familiar with various forms of communication
on the internet such as email, instant messaging and blogging.

Students need to be familiar with the website www.wideo.com and
how to use it to create videos.

Students need to be familiar with Google Docs to type a book
report.






6




Tools and Resources

Internet
URLS
http://www.brainpopjr.com/artsandtechnology/technology/internetsafet
y/

http://wideo.co/

http://www.teachingideas.co.uk/welcome/3711.htm

http://www.brainpop.com/games/sharejumper/



Printed
Materials Leavitt, J., & Linford, S. (2006). Faux Paws Adventures in the
Internet: Keeping Children Safe Online. Indianapolis: John Wiley &
Sons, Inc.

Sherman. Josepha. (2003). Internet Safety (Watts Library). New York:
Franklin Watts

Halpert, Ben. (2013). The Savvy Cyber Kids At Home: The Family
Gets A Computer. Atlanta: Savvy Cyber Kids, Inc.


iPad (If
used)
Content
Apps
Ipad app entitled Online Safety (This is a free app.)






Other
Equipment or
Supplies
Lined paper, pencils, Interactive Board, laptop or computer for
teacher, laptops for students, worksheet printed off from website
http://www.teachingideas.co.uk/welcome/3711.htm, storyboard
sheets for video creation brainstorming

7