Lesson #2: Digital Citizenship: Internet Safety

Caitlyn Sehl
Lesson Components
Identification of the Class

Virginia Standards of
Learning & National
Educational Technology
Standards (Students)

Lesson Objectives

Materials
Procedures

Description
Subject: English
Grade: 7th
Number of Students: ~30
Virginia SOL: 7.9 The student will apply knowledge of
appropriate reference materials to produce a research
product.
c) Use technology as a tool to research, organize,
evaluate, and communicate information.
NETS-S: 5. Digital citizenship Students understand human,
cultural, and societal issues related to technology and
practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible
use of information and technology
The students will understand what a digital citizen is
and the best way they can be one.
The students will know how to find good sources on
the internet.
The students will understand the best ways they can
keep themselves and their peers safe while online.
Journal, pencil, computer
1. Warm-up: Have the students take out their journals and
write about the prompt: What do you think a digital
citizen is?
a. I would have them write a few sentences to
just get them thinking about the words and
what they could mean in this sense.
b. I would have a few students share their ideas
of what a digital citizen is.
c. I would explain to them what it is and how
that pertains to our class.
d. I will show them the Coggle (word map) Ive
created to demonstrate the importance of
Internet Safety, along with appropriate
sources and digital citizenship, and how all
of these are connected to one another.
2. Introduction:
a. Have the students watch as I navigate through
appropriate sources.
i.
Show them how to find the right
sources for research and academic
purposes.
b. Talk with them about what makes the sources
appropriate (news sources, .org, peer
reviewed articles, etc.).

Lesson #2: Digital Citizenship: Internet Safety

Caitlyn Sehl
c. Show them opinion pieces that are backed up
with facts that can also be used in persuasive
essays.
3. Assignment: Have the students break up into groups of
2-3 and find a computer.
a. Give them the prompt of researching Internet
Safety.
i.
They must find 3-4 good sources.
ii. They must use those sources to find
the best ways to keep safe on the
internet.
iii. They must figure out ways that they
can keep themselves and their peers
safe on the internet.
b. Once they have found the sources and
answered the questions, they must write a
paragraph (5-7 sentences) and talk about the
best ways to stay safe on the internet.
i. Some students/groups may share their
paragraphs or list ways theyve
found to stay safe.
ii. They will turn the paragraphs in with
the names of all the group
members.
4. Wrap-up: Have them do a 3 2 1 in their journals as
they pass up the paragraphs.
a. 3: List three ways to stay safe on the internet,
2: List two ways to know if a website is a
good source, 1: List one way to be a good
digital citizen.
b. They will pass up their journals and I will
read their 3 2 1s at the end of the week
when I check journals.

Assessment & Evaluation

Summative: The paragraph using the sources and the 3 2

1 to make sure they understand the importance of
appropriate sources and digital citizenship.

Lesson #2: Digital Citizenship: Internet Safety

Caitlyn Sehl
Resources:
1. (2015). Basic internet safety. National Center for Missing & Exploited Children.
Retrieved from: http://www.netsmartz.org/InternetSafety.
2. Murray, D. (2015, Feb. 17). Google takes internet safety program to Montana. Great
Falls Tribune. Retrieved from:
http://www.greatfallstribune.com/story/news/local/2015/02/17/google-takesinternet-safety-program-montana/23588479/.
3. (n.d.) Safety tips. FBI - Kids' Safety. Retrieved from: http://www.fbi.gov/fungames/kids/kids-safety.
4. Pusey, P. & Sadera, W. A. (2012). Cyberethics, cybersafety, and cybersecurity:
Preservice teacher knowledge, preparedness, and the need for teacher education to
make a difference. Journal of Digital Learning in Teacher Education, 28(2).
Retrieved from: http://files.eric.ed.gov/fulltext/EJ960154.pdf.