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Kathleen Carlisle

Demonstration Lesson - Central York Middle School


Digital Citizenship - July 1, 2015

Standards:
CYDAL.5.7.1 Advocate and practice safe, legal, and responsible use of information and technology.
CYDAL.5.8.2 Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
CYCCLA.1.5.7.A Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues,
building on others' ideas and expressing their own clearly.

Essential Questions:
1. How do I define rights and responsibilities as it relates to digital citizenship?

Student Objectives:
1. Students will consider their own emotional attitudes toward technology use in school.
2. Students will understand how rights and responsibilities are related to being a good digital citizen.
3. Students will collaborate to create a Digital Bill of Rights and Responsibilities.

Materials Needed (include technology needed):


Computer for teacher and students, projector, post-it notes, pencils, Google Drive (slides, forms), Padlet

Activating Strategy:
Who has seen the Disney movie Inside Out? Summarize plot and invite students to identify the five emotions
that are characterized in the film. Respond to quick poll. (These emotions connect to student experiences with
technology. By being informed and prepared as digital citizens, students can feel more confidence.)

Procedures:
1. After completing the survey, the teacher will briefly review responses and ask for reasons related to the
different emotions associated with using iPads in the classroom.
2. Teacher asks students: what does it mean to be a citizen?
3. On a post-it note, students brainstorm a list of rights we have as citizens of the U.S. Then, students will
compare this list with another student.
4. Teacher explains that with every right comes a corresponding responsibility. Students will fill in the blank
with examples: Once you earn the right to drive, you have the responsibility to ___________________ (use
caution, not drive too fast, avoid distractions like cell phones, dont drink and drive).
5. Next, students list a right and responsibility related to digital citizenship. Ask if there is something listed
under being a U.S. citizen that can apply and use that as an example (such as freedom of speech).
6. Students work with a partner to come up with one more example each. These will be put into a Digital Bill
of Rights document.

Summarizing Strategy:
How do you feel about technology in school now? Has your primary emotion changed from the beginning?
Once students have clear expectations and an understanding of their rights and responsibilities and other
elements of digital citizenship, they are equipped to feel confident (show the character Joy from Inside Out)
and positive when using technology in school.

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