Digital Citizenship @ the Elementary Level
Lessons geared toward 4th & 5th graders.
Learning Module
- Creator(s):
Learning Module Description:
This learning module is geared towards the Elementary Level and is to help teach students about Digital Citizenship and the impact they have on their online interactions. It's meant as a guide to help them become more aware of their digital presence, and it's long term effects.
Essential Question(s):
Do students know what their digital identity is and how to manage it?
Do students engage in an acceptable behavior when using technology?
Do students understand their rights and obligations of using and sharing intellectual property?
Do students manage their personal information for privacy and security?
ISTE (International Society for Technology in Education) Standards:
http://www.iste.org/standards/standards/for-students-2016 - Focus on Digital Citizen
Area 2: Digital Citizen
Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
Indicators for Area 2: Digital Citizen
2b - Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
2a - Students cultivate and manage their digital identity and reputation and are aware of thepermanence of their actions in the digital world.
2c - Students demonstrate an understanding of and respect for the rights and obligations ofusing and sharing intellectual property.
2d - Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.
The New Learning Affordances (quoted from e-Learning) that will be addressed in the module:
Ubiquitous Learning - "So that learning extends beyond the walls of the classroom and the cells of the timetable."
Multimodal Learning - "Using new media resources: Today’s learners need to be able to use digital media to juxtapose and link text, diagram, table, dataset, video documentation, audio recording and other media."
Active Knowledge Making - "So learners become active knowledge producers (for instance, project-based learning, using multiple knowledge sources, and research based knowledge making), and not merely knowledge consumers (as exemplified in the ‘transmission’ pedagogies of traditional textbook learning or e-learning focused on video or e-textbook delivery)."
Recursive Feedback - "A new generation of assessment systems: Including continuous machine-mediated human assessment from multiple perspectives (peers, self, teacher, parents, invited experts etc.), and machine feedback (selected and supply response assessments, natural language processing)."
Collaborative Intelligence - "Where, for instance, peers offer structured feedback to each other, available knowledge resources are diverse and open, and" the contributions of peers and sources to knowledge formation are documented and transparent.
Metacognition - "For example, involving extensive giving and receiving of feedback, and recruiting students as self- and peer- assessors."
Differentiated Learning - "Where individuals and groups of students can work at a pace that suits their needs, and where data analyses allow that these processes are readily and conveniently managed by teachers."
What's internet safety or e safety?
Well here's an infographic to help get your brainstorming going about internet safety.
To stay safe online you sometimes have to go with how your "gut" feels about the situation. You have the right to end an online conversation and log off the internet if your "gut" tells you something isn't right. Anytime something like this happens, and your "gut" feels, please go talk a trusted family member or adult.
Take a moment watch this video about how the "power of words" can affect you feel about yourself and how you feel safe while online.
When you're online you can think of your "gut feeling" like a traffic light, green = okay, yellow = iffy, and red = risky. If you ever find yourself at a yellow or red light take the time to talk to a family member or trusted adult about it.
Comment: Pick one of these online scenarios and comment on what your "gut feeling" and which light of the stoplight you'd be at why:
Make an Update: Create a comic strip online of one of these examples and how your character(s) would handle the situation. You can use this site and e-mail your comic to me http://plasq.com/apps/comiclife/macwin/. Share your comic strip with another student and have them comment on it if it something that they would also do.
Lesson Adapted from the Common Sense Education curriculum.
Lesson Objective: Students will be able to:
Standards:
Common Core State Standards:
Grade 4: RL.3, RL.10, RI.1, RI.3, RI.4, RI.7, RI.10, RF.4a, W.9b, SL.1a, SL.1b, SL.1c, SL.1d, SL.4, SL.5, L.3a, L.6
Grade 5: RL.3, RL.10, RI.1, RI.3, RI.4, RI.7, RI.10, RF.4a, W.9b, SL.1a, SL.1b, SL.1c, SL.1d, SL.4, SL.5, SL.6, L.6
ISTE: 2b, 5a, 5d
Directions:
Students will have brainstormed what internet safety is and how online interactions with others and their words can have a lasting effect on them. They will watch a video to see an example of what can happen somebody plays an online game with another and how his friend dealt with a similar scenario in the past.
Assessment:
Students will then individually comment on one of the listed scenarios and how they would feel & deal with the situation. They will also create an update and create a comic strip using one the listed scenarios or their own scenario and the character solving.
Follow up:
Provide feedback on students' comments and/or print out and have students share their comic strips with the classroom.
Optional:
Do you have a strong password? Do you know if your information is secure?
Here's some DO & DON'TS of creating passwords from the Common Sense website:
The Dos and Don'ts of Creating Strong Passwords
Do make your passwords eight or more characters, using combinations of letters, numbers, and symbols. (These are harder to crack than regular words because there are more combinations to try.)
Don't include any private-identity information in your password. (People may easily guess passwords that include your name, address, birth date, and so on.)
Do change your password at least every six months. (This way, even if someone does guess your password, they won't be able to get into your account for long.)
Don't share your password with your friends. (Even if you trust them, they might unintentionally do something that puts you or your information at risk.)
Test your password creating skills with this game. (Click on the text below the picture.)
Not only do you have to worry that your passwords are strong for the sites you join, you should sit down with your family and discuss website's privacy policy with your parents before you download or join sites.
Watch this video for some tips on how to create strong passwords for the sites you join and don't forget to write them down in a secure & safe place.
Comment: Do you follow the Dos and Dont's of password creation? Do you use the same password for every site you belong to? Did Password Plunder give you some new ideas on new passwords you could use? Comment and reply to others comments to create a common dialogue conversation.
Update: Take the time and go through your list of websites you visit frequently, create a list and go through with your parents the privacy settings, use this site http://www.dinopass.com/ to create new "strong" passwords for them with your parents and write them down and in a safe place. Have your parents signoff in your planner/agenda that you did this activity together.
Lesson Adapted from the Common Sense Education curriculum.
Lesson Objective: Students will be able to:
Standards:
Common Core State Standards:
Grade 4: RI.1, RI.4, RI.10, RF.4a, W.4, W.10, SL.1a, SL.1b, SL.1c, SL.1d, SL.6, L.3a, L.6
Grade 5: RI.1, RI.4, RI.10, RF.4a, W.4, W.10, SL.1a, SL.1b, SL.1c, SL.1d, SL.6, L.3a, L.6
ISTE: 2a, 2b, 3b, 5a, 5b
Directions:
Students are going to learn some common dos and don'ts of creating strong passwords for sites. They'll also take the opportunity to build new passwords for sites that are family approved, using a password generator. Along with that they'll discuss with their family what sites are appropriate for their use.
Assessment:
Students will then individually comment on if they follow the general guidelines when creating passwords along with realizing they shouldn't use the same password for every login. They will have to have their family members sign off they've sat down and discussed appropriate sites for safety and created new passwords with their parents.
Follow up:
Provide feedback on students' comments of password creation and checkin with parent signature in planner/agendas.
Optional:
What sort of relationships do you have online? What are the modes/ways you communicate with people?
Watch this video to get some ideas of what it's like to communicate online with other people you may or may not know offline.
Now help some people you know from sharing too much information online.
Comment: What types of people do you talk to online? What devices do you use to communicate with people on the internet? How do you communicate with each other in the classroom?
Update: Create an update where you compare and contrast online-only friends and in person, face-to-face friends. Explain what you would do if an online-only friend ask you for personal infromation? (Refer back to previous sections for ideas.)
Lesson Adapted from the Common Sense Education curriculum.
Lesson Objective: Students will be able to:
compare and contrast online-only friends and in-person, face-to-face pals.
analyze why private information should not be given to anyone online without the permission of a trusted adult.
debate how to respond if an online-only friend asks them personal questions.
Standards:
Common Core State Standards:
Grade 4: RL.10, RI.3, RI.4, RI.7, RI.9, RI.10, RF.4a, W.9b, SL.1a, SL.1b, SL.1c, SL.1d, SL.4, L.3a, L.6
Grade 5: RL.10, RI.3, RI.4, RI.7, RI.9, RI.10, RF.4a, W.9b, SL.1a, SL.1b, SL.1c, SL.1d, SL.4, SL.6, L.6
ISTE: 2b, 5a
Directions:
Students will watch a video to understand how to effectively communicate with others online no matter if they are an online-only friend or a face-to-face friend. They will also practice helping determine which information will not be shared in online communications.
Assessment:
Students will comment on the different types of people they talk to online and what they use to communicate with others. They will also create an update that shows their understanding of the difference between the different types of friends online and what they would do if an online-only friend asks for personal information.
Follow up:
Provide feedback on students comments and updates when checking for understanding.
Optional:
What's a cyberbully vs an in-person bully?
Is there a difference between a in-person bully and a cyberbully? Yes there is, check out this video to learn what a cyberbully is.
An in-person bully can do all the same things a cyberbully is capable but also can cause physical hardm to somebody.
Now that you've learned what a cyberbully is, here's some great tips for what you can do if you encounter one yourself or see somebody else being bullied:
- Don’t respond or retaliate. If you are angry and reply, then you might say mean things. Cyberbullies often just want to get a reaction out of you. Don’t let them know that their plan has worked.
- Block the bully. If you get mean messages online, take the person who sent you the messages off your buddy or friends list. You can also just delete messages from bullies without reading them.
- Save and print bullying messages. If the bullying continues, save the messages. These could be important evidence to show your parents or teachers if the bullying does not stop.
- Talk to a friend. When someone makes you feel bad, it can help to talk the situation over with a friend.
- Tell a trusted adult. Telling an adult – like a parent, family member, teacher, or coach – isn’t tattling. It’s standing up for yourself.
Now's your chance to stop cyberbullies from doing damage to your image at school.
Comment: What are some words or phrases to describe how it feels to be cyberbullied? How is cyberbullying the same and/or different than in-person bullying? How would handle a cyberbullying situation?
Update: Come up with story of a student being cyberbullied and how he/she used the tips mentioned to help stop the cyberully. (AND) Create a video of your story with classmates and how they would handle the situation.
Lesson Adapted from the Common Sense Education curriculum.
Lesson Objective: Students will be able to:
recognize some of the key similarities and differences between in-person bullying and cyberbullying.
identify strategies for dealing responsibly with cyberbullying.
Standards:
Common Core State Standards:
Grade 4: RI.1, RI.4, RI.10, RF.4a, W.4, W.10, SL.1a, SL.1b, SL.1c, SL.1d, SL.6, L.3a, L.6
Grade 5: RI.1, RI.4, RI.10, RF.4a, W.4, W.10, SL.1a, SL.1b, SL.1c, SL.1d, SL.6, L.3a, L.6
ISTE: 2a, 2b, 5a, 5d
Directions:
Students will watch a video to understand what a cyberbully and learn the difference between that kind and an in-person bully. They'll read through the strategies of what effective techniques there are to deal with a cyberbully. After they'll play a game to help reinforce the activities a cyberbully may perform.
Assessment:
They'll follow up with the comment questions about what it feels like to be cyberbullied, and how they would handle those kind of situations. They'll also come up with a story and write out how the characters would deal with it and/or they can create a movie of the same story instead.
Follow up:
Allow students to read their original stories and/or show the videos in the class they created and upload to Google Classroom.
Optional:
What's your digital footprint?
Nope,
Here's a video that explains exactly how you're leaving your digital footprint every single day.
Whatever you post is like a "tattoo" it's left there and is very hard to remove once it's been posted. You need to take a moment and self-reflect before you self-reveal by following this simple infographic.
Whatever you post, no matter where it is, can be found by anyway and not simply washed away. Only post information that is going to be of some benefit to others and something you want anybody to be able to have access to. You want to leave a positive imprint of your time online.
Comment: Can you tell what a person is really like offline based on what you find online? What are some other types of information that make up your digital footprint?
Update: Click on the template of the footprint, print it out, and inside the footprint list all the activities you'd want others to find out about you online in 10-15 years. Share your footprint with other students in the classroom and create an update that lists all the common activities.
Lesson Adapted from the Common Sense Education curriculum.
Lesson Objective: Students will be able to:
learn that they have a digital footprint and that information from it can be searched; copied and passed on; seen by a large, invisible audience, and can be persistent.
recognize that people’s online information can be helpful or harmful to their reputation and image.
consider their own digital footprints and what they want those footprints to be like in the future.
Standards:
ISTE: 1a-c, 2a-d
Directions:
Students will learn from this update what it means to leave your digital footprint, how it's more permanent like a tattoo. They will learn it is best to self-reflect before they self-reveal themselves online. They will near that the footprint they leave will be able to seen years if not decades down the road for others to view, copy, and present for others to see.
Assessment:
In the comment section the students will answer questions about what you can tell from a person's online footprint and what other information can provide a difital footprint. They'll also print out a footprint pattern and list things they want people to find out online about them 10-15 years down the road.
Follow up:
Allow students the time to share their footprints with the rest of the class, take digital pics of them, and upload/share them with the students themselves.
Optional:
This section is twofold in the fact you'll learn how to show respect for other people's work and how to cite different online sources you've used.
Have you ever found somebody else's work online and wanted to use it in your own research, or have you ever created your own original work online and wanted to make sure nobody else abuses their use of it? Listen to Nicole's Story and her work.
Make sure to always cite your sources when giving credit for other people's work when you use them. If you do use other people's work online when you give them credit you're showing respect for their work.
Here's a great link to help you cite your sources and give credit where it's due when citing information.
http://www.easybib.com/mla~format/
Read this article from Time for Kids titled "One Small Step, One Great Man"
Check out the MLA citation of the article you just read.
Here's the breakdown of all the important parts of a citation and why they're included.
If you don't take the time to cite your information you've borrowed from others it's called "Plagiarism", click the word to find out exactly what it is.
Comment: What is plagiarism? Why is it important to provide citations for the work you use?When is it okay to use someone else’s words or ideas?
Update: Find an online article from the Time for Kids website, read the article, summarize it in a paragraph, and show how you cited the sources.
Lesson Adapted from the Common Sense Education curriculum part 1 and part 2:
Lesson Objective: Students will be able to:
explain how giving credit is a sign of respect for people’s work.
articulate when it is acceptable to use people’s work, and how to write a citation.
explain the value of giving proper citations.
name the components of an MLA style citation for different types of websites.
create MLA style citations for online articles and professional sites.
Standards:
Common Core State Standards:
4th Grade: RL.10, RI.1, RI.3, RI.4, RI.7, RI.10, RF.4a, W.2d, W.4, W.6, W.7, W.9b, W.10, SL.1a, SL.1b, SL.1c, SL.1d, SL.2, SL.4, SL.5, SL.6, L.3a, L.6
5th Grade: RL.10, RI.1, RI.3, RI.4, RI.7, RI.10, RF.4a, W.2d, W.4, W.6, W.7, W.9b, W.10, SL.1a, SL.1b, SL.1c, SL.1d, SL.4, SL.6, L.6
ISTE: 3b, 3c, 3d, 5a, 5b
Directions:
Students will be working on understanding the importance of using others online work and giving proper credit where it is due. They will also learn how to cite their sources they use appropriately and not only with that, learn how to keep their work safe online.
Assessment:
Answering the "comment" questions and creating the update will lend the students being able to show their understanding of how to correctly cite their online sources.
Follow up:
Check student's source citing on their updates for proper citations and understanding of how to cite, and help those that may have struggled with proper citing.
Optional:
This section helps you to understand the rights you have as a creator understanding "fair use", including the ideas of rework, reuse, and a remix of previously created work.
Let's first start off by watching his video on a review of copyright and what it means for fair use.
Here's a visual to help remind you what falls under "fair use" and if you're able to use somebody else's original work without their permission.
Here are some examples of what each of the four points looks like.
Now that you've reviewed and learned about copyright and fair use, you should be able to use that knowledge to determine if work you find online can be used for your own original work.
Comment: What does it mean to "rework" copyrighted material? How can you tell if something is fair use? Even if you create something that’s fair use, why is it important to give credit to the work you used to make it? Watch these two videos and pick one to decide if it falls under "fair use" and if so, why? if not, why not?
"Scary Mary" http://www.teachertube.com/video/scary-mary-poppins-trailer-146433
"DJ Earworm Mashup - United State of Pop 2012 (Shine Brighter)" https://www.youtube.com/watch/?v=6q0dsG8fTHY
Update: Form a group of 2-3 students and find a video on YouTube or TeacherTube and decide if it falls under "fair use" or is it an original work of the creators? What does/doesn't make it "fair use" or what makes it an original work
Lesson Adapted from the Common Sense Education curriculum.
Lesson Objective: Students will be able to:
Standards:
Common Core State Standards:
6th Grade: RI.2, RI.3, RI.7, RI.8, RI.10, W.6, SL.1a, SL.1b, SL.1c, SL.1d, SL.2, SL.5, SL.6, L.6
ISTE: 1a, 1b, 2a, 4a, 5a-c
Directions:
Students review what copyright is, learn what it means for "fair use" and what rules/points apply for something to be considered "fair use".
Assessment:
Students will answer the "comment" questions along with watching the two videos and picking one and deciding if it falls or doesn't fall under "fair use" policy and why. Students under the "update" section will pick a video of their choosing off of TeacherTube or YouTube and cite whether it falls under "fair use" or an original "copyrighted" work and why.
Follow up:
Follow through with checking students responses make sense not only for the comment section but provide feedback on the update if there successfully cited if their material was "fair use" or original "copyrighted" material.
Optional:
Now that you've had the time and opportunity to surf through the prior sections it's your turn to help out the classroom/learning module.
You are going to create a "digital passport" for others to use when they complete the sections that their teacher can sign off on.
Things to be included:
Here are some Digital Passport ideas from the internet:
Peer Assessment Rubric:
Passport Completion:
3 - All required parts listed and the project is complete.
2 - Missing 1-2 required parts, otherwise complete.
1 - Many missing parts, failure to complete.
Spelling:
3 - 2 or less spelling errors.
2 - 3-5 spelling errors.
1 - 6+ spelling errors.
Capitalization:
3 - 2 or less capitalization errors.
2 - 3-4 capitalization errors.
1 - 5+ capitalization errors.
This last update has a multi-part section for the students.
One they will be creating a Digital Passport that students could use in the future to track their progress in the classroom.
Two they will take the time to peer review another student's work by using the following RUBRIC.
Peer Assessment Rubric:
Passport Completion:
3 - All required parts listed and the project is complete.
2 - Missing 1-2 required parts, otherwise complete.
1 - Many missing parts, failure to complete.
Spelling:
3 - 2 or less spelling errors.
2 - 3-5 spelling errors.
1 - 6+ spelling errors.
Capitalization:
3 - 2 or less capitalization errors.
2 - 3-4 capitalization errors.
1 - 5+ capitalization errors.
After the students have completed the project and their peer review, push this survey out for them.
