Title of Unit Digital Citizenship Grade Level 4

th
Grade
Stage 2 Determine Acceptable Evidence
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and
develop innovative products and processes using technology.
2. Communication and Collaboration: Students will interact, collaborate and publish with peers
employing a variety of digital environments and media.
5. Digital Citizenship: Students exhibit a positive attitude toward using technology that supports
collaboration, learning and productivity. Students will advocate and practice safe, legal, and
responsible use of information and technology.
Essential Questions

Overarching Questions:


1. How has technology changed the way
people interact with the world around
them?
2. What kind of power does the Internet give
us?


























Topical Questions:

1. What are the rules and consequences of
digital citizenship?
2. What is the importance of promoting the
concept of digital citizenship and the common
good?


Stage 2 - Evidence
Performance Tasks

Task 1: Digital Superhero (Application)
Goal: Your task is to create a digital superhero that exhibits exemplary
attributes and are able to solve dilemmas in a responsible way.
Role: You are a cartoon designer.
Audience: The target audience is your peers.
Situation: The challenge involves creating appropriate digital
superheroes for the target audience.
Product Performance and Purpose: You will design and create a
superhero along with a digital scenario that solves a dilemma in a
responsible way. You may choose the design and layout for your
superhero and scenario. You will showcase your product in the media
center for the class to view.
Standards and Criteria for Success: Your product must meet the
following standards:
Illustrations and appropriate vocabulary for the intended target
audience
Explanation of simple machines and uses in detail
Correct grammar/punctuation.








Other Evidence
Informal Checks
o The teacher uses a dipstick check by asking, How well do you feel you know the
information? Students respond by indicating a number from one (1) to five (5); 5 I know
it so well I can teach it; 4 I can do it alone; 3 I need some help; 2 I could use more
practice; 1 I am only beginning. (Self-Knowledge)
Tests/Quizzes
o Teacher uses selected responses (e.g., multiple choice, true/false, matching) or short answer
formats
o Tests (Self-Knowledge)
Academic Prompts
o Teacher assesses students knowledge of digital citizenship by asking students to explain
what kind of power the Internet gives us. (Explanation)
o Teacher shows the students a three-column chart with the terms Safe, Responsible,
and Respectful written at the top of each column. Invite students to shout out
words or phrases that describe how people can act safely, responsibly, and
respectfully online, and then write them in the appropriate column. (Alternatively,
have students write their words or phrases on sticky notes and post them on the
chart.) (Explanation)
Observations/Dialogue
o Teacher utilizes think/pair/share to assess students understanding of digital citizenship by
asking scenario type questions: (Perspective)
-Is it legal to use anything from the Internet, anyway you want, unless it says you have to purchase
it?
-Have you ever received/sent an upsetting text message or email from someone who acted like they
knew you but didnt identify themselves?
- Have you ever posted information, like your telephone number, your email, the name of your
school, your sports team, etc. online?
-Do you think your parents are too strict about what you post online?
The Following Essential Questions Should Be Addressed:
o What are the rules and consequences of digital citizenship?

o What is the importance of promoting the concept of digital citizenship and the common
good?
o How do you stay safe online and off?
Move from group to group, noting students who demonstrate understanding and those who do not during
lessons and performance tasks.
Learning Logs/Journals
- Writing Prompts (Answer E.Q.s)
1. What are the rules and consequences of digital citizenship?
2. What is the importance of promoting the concept of digital citizenship and the common good?
-Create a mind map using the web 2.0-tool, Popplet, of the rules and consequences of digital
citizenship.
or
Students can create a wordle that incorporates words associated with the rules and consequences of
digital citizenship.
(Differentiation)
Students collaborate in pairs and small groups whose membership changes as needed. Learning
in groups enables students to engage in meaningful discussions and to observe and learn from
one another.




















Student Self-Assessment and Reflection

Name________________________________________Date___________________________


Today, I learned______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I did well ___________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I am still confused ____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I need help with ______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I want to know more about_____________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Next time, I will work on ______________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________












Rubric
The Performance Tasks incorporates the six facets of understanding to generate possible ways in which students might
reveal understanding.
Task 1: Digital Superhero (Application)
Goal: Your task is to create a digital superhero that exhibits exemplary attributes and are able to solve dilemmas in a responsible
way.
Role: You are a cartoon designer.
Audience: The target audience is your peers.
Situation: The challenge involves creating appropriate digital superheroes for the target audience.
Product Performance and Purpose: You will design and create a superhero along with a digital scenario that solves a dilemma in
a responsible way. You may choose the design and layout for your superhero and scenario. You will showcase your product in
the media center for the class to view.
Standards and Criteria for Success: Your product must meet the following standards:
Illustrations and appropriate vocabulary for the intended target audience
Explanation of simple machines and uses in detail
Correct grammar/punctuation
Rubric for Performance Task 1
Category Exceeds: 3 points Target: 2 points Unacceptable: 1 point Your Score
Content All content throughout
the presentation is
accurate. There are no
factual errors.
Most of the content is
accurate but there is one
piece of information that
might be inaccurate.
Content is typically
confusing or contains
more than one factual
error.



_____/3
Sequencing of
Information
Information is organized
in a clear, logical way. It
is easy to anticipate the
type of material that
might be on the next
card.
Most information is
organized in a clear,
logical way. One card or
item of information
seems out of place.
There is no clear plan
for the organization of
information.



_____/3
Effectiveness Project includes all
material needed to gain
a comfortable
understanding of the
topic. It is a highly
effective study guide.
Project includes most
material needed to gain
a comfortable
understanding of the
material but is lacking
one or two key
elements. It is an
adequate study guide.
Project is lacking
several key elements
and has inaccuracies that
make it a poor study
guide.


_____/3
Spelling and Punctuation There are no spelling or
punctuation errors in the
final draft. Character
and place names that the
author invented are
spelled consistently
throughout.
There is one spelling or
punctuation error in the
final draft.
The final draft has more
than 3 spelling and
punctuation errors.



_____/3





_____/12 Points Possible Final Grade____________









Lesson Plans
Day 1 & Day 2 Day 3 Day 4 Day 5
Standard: NETS 1, 2, 5
E.Q. What are the rules
and consequences of
digital citizenship?
Activity: Finish previous
days activity.
Closing: INVITE students
to introduce their
superheroes to one
another.
Assessment: Should be
determined by
completed superheroes
with qualities listed.
Standard: NETS 1, 2,
E.Q. What is the
importance of promoting
the concept of digital
citizenship and the
common good?
Activity: REMIND
students how good
digital citizens can
harness the power of
digital media to make the
world a better place.
TELL students to
complete Step 2 of the
Save the Day! Student
Handout, which prompts
them to create a short,
three-frame comic strip.
They should illustrate a
problem in the digital
world, and how their
digital superhero helps
resolve that digital
dilemma. Students can
create comic strips
freehand on the handout
using illustrations,
speech bubbles, and
captions. Or,
alternatively, they can
use an online tool, such
as Make Beliefs Comix or
Comic Life (Mac, must
purchase). SHARE one or
two of the following
examples, if students
need guidance creating a
scenario:
Someone spreads rumors
about somebody else
online.
Someone cheats on an
assignment for school by
copying information from
a website and saying
they wrote it.
Someone uses someone
elses password to
pretend to be that
person online.
Someone says mean
things online.
Someone forwards a
message containing
private information to
someone else.
DISPLAY your students
comics around the
classroom, like in an art
gallery. Then have
students take a gallery
Standard: NETS 1, 2, 5
E.Q. How has technology changed the way people interact with the
world around them?
What kind of power does the Internet give us? What are the rules
and consequences of digital citizenship?
Activity:
First, pre-assess students knowledge of digital citizenship using
brainpops digitial citizenship quiz:
http://www.brainpop.com/spotlight/digitalcitizenship/
Introduce students to Spider Mans motto, With great power
comes great responsibility. Guide students to recognize that the
things we read, see, and hear online can lead people to have all
sorts of feelings (e.g., happy, hurt, excited, angry, curious). Students
do a think pair share and brainstorm ideas on what power the
Internet gives to people. Have children understand that what we
do and say online can be powerful. The Internet also allows us to
learn about anything, talk to people at any time (no matter where
they are in the world), and share our knowledge and creative
projects with other people.
Have students create a mind map or wordle to assess their
understanding of what they feel are rules and consequences of
digital citizenship.
Closing: Students share their mind maps and/or wordles and point
out why they made reference to certain words.
Assessment: Should be determined by completed mind maps and
wordles. Review data from pre-assessment on digital citizenship.
Standard: NETS 1, 2, 5
E.Q. What are the rules and
consequences of digital
citizenship?
Activity:
DEFINE the Key Vocabulary
term digital citizen.
Emphasize that a digital
citizen is more than just an
Internet user. Its someone
who chooses to act in a safe,
respectful, and responsible
way online. CREATE a three-
column chart with the terms
Safe, Responsible, and
Respectful written at the
top of each column. Invite
students to shout out words
or phrases that describe
how people can act safely,
responsibly, and respectfully
online, and then write them
in the appropriate column.
(Alternatively, have students
write their words or phrases
on sticky notes and post
them on the chart.)
DISTRIBUTE the Save the
Day! Student Handout to
each student. (Optional:
Students can also create
superheroes online using
Marvels Create Your Own
Superhero.) TELL students to
complete Step 1, which
prompts them to create a
superhero for the digital
world. Encourage them to
ask themselves the
following:
What kind of superpowers
would my digital citizen
superhero use to help others
act safely, responsibly,
respectfully online? What is
special about the way my
superhero acts and thinks?
What kind of special
costume would my
superhero wear to help him
or her do the job?
What would my superheros
name be? (for example,
Dynamic Digital Dave or
The Upstander).
REMIND students to note
some of their superheros
unique qualities.
Closing: INVITE students to
introduce their superheroes
to one another.
Assessment: Should be

determined by completed
superheroes with qualities
listed.


walk, whether as a class
or in small groups. Allow
each student the
opportunity to describe
his or her comic to
others.
Closing: Students share
their comics.
Assessment: Should be
determined by
completed comic strips.
Re-assess students on
digital citizenship from
brainpop and assess
data.















SIX SIMPLE MACHINES
Field Trip Destinations: Visit these Web sites with your partner to complete the
graphic organizer.
Dirtmeister's Science Reporters: Simple Machines
http://teacher.scholastic.com/dirtrep/simple/index.htm
Inventor's Toolbox: The Elements of Machines
http://www.mos.org/sln/Leonardo/InventorsToolbox.html
Edheads: Simple Machines Activities http://www.edheads.org/activities/simple-
machines/index.htm
InQuiry Almanack: Simple Machines http://www.fi.edu/qa97/spotlight3/spotlight3.html
MIKIDS: Simple Machines http://www.mikids.com/Smachines.htm

Canada Science and Technology Museum: Simple Machines
http://www.sciencetech.technomuses.ca/english/schoolzone/Info_Simple_Machines2.cfm
Name of Simple
Machine
1. 2. 3.
Diagram
Describe how it
works

Name of simple
machine
4. 5. 6.
Diagram
Describe how it
works



SIX SIMPLE MACHINES
With your partner, locate information to answer these questions on
your Internet Field Trip, then discuss and answer these focus
questions about simple machines.
Why do we use machines?




When you're discussing simple
machines, what do the terms
"work," "effort," and "force"


mean?

How do machines make our
work easier?


When you combine simple
machines, what do you get?
Cite two examples.