Plan for Instruction

TEACHER: GRADE: 2nd

C. Waters, Instructional Technology Specialist
C. Woods, technology teacher
R. Newton, classroom teacher
CLASS: Technology TIME FRAME: 45 minute lessons, extra class time if needed

TITLE: Digital Citizenship

Brief Overview of the Unit:

The purpose of this lesson is for students to learn about the importance of online privacy. Online privacy is only
one aspect of digital citizenship but it is critically important. Students will learn what personal information is and
why it is important to keep this information private. Students will be led through a website where they will watch
two videos and participate in class discussions about each. Then students will play in interactive game that further
teaches the importance of online safety while assessing their knowledge. Lastly, students will take an online quiz
to check for understanding.

Learner Analysis:
Mrs. Newton has 14 students in her second grade class. Of the 14 students in class 8 are boys and 6 are girls.
There are 8 black students, 4 white students, and 2 multi racial students.
Mrs. Newton’s class is a reduced class size model because she has 5 students who are identified as Special
Education students. These students receive services from a SPED teacher or paraprofessional for up to 4 hours
daily. These students each have an IEP that outlines accommodations that must be met. These accommodations
include extra time on work, frequent breaks, and having material read to them.
The other 9 students in class are students who were identified the previous year by their first grade teacher as at
grade level or below grade level. These students are all preforming on or below grade level currently and may
require additional assistance.

Stage 1: Desired Results

Standards:
ISTE Standards for Students
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.
2a. Students cultivate and manage their digital identity and reputation and are aware of the permanence of their
actions in the digital world.
2b. Students engage in positive, safe, legal and ethical behavior when using technology, including social
interactions online or when using networked devices.
2c. Students demonstrate an understanding of and respect for the rights and obligations of using 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.
3. Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
3d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories
and pursuing answers and solutions.

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 AASL Standards for the 21st Century Learner
Skills
1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world
connection for using this process in own life.
2.1.4 Use technology and other information tools to analyze and organize information.
3.1.6 Use information and technology ethically and responsibly.
Dispositions in Action
1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.
2.2.2 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the
evidence.
3.2.3 Demonstrate teamwork by working productively with others.
Responsibilities
1.3.4 Contribute to the exchange of ideas within the learning community.
1.3.5 Use information technology responsibly.
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
Self Assessment Strategies
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.4 Seek appropriate help when it is needed.
2.4.1 Determine how to act on information (accept, reject, modify).

Competency (Key knowledge, Key Knowledge Misconceptions

skill and/or misconceptions will
be addressed):
Knowledge-students will be able
to:
 Students will understand that they  It is safe to share personal
need to have permission to go information online.
online.  People on the internet cannot find
 Students will understand that they you or hurt you.
should only talk to people they  It is safe to go online without
know online. asking permission
 Students will understand that they
should not give out personal
information.
 Students will understand what
constitutes personal information.
 Use the computer to navigate the provided website.
 Watch the provided videos and gain knowledge about online safety.
 Participate in a class discussion before and after each video and the
interactive game.
 Complete a Google quiz with at least 80% accuracy on online safety.

Essential Question(s) – could be Why do I need to ask an adult before going online?
used as an Academic Prompt): What is personal information?
Why should I keep personal information private?
What can happen if you share personal information online?

Differentiated Instruction needed to ensure all learners have access to this learning
Modifications:
Modification will be made for the five students identified as SPED as well as others who are struggling with the
concept of digital citizenship and personal information.

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  The instructional technology specialist, technology teacher, or teacher may assist students by reading parts
from the Privacy Playground game that are not voiced to them as well as helping them to stay on the correct
website.
 Students may also receive assistance in completing the Google form quiz if needed by having questions re-read
to them one on one.
 Students who are struggling to answer the questions correctly during the Privacy Playground game may go
back and re-watch the previous videos and review the rules given with a teacher one-on-one.

Plans for after this learning/competency is complete: What will the students do if they finish early?
Early finishers will be allowed to navigate back to the NetSmartz website and watch one of the many other videos
on digital citizenship.

Stage 3 - Learning Plan, Experiences, Instruction and Learning Activities:

Consider the WHERETO elements
The teacher and students will…
W  Students will understand that they need to have permission to go online.
Where are we going?  Students will understand that they should only talk to people they know online.
What is expected?  Students will understand that they should not give out personal information.
 Students will discover what constitutes personal information.
 Students will explain and discuss what personal information is and why it is
private.
 Students will practice their understanding of digital citizenship by participating in
an interactive game.
H  The teacher will display the Weebly website on the SMART board and will show a
How will we hook short preview of the video My Online Neighborhood.
(Introduce this to) the  Students will discuss all of the things they can do online.
students?  Students will discuss what they think personal information is and if they think it
should be kept private or if they should share this with others.
E Part A
How will we equip  Students will watch the whole video My Online Neighborhood on their computers.
students for expected  Students will listen for the rules provided during the video.
performances?  Students will read the three rules listed on the website and will listen as the teacher
read the rules out loud.
 Students will participate in a discussion about what each rule means and why it is
important.
 Students will navigate to the next page, NetSmartz, and will participate in a discussion
based on the two questions at the top of the page about personal information.
 Students will watch the NetSmartz video and listen for things they should not share
online.
 Students will review the things not to share mentioned in the video using the list
provided below the video.
 Students will navigate to the next page, Privacy Playground, and will be given the task
of helping the CyberPigs stay safe online.
 Students will work through the game, Privacy Playground, as the teachers monitor
and assist students as needed. Any parts that are not read to students may be read to
them and if a student needs something re-read a teacher may assist them.
 After completing the game students may read the rules listed below the game on the
original site.

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  When all students have completed the game the teacher will read the five rules to the
class and students will participate in a discussion about what each rule means, why it
is important, and what will happen if we do not follow those rules.
R  Students will participate in an initial discussion about digital citizenship and personal
How will we rethink or information at the beginning of the lesson.
revise?  After each video students will be allowed to again discuss what they think digital
citizenship and personal privacy are and will be allowed and encouraged to revise or
expand of their previous statements.
 If time allows students may be allowed to play the game Privacy Playground more
than once if they miss several questions on their first try. They may work with a
teacher to rethink each question and decide upon the best answer.

E  Students will demonstrate their understanding by participating in a class discussion

How will students self- before and after each video.
evaluate and reflect  Students will be given the chance to self assess during the interactive Privacy
their learning? Playground game. The game will tell students if they get each question correct or not
and will give them extra support and feedback on the correct answer if they are
wrong.
 Students will take a Google forms quiz to demonstrate their understanding of digital
citizenship at the end of the lesson.
T  The Weebly website provided offers multiple formats for learning.
How will we tailor  Students will be presented the information in video format first for the visual and
learning to varied auditory learners.
needs, interests, and  Information is reinforced using written lists for students who are more concreate and
learning styles? need to see information in text.
 Students will also be given the chance to participate in several discussions about what
they are learning which will benefit those who are vocal and need to restate what
they have learned.
 The game at the end will appeal to many learners as it is interactive, provides written
text, and has many auditory elements.

O  Students will be introduced to digital citizenship using a hook.

How will we organize  They will discuss their prior knowledge with the teacher and their classmates at the
the sequence of beginning of the lesson.
learning during the  The essential question/focus question for the day will be posed to students.
lesson?  Students will navigate through the teacher created website on their individual
computers while being led by the teacher.
 Students will participate in a discussion before each video using the focus questions
and prompts provided.
 Students will watch the videos on their own computer and will read the information
provided under each video.
 Students will participate in a discussion about each video and the information they
learned from it.
 Students will play an interactive game to help the CyberPigs stay safe online.
 Students will discuss the rules they learned through the game.
 Students will take a short Google quiz over digital citizenship.
 The teacher will review the quiz and discuss any further questions the students may
have.

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Information from Stage 2: Evidence

Informal Check (formative
evidence such as conferencing,
group Q/A,
Observation, Dialogue (Kid Talk
and or Kid-Teacher happening
during the learning):
Quiz/Test (optional):
Performance Task/Project:
 Observation by the teacher during the class discussions.
 Teacher will monitor students while they are watching the videos and make
sure they are focused and answer questions as needed.
 Meet one-on-one with any student who demonstrates any misconceptions
during the lesson and guide them to see their errors and correct them.
 Google forms quiz over digital citizenship-
https://goo.gl/forms/MNiPsjn7EsLPHrz72
 None

Resources Used/Materials Needed:

Type of Name of Resource(s):
Resource(s):
Items  Laptops, mice, headphones
 SMART board, projector, teacher computer
Websites  Weebly website created by the teacher- https://digitalcitizenshiplesson1.weebly.com
Resources that are linked on the Weebly site
 My Online Neighborhood video- https://www.commonsense.org/education/videos/my-
online-neighborhood
 NetSmartz- https://www.netsmartz.org/NetSmartzKids/NetSmartzGeneration
 Privacy Playground-
http://mediasmarts.ca/sites/mediasmarts/files/games/privacy_playground/flash/privacy
_playground_en/start.html