Module 5_Digital Citizenship_Implementation Plan

Business & Computer Science_Grade 6

Unit: Internet Safety
Instructor: Matt Cribbs and Britton Spivey Mr Cribbs and I will be integrating some of the Common Sense Digital Citizenship Lessons into the Internet Safety Unit that Mr. Cribbs already teaches to his sixth grade Business and Computer Science students. This course is only a nine week course. We will spend one 50 minute class period on each of the 4-5 lessons below, which will be approximately one week total. Lesson Topic: Digital Citizenship Standards: Students will examine the professional, ethical, and safety issues involved in the efficient use of the Internet. MSBCS-BCSI-5: Students will discuss Internet safety and security issues. a) Identify Internet safety and security concerns (Cyber Predators, etc.) MSBCS-BCSI-6: Students will utilize the Internet as a resource. a) Model ethical use of Internet resources (Piracy, Plagiarism, Copyright, etc.)

Day 1: Digital Life 101 - Students are introduced to the 24/7, social nature of digital media and technologies, and gain basic vocabulary and knowledge for discussing the media landscape.

Vocabulary Opening

media, digital media Discuss some differences between digital media (IM) and traditional media (TV and radio). Define vocabulary terms.

Work Session Show students the video Digital Life 101. The video touches on

Closing

the different types of media and digital media that exist, the actions that people take with these technologies, and even specific programs and applications. Create a concept map ( https://bubbl.us/) that contains the following headings: Types of digital media, Actions students take with digital media, Your Feelings about digital media, and Your Parents Feelings about digital media. Optional: Concept Map: http://www.softschools.com/teacher_resources/concept_map_ maker/ BrainPop Video: http://www.brainpop.com/technology/computersandinternet/di gitaletiquette/ Use (http://m.socrative.com) to ask students questions to assess your students understanding of the lesson objectives.

Day 2: Cyberbullying: Be Upstanding - Students learn about the difference between being a passive bystander versus a brave upstander in cyberbullying situations.

Vocabulary bystander, upstander Opening Ask: What does it mean to be brave? How can you show bravery if someone is being cyberbullied and you are a witness? Discuss the following qualities associated with upstander. Define vocabulary terms. Draw a cyberbullying map using (http://student.infuselearning.com/) after reading the story of Kevin and Jose on the Why Care student handout. *Note: All handouts, etc will be posted using Edmodo and Blendspace ASK: Who is doing the cyberbullying in this story? Who is the

Work Session

Bystander? Upstander? Optional: Create a fake text message illustrating a cyberbullying scenario using (http://ifaketext.com/)

Closing

Use (http://m.socrative.com) to ask students questions to assess your students understanding of the lesson objectives.

Day 3: A Creators Rights - Students are introduced to copyright, fair use, and the rights they have as creators. Vocabulary Opening creative work, copyright, creative common, license, piracy, plagiarize, fair use Ask: What is something youve made that youre proud of? Can you think of a time when you used someone elses work in something you created? Define vocabulary terms. Show students the video, Nicoles Story - Copyrighting Creative Work. Ask: Why does Nicole want to share her writing online? What are the benefits for her? What are the risks of Nicole sharing her writing online? Complete the student handout: The Truth About the Birthday Song. *Note: All handouts, etc will be posted using Edmodo and Blendspace Review/rewrite lyrics to song then record their song in audio or video using GarageBand, Audioboo or Fotobabble. Play the recordings in front of the class. Optional: Invite students to share how they are willing to let others use their work. Will they let others copy, share, perform, change, or sell it? Students can also complete the Use Common Sense! final step by choosing a Creative Commons

Work Session

license for their song. Closing Use (http://m.socrative.com) to ask students questions to assess your students understanding of the lesson objectives.

Day 4: Trillion Dollar Footprint - Students learn that they have a digital footprint and that this information can be searched, copied and passed on, but that they can take some control based on what they post online. Vocabulary Opening Digital footprint, imagery, invisible audience Define vocabulary terms. ASK: How many of you have sent a message or posted a comment online? Created a profile on a social network site? Used some sort of photo-sharing app? Googled your own name? Were there any results about you? Students watch the video The Digital Footprint to learn how information online can easily get out of ones control. They then examine the blog posts, photos, and profiles of two fictional host applicants for a TV show called Trillion Dollar Footprint and decide which would make a more honest host who works well with others. Create a digital footprint or word cloud using ( http://www.tagxedo.com/ ) that lists all the websites/tools that youve used that would leave a footprint about you. Use (http://m.socrative.com)to ask students questions to assess your students understanding of the lesson objectives.

Work Session

Closing

Day 5: Use (www.edmodo.com) to complete an online assessment of what students learned.