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Elizabeth Borlik eborlik@umail.iu.

edu
Anne Llewellyn annllewe@iu.edu
Colton Tuzinski ctuzinsk@umail.iu.edu
Title:
Respecting Copyright and Other Roles of a Good Citizen

Grade: 3rd

Overall Goal: The objective for this unit is to have students understand their role as a citizen both in the
community and online.

Students are going to be introduced to the concept of copyright. Then, they will apply this idea to being a
responsible citizen, including online. After teacher instruction, students will play a board game to
reinforce ideas taught in the lesson.

By the end of this lesson, students will be able to explain the meaning of copyright as well as the roles
and responsibilities of a good citizen. They will be able to respect the meaning of copyright and others
intellectual property.

Standards Learning Objective Assessment

ISTE Standard 2c: (1) Students will be able to explain Students will take a
Students demonstrate an the relationship between Kahoot over copyright
understanding of and respect for the copyright law and innovation at the end of the unit
rights and obligations of using and (original work). to test their knowledge
sharing intellectual property. (2) Students will be able to learned during the
explain their rights and lesson.
responsibilities with respect to
copyright and technology use.

3rd grade social studies: (1) Students will be able to explain Students will answer
3.2.5 Explain the importance of the roles and responsibilities of questions and fill out a
being a responsible citizen of your a good citizen. Venn Diagram on a
community, the state and the (2) Students will be able to worksheet after
nation. compare and contrast the roles reading an infographic
of a good citizen in the real over the
world versus online. responsibilities of a
good citizen.

Key Terms & Definitions:


Citizen: someone with rights and responsibilities in a particular community
Copyright: the exclusive legal right to use certain materials.
Plagiarism: taking somebody elses work or ideas and using it as your own.
Responsibility: the state of having a duty to deal with something
Citation: a written reference to a resource that has a particular author or creator.

Lesson Introduction (Hook, Grabber): Commented [1]: Elizabeth


Have students fill out the first two columns of the KWL chart about copyright:
https://www.brainpop.com/technology/digitalcitizenship/copyright/activity/#=graphicOrganizer

Then, the instructor will play a BrainPop video on the projector over copyright.
Once the video is over, have the students take a quiz over the video together as a class.
Link to video: https://www.brainpop.com/technology/digitalcitizenship/copyright/
Link to quiz: https://www.brainpop.com/technology/digitalcitizenship/copyright/quiz/

Have the instructor ask the following discussion questions to introduce the idea of copyright and digital Commented [2]: Annie
citizenship:

What qualities do good citizens possess?


Do you think these qualities apply to online?
Do you think its acceptable to take other peoples work online?

Why or why not? Is this part of being a good online citizen?

Lesson Main:

The instructor will present a Google Slides presentation over copyright and its importance online. Commented [3]: Colton
Students will take notes in their notebooks to help them later during the board game.
https://docs.google.com/a/umail.iu.edu/presentation/d/1QJHBL-
QknzYTZEFFarNILn7BWpn6Vh5nQJ9w4tQqPBU/edit?usp=sharing

The teacher will then pass out an infographic over the rights and responsibilities of good citizens as an Commented [4]: Elizabeth
additional resource during the board game. (https://create.piktochart.com/output/25177575-citizenship)

Students will fill out a worksheet including a Venn Diagram to compare and contrast the responsibilities Commented [5]: Annie
of a good citizen online versus in the real world.

https://docs.google.com/a/umail.iu.edu/document/d/1HvrgdcZe9fzI0DhTexB3LZhZLdvzo92Box2jPoTFf
a0/edit?usp=sharing

Students will play the board game in groups of 4. The instructor can play this video to convey Commented [6]: Elizabeth/Annie
instructions: https://www.youtube.com/watch?v=hTE1D94znTo
Games:

https://www.brainpop.com/games/mobcopyright/
http://www.cyberbee.com/cb_copyright.swf
http://www.loc.gov/teachers/copyrightmystery/#
https://www.teachingtreasures.com.au/Danger%20zone/copyright-activity.htm
http://www.educationworld.com/a_lesson/hunt/hunt040.shtml

Videos:

https://www.youtube.com/watch?v=Uiq42O6rhW4
https://www.youtube.com/watch?v=0QiO_H0-ok8
https://www.youtube.com/watch?v=InzDjH1-9Ns
https://www.youtube.com/watch?v=suMza6Q8J08
https://www.youtube.com/watch?v=XES6jSAzxmk
https://www.youtube.com/watch?v=ngKGGoqFKTI

The teacher will pass out one dice, one game board, four game pieces (counters), one deck of cards
(created by the teacher), and one iPad to each group. The first student will roll the dice and move their
game piece the number of spaces shown on the dice. Then, the student will draw a card that corresponds
to the space he/she lands on. Orange spaces are free spaces, which means players can move onto the next
turn without doing anything. Pink spaces correspond to pink cards, which describe scenarios involving
copyright. The student must describe how he/she would respond to the given scenario in order to remain
in their spot. Green spaces correspond to green cards, which contain QR codes that link to videos over
copyright. The group must watch the video in order for the player to remain in the space. Red spaces
correspond to red cards, which contain QR codes that link to games over copyright. The student must play
the game in order to remain in the new space. Blue spaces correspond to blue cards with vocabulary
words. The student must define the word on the card in order to remain in the space. Students continue
taking turns rolling the dice and moving through the game board. The first student to make it from the
start to the finish wins the game! Once students finish the game, the instructor will collect the materials.
This board game gives students a chance to practice the vocabulary learned during the lesson. It also gives
them a chance to practice how to handle a variety of scenarios involving citizenship. The videos and
games will help build their knowledge on copyright and citizenship.

Lesson Ending:
Have students fill out the third column of the KWL chart to show what students have learned throughout Commented [7]: Colton
the lesson.
https://www.brainpop.com/technology/digitalcitizenship/copyright/activity/#=graphicOrganizer

To test knowledge learned during the unit, students will take a Kahoot quiz. Commented [8]: Colton
https://play.kahoot.it/#/k/57015ddb-d5e4-49c5-bccc-f095d79e8107

Assessment Rubric:

Infographic Worksheet
Great (5-4 points) Average (3-2 points) Poor (1-0 points)

Venn Diagram Student has found at least 3 Student has found 2 Student has found less
pieces of information for pieces of information than 2 pieces of
each section of the Venn for each section of the information for each
Diagram. Venn Diagram. section of the Venn
Diagram.

Completion Student has filled out all Student has filled out Student has filled out
sections of the worksheet most sections of the only a few sections of
with detail. worksheet with some the worksheet with
detail. minimal detail.

Accuracy All information on the Some information on Very few pieces of


worksheet is accurate. the worksheet is information are
accurate. accurate.

Resources / Artifacts:

Kahoot (Annie) https://play.kahoot.it/#/k/57015ddb-d5e4-49c5-bccc-f095d79e8107


Infographic (Elizabeth) https://create.piktochart.com/output/25177575-citizenship
Citizenship Worksheet (Elizabeth)
https://docs.google.com/a/umail.iu.edu/document/d/1HvrgdcZe9fzI0DhTexB3LZhZLdvzo92
Box2jPoTFfa0/edit?usp=sharing
Google Slides (Colton) https://docs.google.com/a/umail.iu.edu/presentation/d/1QJHBL-
QknzYTZEFFarNILn7BWpn6Vh5nQJ9w4tQqPBU/edit?usp=sharing
Game Video https://www.youtube.com/watch?v=hTE1D94znTo
Differentiation:

1. Differentiation for ability levels


High ability learners: The teacher could take away the resources given in class during the board
game, which would challenge the student to come up with ideas on their own without the help of
outside sources. In addition, the instructor could create a WebQuest for the student to complete to
allow them to develop research skills and learn more about the topic. Another idea could be
giving the student an independent research project to work on to challenge the student further.
The student could look up information about citizenship and then create a poster or slideshow to
present to the class.

Low ability learners: The student could consult another member of the group if he/she is
struggling with a certain aspect of the board game. Also, the teacher could create a citizenship
worksheet with more fill-in-the-blank sections to help guide the student into getting the correct
answers. The teacher could upload extra notes onto Canvas for the student to study at home.

2. Differentiation for demographics


Culture: Instead of filling out the Venn Diagram on online citizenship versus real-world
citizenship, students could research the roles of good citizens in another country and compare it to
citizenship in the United States. They could share this information with the class after
researching. The student could create a poster or slideshow to share the information and any
examples/stories the student may have to demonstrate their ideas.

3. Differentiation for languages


ESL, EFL, ENL: The teacher could re-create the game and include QR codes that link to sites that
are translated into the language of the student. This will allow the student to focus on the
information given in the source rather than translating. In addition, the teacher could translate the
infographic and worksheet before class for the student. The student will then have access to
resources to assist him/her during the board game. Students could also use WorldLingo to
translate articles themselves. This would allow the student to attempt to use English, but he/she
could click on difficult words to learn their meaning.

4. Differentiation for access & resources


Computers, Internet connection, and/or Wifi access: The teacher could print off resources before
class for the class to use. The lesson would be more discussion-based. For example, instead of
videos, the teacher would have to prepare a lecture for the class in order to convey the
information. Instead of a Google Slides presentation, the teacher could add more information to
the infographic or create a concept map. For the board game, the teacher could eliminate videos
and online games through the QR codes. Instead, there could be more scenarios and vocabulary
words incorporated throughout. The teacher could also give articles that correspond to the spaces
to replace the videos. Instead of a Kahoot, the teacher could give out a written quiz. Lots of time
would need to be given in class to complete the work with a computer if the student didnt have
access at home.
Anticipated Difficulties:

The board game may be time-consuming, so the teacher may need to allow multiple days in order to
ensure that there is enough playing time.

Students may have trouble coming up with answers for the scenarios given in the board game, which is
why the students are being given resources (Infographic, worksheet, notes from Google Slides
presentation) before the board game is played.

Students may have trouble using the QR codes, so the teacher would need to demonstrate how to use this
tool before playing the board game.

References:
https://www.brainpop.com/technology/digitalcitizenship/copyright/activity/#=graphicOrganizer
https://www.brainpop.com/technology/digitalcitizenship/copyright/
https://www.brainpop.com/technology/digitalcitizenship/copyright/quiz/
https://www.uscis.gov/citizenship/learners/citizenship-rights-and-responsibilities
http://creativethinking.nku.edu/content/dam/creative-
thinking/docs/CT%20Teacher%20Answer%20Key.pdf
https://www.brainpop.com/games/mobcopyright/
https://www.youtube.com/watch?v=Uiq42O6rhW4
https://www.youtube.com/watch?v=0QiO_H0-ok8
https://www.youtube.com/watch?v=InzDjH1-9Ns
https://www.youtube.com/watch?v=suMza6Q8J08
https://www.youtube.com/watch?v=XES6jSAzxmk
https://www.youtube.com/watch?v=ngKGGoqFKTI
http://www.cyberbee.com/cb_copyright.swf
http://www.loc.gov/teachers/copyrightmystery/#
https://www.teachingtreasures.com.au/Danger%20zone/copyright-activity.htm
http://www.educationworld.com/a_lesson/hunt/hunt040.shtml

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