Collaborative Unit on DC

8/12/2019 Collaborative Unit on DC

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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 media, digital media

Opening 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


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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, andYour 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/

Closing 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 cyberbullyingsituations.

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.

Work

Session

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
https://bubbl.us/https://bubbl.us/https://bubbl.us/http://www.softschools.com/teacher_resources/concept_map_maker/http://www.softschools.com/teacher_resources/concept_map_maker/http://www.softschools.com/teacher_resources/concept_map_maker/http://www.brainpop.com/technology/computersandinternet/digitaletiquette/http://www.brainpop.com/technology/computersandinternet/digitaletiquette/http://www.brainpop.com/technology/computersandinternet/digitaletiquette/http://m.socrative.com/http://m.socrative.com/http://student.infuselearning.com/http://student.infuselearning.com/http://student.infuselearning.com/http://m.socrative.com/http://www.brainpop.com/technology/computersandinternet/digitaletiquette/http://www.brainpop.com/technology/computersandinternet/digitaletiquette/http://www.softschools.com/teacher_resources/concept_map_maker/http://www.softschools.com/teacher_resources/concept_map_maker/https://bubbl.us/


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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


Day 3: A Creators Rights- Students are introduced to copyright, fair use, and the

rights they have as creators.

Vocabulary creative work, copyright, creative common, license, piracy,

plagiarize, fair use

Opening 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.

Work

Session

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 TruthAbout 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
http://ifaketext.com/http://ifaketext.com/http://ifaketext.com/http://m.socrative.com/http://m.socrative.com/http://m.socrative.com/http://m.socrative.com/http://ifaketext.com/


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license for their song.



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 Digital footprint, imagery, invisible audience

Opening 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?

Work

Session

Students watch the video The Digital Footprint to learn how

information online can easily get out of ones control. They thenexamine 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.


your students understanding of the lessonobjectives.

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

students learned.
http://m.socrative.com/http://m.socrative.com/http://m.socrative.com/http://www.tagxedo.com/http://www.tagxedo.com/http://m.socrative.com/http://m.socrative.com/http://m.socrative.com/http://m.socrative.com/http://www.tagxedo.com/http://m.socrative.com/

Collaborative Unit on DC

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