Title: Digital Citizenship (Information Literacy)

Grade: Third Grade (English/Language Arts)

Team Members: Michael Laplante, Chelsea Smith
Overall Goal:
The overall goal of this lesson is to get students to understand what is safe and unsafe
to share on the internet. The lesson will begin with a big classroom discussion on what is safe
to share with strangers and what is not safe to share with strangers. The answers to these
questions will be written on the board in a table format. After this discussion, students will
break off into groups and brainstorm websites that require personal information (i.e social
media, game sites).

After they brainstorm websites, we will come back together and have students write
their website names on the board. We will go through and talk about each website and explain
that its important to know that sharing personal information can put students and students
families at risk. We will then go to these websites that they have suggested, and we will look at
their sign-in/register pages. We will discuss why these websites require certain information (
first name, user name, password, password hint, birth date, gender, the state you live in,
parents permission, etc).
Next, we will return to the table we made that talks about what is safe to share with
strangers and what is not safe to share. The terms personal and private information will be
introduced. A connection between safe and personal will be made and unsafe and private will
be made. We will brainstorm things that are personal (i.e favorite food, favorite book, opinions,
etc.) and brainstorm things that are private (i.e birthday, phone number, address etc.)

Then we will move into identity theft and defining identity theft. We will talk about how
identity thieves steal private information and how we can prevent identity theft by keeping
passwords, addresses, emails, phone numbers, and credit card numbers safe by not writing
down our passwords or giving out private information to websites we dont recognize.

Students will rotate between the board game we created, Serf N The Web, and
worksheets that assess their knowledge on what is safe to share and what is not safe to share.

Standards Learning Objective Assessment

3.RL.2.1 Ask and answer Students will be able to Class discussion

questions to demonstrate formulate questions on attentiveness, worksheet
understanding of a text, digital citizenship and be assessment packet, ability to
referring explicitly to the able to answer question answer board game questions
text as the basis for the pertaining to digital
answers. citizenship and the board
game story.

3.RL.2.3 Describe Student will able to Playing the board game and
characters in a story (e.g., recognize main being able to answer the
their traits, motivations, characters, setting, plot, questions on the cards.
or feelings) and explain and feelings of characters
 how their actions from the board game
contribute to the plot. story.

3.SL.3.2 Ask and answer During discussion, Attentiveness and engagement

questions about students will be able to to discussion
information from a formulate questions and
speaker, offering ask questions about
appropriate elaboration private and personal
and detail. information

Key Terms & Definitions:

Safety: being protected from or unlikely to cause danger.
Personal: belonging to one person.
Private: only for you, not to be shared with others.
Danger: the possibility of suffering harm.
Character: a person in a novel, play, or movie.
Plot: the main events of a play, novel, or movie that add to the storyline.
Identity theft: stealing someone's private information to pretend to be that person
whose identity has been stolen.
Reason: cause or explanation of an event.

Lesson Introduction (Hook, Grabber):

Students will be learning and understanding how to be safe on the internet. We will be
using the concept of stranger danger to help them to understand the importance of being safe
on the internet.
We will begin with letting the students act out their responses to the situations listed
below:
Situation 1: A student is getting off the bus at their bus stop 3 houses down from
their house. A woman is walking towards the student. As the student is about to
pass the woman, the woman stops the student. The woman asks the student if
they could show her where The Andersons live.
Situation 2: A student goes to the park with their parents. The student gets to
the park and grabs their kite and runs towards the green grassy area without
their parent. As the student begins to unwind the string wrapped around their
kite, a man comes towards them. The man asked her if he could show her how
to fly a kite.
Situation 4: A student wants to go hang out with a friend, so they walk to their
friends house. As the student is walking to their friends house, they see a
couple. The couple is walking towards the student. As the couple approaches,
they ask the student, Where do you live? We havent seen you out here before!

After the students role play these scenarios and role play their reactions to these
scenarios, we will discuss why the students responded in those ways. Then we will move on to
the beginning of the lesson, talking about what is safe to share with strangers and what is
unsafe to share with strangers. The answers they give will be recorded in a table that is written
on the board for the students to see.

Lesson Main:

Students will role play the scenarios and we will have a discussion on why they 15-20
responded the way that they did. minutes

Talk about who the characters were in the scenarios and how their actions
contributed to how the situation happened

Introduce the term safety. What is safe to share? 10 minutes

What is not safe to share?
These questions and answers will be put in a table for the students to see.

Brainstorm websites that require you to give out your information like social 10 minutes
media websites and gaming websites like nick.com

Students write websites on the board 5 minutes

Go these websites and see what kind of information they ask for. Discuss why 10 minutes
they need this information.

Return back to the table about what is safe and what is unsafe. 20
Introduce personal information and examples and introduce private information minutes.
and examples.
Safe to share information is personal information. Unsafe information is private
information.

Why should you know the difference between what is personal and what is 15 minutes
private information?

Introduce identity theft and the importance of protecting yourself

Demo the board game for the students 5 minutes

Break class into equal groups, have a certain amount of students have the board 20-30
game. Have the remaining students work on the worksheets individually at their minutes
tables.
Lesson Ending:
We will wrap up this lesson by letting the students apply their knowledge on internet
literacy by playing the game we have created that involves language arts standards and digital
citizenship components. They will read a short story pertaining to digital citizenship, and answer
questions about the story, plot, and characters. The questions will also pertain to what aspects
of digital citizenship are involved in the story and how the character could have done things
differently throughout the story.
They will be assessed using the worksheets we have provided in the resources and
artifacts page below. The worksheet will cover what is personal information versus what is
private information. They will have to pretend that they are creating an online profile for a
social network, they will have to write information that they deem is personal information and
can be shared with people they do not know. Lastly, there is a quiz on personal and private
information and what is okay and not okay to share.

Assessment Rubric:
Great Average Poor

Engagement Student shows Student shows that they Student is not showing
in class engagement in class are engaged. Does not engagement. Student
discussion discussion with eye ask any questions. is distracted and not
contact and asking asking questions.
questions.

Group The student For the most part, the The student did not
Collaboration successfully student cooperated and cooperate or
cooperated and collaborated with group collaborate with group
collaborated with members. members.
group members.

Worksheet The students gets The student answers The students does not
assessment most of the questions most of the questions finish worksheet.
and activities correct. and have complete Answers are not
Follows directions and thoughts recorded. complete. (60% and
complete worksheet (79%-60% correct) below.)
(100%-80% correct)

Behavior Students play the Students play the game Student is not
(board game) game appropriately appropriately, have a appropriately playing
and work well with few disagreements with the game and cannot
group. group. get along with other
group members. .

Knowledge of Able to categorize Somewhat able to Not able to distinguish

material private and personal categorize private and between private and
information and personal information. personal information.
identify characters, Can define characters, Cannot recognize
characters, plot,
 plot, setting, and plot, setting, and/or setting, and/or feelings
feelings of characters feelings of characters. of characters

Resources / Artifacts:
Olivia the Octopus Story - It is for the game and is a QR code for the game
https://docs.google.com/document/d/1XIMML9pkE_keSV07xvHHlV3f_O9OykIPs36QbRPi
12U/edit
https://docs.google.com/document/d/181wSsPhBu8sNUqPSMU4oLctsvIetVWnRJLk_Nk-
IPsY/edit - QR Code for the board game
https://youtu.be/UL_7owJR4AU - Instructional video to board game
Rules for the game:
Start on the Start square
o Scan the QR code and read the story. All players must have read the story.
Take turns rolling the dice, move how every many spaces the dice displays
o One turn per person
Once you move however many spaces, have another player take a card and read you
the question. You will answer the question on the card.
o If you answer correctly, you get to stay on your square. If you answer incorrectly,
you have to move back a space.
Once you have answered a card correctly or incorrectly, your turn is over.
If you land on a QR code, scan the QR code and follow the directions that are given from
the QR code. You do not have to pick up a card.
o If the QR takes you to a video, watch the video and take the assessment at the
end of the game.
o If the QR code takes you to a game, you play the game and you do not have to
draw a card.
If you land on a square with a wave, you can ride the wave to the connected wave. But if
you ride the wave you do not get to pick up a card. Riding the wave will be the only thing
you do.
If you make it to the end before the other players, you win!

Questions for the game:

Who is the main character?
How did Olivias mom feel about Olivia using the internet?
What is the setting of the story, where is Olivia during the story?
Olivia wrote down the password to her moms laptop, should she have written down the
laptop password?
During the story, Olivia walked up her driveway towards her house, is that a part of the
plot?
Which is a part of the plot: Olivia yelling mommy, mommy, mommy or Olivias mom
telling her about internet safety
Free pass- Advance two spaces!
When Olivia shared her address and private information she is at risk for what kind of
theft?
What information did Olivia share that was private information?
Olivia writes down her moms password, is that personal or private information?
Free pass!
 What reason did Olivia have for writing down her mothers password?
Olivia wants to find information about hippos, what should she have typed into google?
People who steal personal information are what?

Differentiation:

This section should describe how you could to differentiate your lesson for learners with diverse
needs. Some ideas would be to offer differentiated solutions for English Language Learners,
students with mobility challenges, students on the autism spectrum, students with emotional or
behavioral challenges, students with auditory or visual impairments, gifted students, etc. You
should address

1. Differentiation for ability levels

Higher level learners will help set up the board game and the i pads to run through the
game easily they can also explain the instructions the the lower level learners. The lower
level readers can read the instructions and also help setting up pieces and setting the
tempo of the game.

2. Differentiation for demographics

Gender can incorporated by if there are

3. Differentiation for languages

Children that speak different language can do the bored game by using a iPad to
translate the words.
For the lesson the teacher can put on translation captions for the student to learn.
The child that has a different language might be able to use a translator app to use.

4. Differentiation for access & resources

All the electronics should be supplied by the school
The iPad is a must and it has to have a QR scanner app
The teacher should have a projector and a sound system so that the children can hear
and see the video.

Anticipated Difficulties:

This section should describe any anticipated difficulties this lesson may have and how you plan
on preparing for (or overcoming) those difficulties.

A student could lose game piece that come with the game.
Students might accidently rip cards or remember cards answers to cheat in the future.
Children might not understand the board game rules and play the game as it was not
intended to be played.
 Since the lesson involves talking about uncomfortable topics, we must make sure that all
the students are comfortable and can handle the topic content.
The board game could be broken or played with inappropriately.
Student with special needs might struggle with reading the playing cards or navigating
the board.
Make sure sure the children do not swallow the pieces as they might be a chocking
hazard.
There are only 2 dice so they have make sure to not lose the die.
Students might get upset if they do not win the game.
Students might try to use the iPad provided to go off task and play games on it.
Students might try to use the iPad to look up the answers to the question.

References

http://rewordify.com/ - as a reference to make sure the definitions were age appropriate

http://www.dictionary.com/ - as a reference to make sure my definitions were correct
https://www.commonsensemedia.org/educators/lesson/private-and-personal-information-3-5 -
Reference for the lesson plan (have to have common sense account to view pdf)
https://jr.brainpop.com/artsandtechnology/technology/internetsafety/ -Video on Internet Safety
that is incorporated in the game via QR code
http://www.safekids.com/kids-rules-for-online-safety/ - Used this website for a QR code
https://www.brainpop.com/games/sharejumper/ - QR code for a game to play within the board
game