Collaborative Unit on Digital Citizenship

Title of Unit: Online Safety Grade Level: 3rd

Curriculum Area: Digital Citizenship Time Frame: 3 Days

Stage 1: Desired Outcomes

ISTE Standards Objectives
1.a. Students articulate and set personal learning goals,
develop strategies leveraging technology to achieve Students will learn
them and reflect on the learning process itself to  How to be safe, responsible, and respectful
improve learning outcomes. online
 What not to share private information online
1.c Students use technology to seek feedback that
such as your full name, address, phone number,
informs and improves their practice and to age, birthday, or school.
demonstrate their learning in a variety of ways.  Define plagiarism
2.a. Students cultivate and manage their digital  Explain how giving credit to other people’s work
identity and reputation and are aware of the is a sign of respect
permanence of their actions in the digital world.
2.b. Students engage in positive, safe, legal and ethical
behavior when using technology, including social
interactions online or when using networked devices.
2.c. Students demonstrate an understanding of and
respect for the rights and obligations of using and
sharing intellectual property.
2.d. 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.d. Students build knowledge by actively exploring
real-world issues and problems, developing ideas and
theories and pursuing answers and solutions.
5.a. Students advocate and practice safe, legal, and
responsible use of information and technology.

Stage 2: Evidence of Learning

Assessment Evidence  Students will complete a reflection assignment on Storybird about how to
give credit to authors and avoid plagiarism (class passcode: 73WSF)
 Students will complete a reflection assignment on Storybird about
 identifying plagiarism and explaining how it is plagiarized. (class passcode:
73WSF).
 Students will create a Google Slide presentation about animals. Each group
will consist of 5 members. The presentation will consist of a minimum of 7
slides (Title slide, appearance of animal, life-span, live in groups or by
themselves, predators/prey, ecosystem, interesting facts) and correctly use
information from at least 2 online sources.

Stage 3: Lesson Plan

Day 1: Plagiarism-Part 1
Time Frame: Approx. 45 minutes
Introduction: Approx. 5 minutes
The teacher will inform students that we will be having a lesson on ethical use of information for using
internet sources and that we will be using this lesson to help them with their activity tomorrow. The teacher
will say, “Imagine this. You’ve written an essay and worked so hard on it to ensure you have done your best
work. Then, another student in the same classroom has copied your essay, word for word, and turned it in
without ever mentioning that it was originally your work. How would you feel about this?” The teacher will
have a short discussion with students and let them express their opinions. The teacher will say, “Well, today
we are going to learn about plagiarism and ethical use of information so that we know how to correctly use
information and give credit to the owners of that information.”

Video/Whole Group Discussion: Approx. 15 minutes

The teacher will show students an introduction video about plagiarism. The teacher will stop on certain
sections of the video to have a whole group discussion about certain aspects of the video. The teacher will
stop at the time 0.25 in the video to ask students what types of work can be plagiarized (music, words,
artwork, images, dances, sound recordings, plays). The teacher will also stop the time at 0.45 in the video to
ask students how to give credit to the authors/creators of the resource you want to use (Give the: author’s
name, place where you found the information, year, publisher).

Storybird Reflection: Approx. 25 minutes

The students will log into their Storybird class reflection tool. The students will go to the assignment
labeled “Avoiding Plagiarism”. The students will respond to the following prompt:
“What should you include in your work to give credit to the authors and avoid plagiarism?
Correctly list at least two things you can do to avoid plagiarism. Be sure to write in
complete sentences!”
Once students have responded, we will go over some of the responses together. The students will respond to
the reflections by saying:

“You did a great job in your reflection by…..”

“Your reflection was great, but it would have been better if you…..”
Materials  Copyright and Digital Plagiarism for Kids video pulled up on Smartboard
 Storybird assignment “Avoiding Plagiarism” (Class passcode: 73WSF)

Day 2: Plagiarism-Part 2
Time Frame: Approx. 55 minutes
Introduction/Whole Group Discussion: Approx. 5 minutes
Ask students to recall and provide information that was learned yesterday about plagiarism.
What is plagiarism? How can you give credit to authors to avoid plagiarism?

Whole Group Discussion: Approx. 15 minutes

Give students a scenario of a student who is writing an essay about planets in the solar system. He finds an
article online, copies and pastes the author’s writing in his paper, and changes the font to match his own
writing. He then turns his paper in. Ask students if this is a form of plagiarism. Students who think it is
plagiarism will be asked to go to the left side of the room. Students who think that it is not plagiarism will
go to the right side of the room. Once students have decided, they will take turns proving their opinion and
why they think that the student did or did not plagiarize the paper.

Modeling Citations: Approx. 10 minutes

The teacher will model how to correctly use citations within a paper or presentation. The teacher will create
a Google Slide about bats. The teacher will show students how to correctly use another author’s words
without plagiarizing.

Storybird Reflection: Approx. 25 minutes

The students will log into their Storybird class reflection tool. The students will go to the assignment
labeled “Is this Plagiarism?”. The students will respond to the following prompt:
“Example: A student is expected to write a research paper on World War II. He has a friend
who took the same class 3 years ago and he asks his friend for a copy of his paper. He
then takes the paper and changes the name on the paper to his own. Is this plagiarism?
Why or why not?”

Once students have responded, we will go over some of the responses together. The students will respond to
the reflections by saying:

“You did a great job in your reflection by…..”

“Your reflection was great, but it would have been better if you…..”

Materials  Bats Presentation-Citation Example

 Storybird assignment “Is this Plagiarism?” (Class
passcode: 73WSF)

Day 3: Plagiarism-Part 3
 Time Frame: Approx.
Introduction/ Whole Group Discussion: Approx. 5 minutes
Ask students to recall and provide information that was learned yesterday about plagiarism.
How can you give credit to authors to avoid plagiarism? How do you know that work is plagiarized?

Direct Instruction/Copyright Activity discussion: Approx. 15 minutes

The SLMS will pass out group copies of the Copyright Activity. The SLMS will go over and read each
scenario to students. The SLMS will ask groups to think and respond to each scenario to describe what each
person should do to copy right. The SLMS will write the answers on the lines under the images on the
Smartboard as students respond.

Group Presentation: Approx. 30 minutes

Each group will research an animal. The Google Slide presentation should consist of a minimum of 7 slides.
The slides should include the Title slide, appearance of animal, life-span, living style, predators/prey,
ecosystem, and interesting facts. The Google Slide presentation should also include citations from 2 sources
to supplement their information. When the groups are finished with their presentation, they will share it to
jcliett@telfairschools.org.

Materials  Copyright Activity copies for each group and displayed on Smartboard
 Animal Presentation Guideline showing what each slide should be
about.

Diverse Learners Needs
Students will be accommodated based on any IEPs or 504 plans for the
assessment activities planned within the unit. Accommodations
include: reading questions and instructions aloud, small
group/individual assistance, preferential seating, and larger print
materials.