Intel® Teach Program

Essentials Course

Unit Plan Template
Click on any descriptive text, then type your own.

Unit Author
First and Last Name

Sarah Weatherby

School District

Warsaw R-9

School Name

North Elementary

School City, State

Warsaw, MO

Unit Overview
Unit Title
Digital Citizenship
Unit Summary

In this unit, students will be working independently and collaboratively to successfully master the content abou
Subject Area
Internet Safety
Grade Level
Third Grade
Approximate Time Needed
10 60-minute class periods
Unit Foundation
Targeted Content Standards and Benchmarks

NETS-S 5 Students understand human, cultural, and societal issues related to technology and practice legal an
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
Student Objectives/Learning Outcomes
The student will:
1. Practice safe and ethical use of the internet
2. Define what a digital footprint is
3. What is cyberbullying? What does ‘cyber’ mean? How can you bully online?
Curriculum-Framing Questions

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Intel® Teach Program
Essentials Course

Why is being safe online important?
What is cyberbullying?

What does ‘cyber’ mean?
How can you bully online?


How does a digital footprint effect each person online?
What can you do to prevent having a negative digital footprint?

Assessment Plan
Assessment Timeline
Before project work begins


out “Are you
Web Aware”
surveys and
go over

out digital
footprint and
have students
write responses
for how they’ve
utilized the

Students work on projects
and complete tasks

Have 
students use to
write their
response to a
given scenario
and click text
to speech to
present their

A quiz
will be taken on
Day 8 to show
whether they
are grasping


After project work is

On Day 9/10- students
will be creating their own
assessments to give to
another student in the class.
The quiz they create will show
me whether they have
mastered the objective.

Assessment Summary

My unit of digital citizenship will cover the main topics of students having digital citizenship, internet safety, an
Unit Details
Prerequisite Skills

The students must know how to write a complete sentence and read simple text through books and website ar
Instructional Procedures:

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Intel® Teach Program
Essentials Course

Day 1: Introduce Digital Citizenship. Pass out “Are you Web Aware?” survey to students. Have them answer
questions. Go over results together and talk about the importance of being safe online. Then have students
watch: together. Use to have students
discuss what they felt to be the most important lesson they learned from the video.
Day 2: Watch this digital citizenship video: Hand out footprint page and have
students write down all of the online activities they do in one week. The students should then exchange
footprints with a partner and discuse their similarities and differences. Then, as a class, discuss the online
activities they listed as part of the footprint activity. Create a class "Digital Footprint" word cloud using To do this, follow these directions: Under the "Shapes" option, choose the image of the footprint.
Next, go into the "Load" option at the top of the screen. In the "Enter Text" box, enter all of the online
activities students identified earlier in the lesson. In the "Word/Layout Options" select "Layout" > "Allow
Replication" >"Yes". When you are finished, go to "Save/Share". Save the image as a JPG to your computer.
You can then print the footprint and display it in the classroom.

Day 3: Begin the day by reviewing what we have learned so far about digital citizenship. Play
“Netiquette” off and complete the quiz together. The students can participate by
putting their answers on a whiteboard. Begin the lesson by saying you are going to be sharing
several scenarios that could happen in real life. Their job is to take time to think about the scenario
and how they would react. They need to write their responses on a piece of paper for each scenario.
Inform them that the next day they will be sharing a blog post with other students on one scenario.
Day 4: Begin by reviewing the scenarios that were shared yesterday:
Scenario 1:
Your teacher has set-up a blog activity and has asked each person to respond to a classmate's post.
You decide to post a "funny" response to a friend's post using a fake account.
Scenario 2:
You spend 30 minutes on the computer before school in the morning, play games on the internet at
recess, and watch Youtube videos until supper.
Scenario 3:
You find an embarrassing photo of your sister and decide to email it to a friend.
Scenario 4:
You leave to go outside for recess and forget to logout of your computer account.
After reviewing, have the students pull out their responses. Have them choose a scenario that they
feel they connected with most. They will go to to create an avatar and type their response
into the “Text to speech” box. The class will share these at the end of the lesson.
Day 5: Watch and discuss as a class the video Then have the students watch the Brain pop on “Information Privacy”
independently. Have them raise their hand when they are done and show you their score. If they did
not get 100%, have them review their answers and retake the quiz.
Day 6: Introduce CyberBullying- Have each student create a KWL chart and fill it in with the topic
being “CyberBullying”. Discuss what the students say the Know about the topic and what they want
to know. Then, Ask the following questions to the class: What is cyberbullying? What does ‘cyber’
mean? How can you bully online? What is the same/different about bullying and cyberbullying? Do
students know someone who’s been cyberbullied? Can you be cyberbullied on Xbox or Instagram or
similar programs? Use to have them submit their answers to each other and then
share their thinking and the correct answer together.
Day 7-Begin the lesson by playing, “Cyberbullying”. Have students complete the
activity, graphic organizer, and vocabulary page through brainpop. The students should each have
their own Chromebook at their desk to complete these tasks individually.
Day 8- Have students take out their chromebooks and go to the website They will go through the activities for the day. After
they have completed the activity, they will go to take an online quiz from

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Intel® Teach Program
Essentials Course
Day 9- Have students think back to the activity they did yesterday and quiz they took at the end of
the day. Today they are going create a quiz that a partner in the class will take. Access: The students will need the rest of the day to create their
quiz and submit the correct answers.
Day 10- Today, partner up students so that they are able to access each other’s quizzes. They will
take the quiz and then be required to go over their answers with the test creator (their partner).

Accommodations for Differentiated Instruction

Special Needs

Students with special needs will need added support during independent research
available, a capable student can fill in to help a student find appropriate research
and accomodations need to be followed for students with IEP’s and a 504.


Research can be done using visual support through books and internet for nonnative spea



Laser Disk




Video Camera

Digital Camera

Projection System

Video Conferencing Equip.

DVD Player


Internet Connection


X Other Chrome books from the third
grade hallway

Technology – Software (Click boxes of all software needed.)

Image Processing

Web Page Development

Desktop Publishing

Internet Web Browser

Word Processing

E-mail Software



Encyclopedia on CD-ROM
Printed Materials

Students will need a KWL chart, “Are you Web Aware” Survey, footprint for
the “Digital Footprint” activity,


Whiteboards, whiteboard markers, erasers, computers, internet access,
Microsoft Word, Power Point

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Intel® Teach Program
Essentials Course,,,,,,
Access to

Internet Resources

Other Resources,,,
Other resources could be found depending on student topics. Students can
brainstorm ideas for other resources if text and internet are not sufficient.

Additional Unit Plan Information:
Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.
Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks
of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

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