ED 513

Digital Citizenship
Lesson Plan

Subject area/course/grade level:

Digital Etiquette (Physical Education)/Elementary Physical Education/5 th grade

Standards (State and ISTE Standards for Students):

Anchor Standard 4: Personal and Social Behavior 4.1, 4.2, 4.3

ISTE: 2 Digital Citizen: 2b, 2c

Objectives:

Students will develop skills to engage in behavior that is ethical and positive when using technology and have an
understanding of respecting others with communicating with others through technology. Students will know what digital
etiquette is and how to show examples of digital etiquette.

Differentiation Strategies:
How will the lesson address the various learning syles of the students and the needs of those with special needs?

Students will use pictures, peer demonstrations, and written directions to understand directions and complete skills.
Students with special needs are partnered with peer helpers to engage and complete tasks in this assignment.

ENGAGEMENT:
Here is your chance to catch the student’s attention. Please explain how you will engage the students. Provide detailed
instructions to help the students gain a better understanding of Digital Citizenship in the 21 st century. (Assessment)
Please ensure that your responses are thorough and well explained.

Students enter the gym and get into their warmup groups. Groups consist of 4 to 5 students per group. During the warm up,
students are instructed to begin to think about how they interact with their peers. Inside of school, outside of school, during
the school year, and during the summer when students are not in school.
Assessment: In each group, students must come up with 3 different ways they interact in conversations throughout these
times.
Answers should include: Talking, notes, letters, text, computer, phone, video games, ect…
EXPLORATION:
Provide detailed descriptions on how you will incorporate hands-on experiences for all learners. Please allow students the
opportunity to collaborate with each other. (Assessment)
Please ensure that your responses are thorough and well explained.

Students will be in groups of 4 to 5 students and will begin to develop skills used to engage in bahaviour that is ethical and
positive when using technology and have an understanding of respecting others when communicating with others through
technology.
While students are in their groups, their designated group leader will come to the front of the gym and draw a conversation
starter from the teacher. Topics include: Tell me about yourself, favorite sport, who do you talk to the most, favorite food,
favorite class, favorite thing to do. These include topics that are easy for students to relate to and contribute information to.
Once students have discussed the topic, each student will write down what they thought of another persons answer to the
question. These answers will not have names of the students on them and will be completely unknown.
The teacher will randomly draw the topics and the answers from the students and discuss with the entire class how each
person responded. The answers to the questions are not the focus. The focus should be on the answers and how the students

Modified July, 2019

responded.
Discuss with the class the following tactics of how to properly communicate with each other and how to demonstrate ethical
and positive behavior. Make sure to include: respecting peoples privace, verifying facts, responding promptly, do not name call
or use offensive language, do not exclude people or talk behind their backs.
Now transfer these tips to online useage. The same strategies that we use in front of people should be the same strategies we
use while using technology.
Assessment: Give students different scenerios to discuss and answer. A student found out that someone in her class wrote
something bad about her online. What should she do?
Someone forwards you a message about another student that you do not know and tells you to send it to other people. What
do you do?
EXPLANATION:
This stage of the lesson is your part. Clear up any misconceptions from the exploration actity, cover vocabulary, concepts, ideas
– whatever is necessary – to help the students understand the content. Include higher order thinking questions to help the
students connect and comprehend the point(s) of the lesson.
Please ensure that your responses are thorough and well explained.

How can we communicate with each other in a way that is kind and respectful of the other person? And What are some tips
that we can come up with to remember to do this?
What are some traits of a healthy online relationship?
What can we do if we are not happy with something that is happening online?

ELABORATION:
This is your opportunity for you to develop age appropriate activities for your students. Students should be able to apply what
they learned to real world situations. You will need to be creative and allow your students to do the same.
Please ensure that your responses are thorough and well explained.

In their groups, students will come up with a online situation that is not ethical or shows an incorrect form of digital etiquette.
Students will then act out their situation in front of the class and discuss what to do to solve the situation, what could have
been avoided, and how to respond to the situation. Each member of the group will need to participate in the demonstration.
The rest of the class will respond to the group at the end of the demonstration.
EVALUATION:
You will need to assess your students as it relates to their understanding of the objectives of the lesson.
Please ensure that your responses are thorough and well explained.

At the end of class, students will need to answer the following questions as they relate to digital etiquette.
Compare and contrast different kinds of relationships online and how communication is a part of that relationship.
What are some risks of an online only relationship?
How can we respond when we are not comfortable with something that is happening onine?
Write a short online situation that we demonstrated and how to solve the situation.

Modified July, 2019