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Summary:

Technology has become a mainstay in the curriculum of many of our classrooms. As such, teaching our
students good digital citizenship practices is more important than ever before.

This unit is designed to engage students on the topic of digital citizenship by creating lessons that are
authentic to their lives - as students, as community members, as children. Several of the lessons allow
students the academic and artistic freedom to express their ideas of digital citizenship in ways that are
genuine and that resonate with them, thus engaging their schema and anchoring these lessons as
enduring.

The unit begins by asking students to create an artistic representation of what it means to be a good
digital citizen. The path to expressing this ideal is theirs to choose, whether it be a collage, a painting, or
an infographic. This allows students the time and motivation to really think about what good digital
citizenship means to them as individuals, something that they have learned about but never had the
opportunity to connect to their own lives in a genuine way.

Students are then asked to create podcasts on why they think that digital citizenship is so important to
today’s students. First, the art lesson allowed them to think about what digital citizenship means to them
personally and now they are allowed to express their ideas in a more concrete and public medium-a
podcast.

The idea of digital citizenship becomes more personal as the students are asked to poll their class and
their school about the incidence of cyberbullying in their own community. This allows students to realize
that cyberbullying can occur anywhere and can even affect the people around them. The students are
then asked to analyze and present their data using a variety of graphs that are chosen based on how to
best present the information that they have collected.

The last lesson is a culmination of the knowledge that they’ve acquired over the course of the unit.
Students are asked to consider how technology has changed the face of communication in our society
today. Students are asked to create maps of their state, country, and world to illustrate the ways that
technology has allowed them to communicate with family and friends in these many locales. This part of
the unit is designed to drive the home the point that we live in a global society and as such, the
precautions (cyber safe practices) that we employ must also apply in that same universal manner.

Throughout this unit, student knowledge is scaffolded through direct modeling, brainstorm sessions, and
the construction of Mindmaps that help to build that foundational knowledge of digital citizenship.
Students are asked to take short quizzes designed to reinforce the students’ learning and inform and to
direct teaching. There are a variety of accommodations that allow for multiple entry points into the
lessons that consider ability, learning style (auditory, visual, kinesthetic), and whether or not our
students are English language learners.

As students are asked to use technology more and more, this unit is designed to ensure that our students
have the proper foundation to meet the demands that our digital society has placed on them. Just as we
would never let children ride their bikes without proper safety equipment, so too must we prepare them
to use technology safely, responsibly, and respectfully.

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 Digital Citizenship Unit
UbD Digital Citizenship 621C

Student Name: Eva Sanchez Intended Grade Level of Unit: 5th Grade

Theme of Unit: Digital Citizenship and Safety Content Area:

Digital Literacy
while incorporating a number of different
Art
content areas in Art, Language Arts, Math, Language Arts
Math
and Geography
Geography

Classroom Demographics:
The students are in a culturally diverse, English speaking, general education classroom of 10- and 11-
year-old female and male fifth grade students.

Alaska Content Standards:

1. Art Standard CR1a-5: Combine ideas to generate an innovative concept
2. Language Arts, Speaking and Listening Standard 5.4: Report on a topic or text or present an opinion, sequencing
ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
3. Math Standard 5.MD.4: Explain the classification of data from real-world problems shown in graphical
representations including the use of terms mean and median with a given set of data. (L):
4. Geography D.4: Analyze how changes in technology impact social, cultural activity

Transfer Goal(s) - Unpacked Standards

1. Art: Students will use imaginative ways to visually represent important qualities of a good digital citizen.
2. Language Arts: Students will use their knowledge of standard English when speaking to create a podcast on the
importance of digital citizenship.
3. Math: Students will collect data from online as well as in-person research to create a graph representing the
incidence of cyberbullying that provides mean and median of data.
4. Geography: Students will use maps and globes to illustrate how technology has impacted social and cultural facets of
society.

Alaska Cultural Standard(s) for Educators to be met in this Unit:

 Cultural Standard B.3: make appropriate choices regarding the long-term consequences of their actions
 Cultural Standard B.4: identify appropriate forms of technology and anticipate the consequences of their use for
improving the quality of life in the community
BIG IDEA of the Unit:
 Why is ethical technology use necessary?
 Ethics and Technology

STAGE 1 – Essential Questions and Enduring Understandings (Bank of EUs and EQs for Unit)
Enduring Understanding(s) Essential Questions to be Considered:
Students will understand that…. 1. What ideas of digital citizenship can we
1. Students will understand good digital express through art?
citizenship characteristics can be presented 2. How can a podcast influence people’s
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 and shared through art.
2. Students will understand that they can
effectively and appropriately express their
opinions on good digital citizenship orally
through recordings.
3. Students will understand that numerical
data, as it relates to good digital citizenship,
can be collected and analyzed in a number
of ways.
4. Students will understand that technology has created
a global society
STAGE ONE: (Bank of Objectives for Unit)
Objectives/Learning Targets:
Knowledge and Skills: K & S
___________________________
(Objective bank here)
1. (K) Students will explain how art enhances
their and other’s understanding of good
digital citizenship.
(S) Students will create a collage depicting
what they perceive are the most important
qualities of a good digital citizen.
2. (K) Students will demonstrate the
advantage of orally sharing opinions on
exhibiting good digital citizenship
(S) Students will create a quality podcast
discussing how students can be good
digital citizens
3. (K) Students will describe how numbers
can be used to denote the incidence of
cyberbullying locally and regionally
(S) Students will collect and analyze data
online and from community of prevalence
of cyberbullying in fifth graders.
4. (K) Students will explain how technology
has bridged the distance between people
and countries
(S) Students will demonstrate using maps
and globes how technology has permitted
people from all around the world to
interact with each other on a daily basis.
(S) Create Cyber pen-pal from student in
another country
opinion on good digital citizenship?
3. How can students use numbers to represent
the concept of digital citizenship?
4. How has technology connected and
separated people around the world?
STAGE TWO: (Bank of Assessments for Unit)
Assessments Sources of Evidence of Learning
____________________________
(Assessment bank here)
Preassessment:
 Discuss with students the definition of
community. Brainstorm how students are or
can be good community members.
 Discuss definition of responsibility.
 Brainstorm items of responsibility that
students have to themselves and to the
community.
 Explicitly explain all key vocabulary words
prior to every lesson and create a word
wall that includes words and a
representative picture of the word (SIOP)
 During discussion, teacher will be mindful
of speech, using a slower rate,
concentrating on enunciation, and allowing
for proper wait time after questions before
calling on students to ensure ELLs have
enough time to process question and think
of answer (SIOP).
1. Students will create a visual organizer (mind
map, outline) using words and/or pictures that
explains how pictures can enhance their own
or another’s understanding of digital
citizenship (Formative).
2. Students will write short answer response and
fill in the blank quiz on digital citizenship and
art B1, E3 (formative)
3. Create a collage of images from magazines,
printed from online sources, or drawn, that
represent the essence of good digital
citizenship (Summative).
4. Students will explain collage to class in iterate
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 why they chose each image to represent digital
citizenship (Summative/Performance).
5. Students will complete short quiz on digital
citizenship qualities and art integration A1,
A2, E1 (formative/summative).
1. Whole class will brainstorm the advantages of
creating a podcast versus writing an essay, on
explaining how necessary acting as a good
digital citizen is (Formative).
2. Students will receive a grading rubric at
beginning of lesson that is language
appropriate, provides visuals to enhance
understanding so that students know what
is expected of them during and at the end of
lesson. Each scale will contain an exemplar
of the rating (4-1) so that students can see
and hear the differences between the
different scales (SIOP).
3. Students will take short quiz on podcast
advantages and mind map definition B2, E2
(formative)
4. Students will create a podcast that explains
their personal view on the different ways that
students can display good digital citizenship
(Summative/Performance).
5. Students will present podcast to class and
explain the process and how effective
podcasting is compared to writing an essay
(Summative/Performance).
6. Students will take a short quiz on podcast
importance in digital citizenship F1
(formative/summative).
7. Students will write short reflection evaluating
themselves and the group mates on podcast
effort (Summative).
1. Students will demonstrate ability to create
graphs to express number data that they
collected through in-class surveys
(Formative/Performance).
2. Students will show that they can calculate
mean and median from a given set of numbers
(Formative).
3. Students will take short quick to check for
understanding on graphs and mathematical
concepts C1, C2, C3 (formative)
4. Students will create a graph from number data
that they collect from their school community
on prevalence of cyberbullying
(Summative/Performance).
5. Students will present data and graphs for class
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 discussion on prevalence of cyberbullying by
class (Summative/Performance).
6. Students will take a short quiz on data
graphing and types of graphs in illustrating
incidence of cyberbullying D2, F2
(summative).
1. Students will discuss in class how technology
has allowed them to communicate with people
that do not live in their communities. Students
will then discuss how communication was
different for children 100 years ago
(Formative).
2. Students will take short quiz on technology
and global society D1 (formative)
3. Students will create three maps centered on
their own experience of using technology that
has allowed them to communicate with family
members in 1) Alaska, 2) Contiguous U.S., 3)
around the world (Summative/Performance).
4. Students will create mind map of different
cyber safe practices (summative).
5. Students will take short quiz on cybersafe
practices A3, B3, D3 (formative)
6. Access school network of students from
around the world to create ‘pen-pals’ with
students. Have students place a pin on a globe
where student is located
(Summative/Performance).
7. Students will take a short quiz on cybersafe
practices and technology’s impact in creating a
global society F3 (summative).

STAGE TWO: Culminating Performance Task

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 Culminating Performance Task –
You’ve been hired to create a website that shows just how important good digital citizenship is to your school
and your community. Your website will include several collages that demonstrate the important
characteristics of a good digital citizen. You will include a section where you can post podcasts that talk
about why you think digital citizenship is so important. Your website design will include graphs (bar, pie,
line) that highlight the incidence of cyberbullying at your school, and maps that show just how expansive the
need for digital citizenship is (school, community, world). The website will follow the standard conventions
of English: correct spelling, grammar, capitalizations, and sentence structure.

STAGE THREE: Learning for Understanding/ Instructional Activities

Pre-Requisites for the entire unit: What are the prior knowledge and skills students have to have in place before starting this Unit of
Study?

Students can recognize the different types of interactions that occur on the internet and with technology in general.

Students can articulate the meaning of responsibility and community as it pertains to them as individuals.

Unit Overview/Introduction/Main Hook (Make a connection with students’ backgrounds using an authentic situation

1. Begin by showing short video on world without laws: https://www.youtube.com/watch?v=rE1i4NjY8I0

2. Start discussion by asking thought-provoking questions:

 What would our town, our state, our country, look like without laws?
 Is everything we do dictated by laws? Are there laws that tell people to be polite? Respectful?
 How do we learn how to do those things?
 Is the way that we act while using technology (internet, social media) any different than how we act in real-life

3. Introduce and discuss essential questions and objectives to provide students broad overview and purpose of this
unit

Action/ Mini-hook for Process: Specific strategies

Lesson each lesson: Teacher does/ Student Does to accommodate specific student
connection to Product: variability/ accommodate all
prior Assessment/ Evidence of Learning learners
learning/kno Lesson closure
wledge

Materials for lesson #1:

 Magazines
 Pencils
 Colored Pencils
 Markers
 Blank Paper
 Poster Board
 Scissors
 Glue Sticks
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  Computers/Tablets
Objectives and Essential Questions for lesson #1:
What ideas of digital citizenship can we express through art?
(K) Students will explain how art enhances their and other’s understanding of good digital citizenship.
(S) Students will create a collage depicting what they perceive are the most important qualities of a good digital citizen.

Standards/Content areas covered in lesson #1:

Art Standard CR1a-5: Combine ideas to generate an innovative concept.

Lesson Mini Hook: 1. Teacher will discuss how a simple picture brings to  Provide visual step by step instructions
1 Title: Show mind what that image represents to us as individuals- that students can follow in creating their
Through students the White House: democracy, justice, protection. design in the form of a recording (audio)
Steve Jobs: innovation, technology, genius. and through an infographic (visual)-
the lens relevant
2. Students will brainstorm examples of pictures that Content
of an iconic elicit that same level of importance to them  Group discussions will engage schema
artist pictures - (formative). for all students-Content/Action and
Steve Jobs 3. Students will write short answer response and fill in Expression
holding an the blank quiz on digital citizenship and art B1, E3  As students brainstorm pictures and
iPhone, the (formative) related emotions, provide visual
White House, 4. Teacher will model the methods in examples of Smartboard (visual) as they
Fortnite logo. creating a mind map or outline and show discuss (visual)-Content
visual examples of both using words and  Teacher modeling ways to create a
pictures as it relates to digital citizenship MindMap creates scaffolding for those
students that might not know what a
(SIOP). MindMap is or how important this is to
5. Students will create an outline/visual representation organizing student thought process-
of their personal meaning of digital citizenship Content
(formative).
 Allow students to use technology apps
6. Students will complete short quiz on digital such as Mind Meister to create
citizenship qualities and art integration A1, A2, E1 Mindmaps-Assessment
(formative/summative).
 Students can demonstrate learning in a
7. Students will conference with teacher on collage variety of ways by either drawing or
mid-way through artistic process to ensure using pictures from magazines to create
understanding of project as well as check for their collage-Assessment
completeness of collage for final grading (formative).
 Allow students to collaborate with one
8. Students will create their own collage of what good
another during creative process, thus
digital citizenship means to them (using their graphic scaffolding those that require it and
organizer as a guide) either using magazine cutouts or reinforcing the concept to those
pencil drawings (with or without color) (summative). students helping- Action and
9. Students will present their artistic representations to Expression
their class and explain the purpose of each image in  Allow those students with motor skill
their personal construction of the meaning of good
disabilities to create their collage by
digital citizenship (summative/performance).
dragging and pasting from internet
commons area- Assessment
 For those students that cannot present
their collage verbally, give option to
write or record their explanation that
will be read or listened to in class-
Assessment
Materials for lesson #2:
 Computers/Tablets
 Headphones with microphone
 Pencils
 Blank Paper
 Lined Paper
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  Podcast Checklist
 Rubric for podcast
Objectives and Essential Questions for lesson #2:
How can a podcast influence people’s opinions on good digital citizenship?
(K) Students will demonstrate the advantage of orally sharing opinions on exhibiting good digital citizenship
(S) Students will create a quality podcast discussing how students can be good digital citizens
Content areas covered in lesson (from standards) #2:
Language Arts, Speaking and Listening Standard 5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Lesson Mini Hook: Have 1. Teacher will brainstorm with students on
2 Title students listen to definition of a podcast. Have they ever heard one? If
a short engaging so, what are their favorites?
Podcast and popular
s: 2. Teacher will discuss with students why they listen
podcast from the to podcasts (if they do) (formative).
Speakin website:
3. Students will listen to a podcast of their choice
g your https://www.abc.
(from pre-determined list) on a variety of topics
Mind net.au/radio/pro
4. Teacher will create a mind map of specific qualities,
grams/shortandc
based on discussion with students, on the qualities
urly/
of a podcast that made it engaging and informative.
Allow students 5. Students will take short quiz on podcast advantages
and mind map definition B2, E2 (formative)
to vote on
topic that they 6. Students will create their own checklist of items
that they would like to incorporate into their own
will listen to podcast (formative).
7. Teacher will provide list of possible formats:
Interview (pair), opinion piece (individual), round
table (group).
8. Students will decide on format then
brainstorm content of podcast with mind
map, outline, graphic organizer of their
choice. Teacher will supplement
additional information in terms of
exemplar recordings as guidelines for
students and explicitly explain
vocabulary words and place on word
wall for future use (SIOP)(formative).
9. Teacher will discuss recording options – tablet or
computer and model how recordings are to be
performed.
10. Students will practice recording in the format of
their choice.
11. Teacher will create a rubric that will include the
components necessary to complete the podcast
including active discussion, key information on
digital citizenship.
12. Students will create a list of talking points that will
align with rubric and items they would like to discuss
digital citizenship (formative).
13. Students will take a short quiz on podcast
importance in digital citizenship F1
(formative/summative).
 For every whole-class discussion,
teacher will visually represent thought
process on Smartboard so that students
can hear discussion and refer to visual
as a means of reflection and
reinforcement-Content
 Students can choose to listen to example
podcasts on topics that are engaging the
them-Content
 Visual step by step instructions will be
provided for students to follow as well
as short video that students can watch
that demonstrate process of podcast
creation (audio and visual)-Content
 Students that require more scaffolding
can work in groups-Action and
Expression
 Students can have option of choosing
podcast format (interview, opinion,
round table) to increase student
engagement-Action and Expression
 Students unable or that have difficulty
speaking can create questions that will
be used in interview or as ‘jump off’
points during round table discussion-
Assessment
 Transcripts will be provided for the
hearing impaired as well as ability to
participate in podcast process via Skype
Translator or with school-provided
translator-Content
 For those students unable to participate
in group discussion, student can have
individual discussion with teacher on
the reasons they believe digital
citizenship is important-Assessment
 Hard copies of rubrics will be provided
to each student to use as they create
their podcasts. Teacher will orally
describe and provide examples for those
students that require more scaffolding-
Content
 Tiered reflection form as needed for
students to adequately express their
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 14. Students will conference with teacher, as they are feelings about lesson and how they feel
creating podcast to confirm understanding and verify they did with modeled example on how
completeness of podcast (formative). to complete one-Assessment
15. Students will create a podcast that is no longer than
5 minutes in duration (summative).
16. Students will ‘present’ their podcast to class that
will be followed by a quick Q & A where students will
discuss their thought process and how effective they
felt a podcast was at allowing them to share their
feelings on digital citizenship vs writing an essay
(summative/performance).
17. Students will write short reflection to evaluate
themselves and each other during this podcast
process (summative).
Materials for lesson #3:
 Pencils
 In class survey forms: individual as well as cyberbullying
 Visual handout of graph types
 Computers
 Graph paper
Objectives and Essential Questions for lesson #3:
How can students use numbers to represent the concept of digital citizenship?
(K) Students will describe how numbers can be used to denote the incidence of cyberbullying locally and regionally
(S) Students will collect and analyze data online and from community on prevalence of cyberbullying in fifth graders.

Content areas covered in lesson (from standards) #3:

Math Standard 5.MD.4: Explain the classification of data from real-world problems shown in graphical representations including the use of terms
mean and median with a given set of data. (L):

Lesson Mini Hook: 1. Teacher will review objectives of lesson
3 Title Show startling with students to make expectations
Playing graphic on explicit.
with the incidence of 2. Students will complete pre-assessment on
Number cyberbullying definitions of mean, median, and mode as well as
name or draw a picture of the different graphs that
s in the country
students are familiar with (formative).
3. Teacher will define mean, median and mode and
model how each can be calculated from different
data sets-show video
https://www.youtube.com/watch?
v=5C9LBF3b65s
4. Teacher will provide visual examples on
Smartboard, place key vocabulary words
on word wall, and use manipulatives to
teach these key concepts (SIOP)
5. Students will take short quick to check for
understanding on graphs and mathematical concepts
C1, C2, C3 (formative)
6. Teacher will discuss definition of a survey and
provide data sheet from which students can
complete their own in-class survey.
7. Students will demonstrate ability to calculate mean,
median and mode from their own surveys data
(formative/summative).
 Students will work in a variety of groups
for more scaffolding – Action and
Expression
 Allow students to use manipulatives to
explore concepts of mean, median, and
mode (kinesthetic) -Content
 Explicit definitions for all vocabulary
used in lesson (verbal)-Content
 Model all mathematical procedures to
scaffold student ability (visual)-Content
 Provided short instructional videos for
students (Khan Academy) to reference
on how to calculate mean, median, and
mode (auditory, visual)-Content
 Tiered data sets with differing levels of
complexity to accommodate different
ability levels – Assessment
 Students can choose population for data
collection – Action and Expression
 Step by step instructions will be
provided for visual reinforcement -
Content
 Visual representation of types of graphs,
as well as written explanation, will be
provided for students to reference-
Content
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 8. Teacher will discuss with students how data is  Allow students to use computer apps to
collected and interpreted in the creation of graphs. create graphs (Tuva Labs)-Assessment
9. Teacher will discuss and provide visual examples of  For students that cannot present to
different types of graphs and discuss types of data class, allow them to record or provide
that fit best with each graph. written contribution to group
10. Students will create graphs based on data collected presentation- Assessment
from their in-class surveys (formative/summative).
11. Teacher will divide students into groups and
Students will survey different grades in school
(formative).
12. Students will conference with teacher to check data
quality and verify accurate calculations prior to final
submission (formative).
13. Students will create graphs based on data from in-
school surveys on incidence of cyberbullying in
students from 3rd to 8th grades (summative).
14. Students will calculate mean, median and mode
from data collected (summative).
15. Students will present data to class and discuss
prevalence of cyberbullying in the school
(summative/performance).
16. Students will take a short quiz on data graphing and
types of graphs in illustrating incidence of
cyberbullying D2, F2 (summative).
17.Teacher will review objectives of lesson
and open discussion with students to
decide whether they feel as though they
met them, or not, and follow with
discussion on why (SIOP).
Materials for lesson #4:
 Video
 Maps of Alaska, U.S., and World
 Fine tipped colored markers
 Handout on different locations students will highlight
 Computers
 Globes
Objectives and Essential Questions for lesson #4:
How has technology connected and separated people around the world?
(K) Students will explain how technology has bridged the distance between people and countries
(S) Students will demonstrate using maps and globes how technology has permitted people from all around the world to interact
with each other on a daily basis.
(S) Create Cyber pen-pal from student in another country

Content areas covered in lesson (from standards) #4:

Geography D.4: Analyze how changes in technology impact social, cultural activity

Lesson Mini Hook: 1. Teacher will explicitly go through lesson  For all verbal brainstorming sessions,
4 Title Discuss how objectives using appropriate language to teacher will write thought process on
Around communicatio ensure understanding then confirm with Smartboard for students to reference
and reflect upon (auditory, visual) -
the n has evolved. thumbs up or thumbs down before Content
world moving on (SIOP).
Play video on  Allow students to work in pairs for more

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 evolution of 2. Teacher will ask, by a show of hands, how many scaffolding opportunity – Action and
communicationhtt students communicate with family members outside Expression
ps://www.youtube. of Seward. Follow up questions will ask how they  Students can use globes in lieu of maps
com/watch? communicate with those family members for better spacial representation –
v=avh2Ppw5wc8 (formative). Action and Expression
3. Teacher will brainstorm with students the way  Students can use Google Earth in lieu of
communication has evolved over the last 100 years physical maps and globes to create their
and discuss how different modalities used individual maps - Assessment
(formative).  Allow students to involve family
4. Teacher will discuss with students, based on in- members in map/globe creation -
class poll results, locations where students Assessment
communicate with family members (formative).  Provide visual checklist on cyber safe
5. Teacher will display google maps on Smartboard practice discussion that students can
and students will point to one location where they reference (visual)-Content
have family members that they communicate with.
 Teacher will model how to create
6. Students will brainstorm the different locations that MindMap on Smartboard and provide an
they have communicated with people, on a example of MindMap as a way to tier
consistent basis, in locations around the state, the ability-Content
country, and around the world (formative).
 Students can use technology to create
7. Teacher will ask students to include MindMap of cyber safe practices -
places where they have lived, and family Assessment
members that they still communicate  Students can create video, write short
with as a way of linking student essay as an option to fulfilling MindMap
backgrounds to geography concepts assessment-Assessment
(SIOP).  Students can dictate text using Speech
8. Students will create three maps (state, country, Recognition in Word for those students
world) and indicate with dots where the people live that have difficulty writing their pen pal-
that they communicate with (summative). Assessment
9. Teacher and Students will discuss how technology  All correspondence will be pre-
has allowed people from around the world to screened by teacher to monitor
communicate. for appropriateness
10. Students will take short quiz on technology and
global society D1 (formative)
11. Teacher will brainstorm cyber safe practices when
interacting with people online.
12. Students will take short quiz on cybersafe practices
A3, B3, D3 (formative)
13. Students will conference with teacher midway
through map/globe creation, to check for
understanding and completeness (formative).
14. Students will take a short quiz on cybersafe
practices and technology’s impact in creating a global
society F3 (summative).
15. Students will create a mind map of cyber safe
practices (summative).
16. Teacher will facilitate match of a pen pal from
around the world using.
http://members.ozemail.com.au/~penpals/
17. Students will place pin on class globe where penpal
lives.
Unit Closure: Bring it all together with the focus of the lesson and the Objective. Tie the closure for each lesson in with the Main Hook, the
Objective, and the Essential Question.
 Remind students how the different lessons that were taught all circle back to learning how important digital
citizenship is in our lives. Address each enduring understanding with student for each previous lesson:
o Students will understand good digital citizenship characteristics can be presented and shared
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 through art.
o Students will understand that they can effectively and appropriately express their opinions on good
digital citizenship orally through recordings.
o Students will understand that numerical data, as it relates to good digital citizenship, can be collected
and analyzed in a number of ways.
o Students will understand that technology has created a global society
 Students will host Digital Citizenship Family Night and present their work to their families explaining:
o How art helped them to express the importance of digital citizenship.
o Their opinion on how effective their podcast was at allowing them to share their opinions on digital
citizenship and state whether they would have rather written an essay or done the podcast
o Describe the prevalence of cyberbullying by grade in their school community
o Explain how technology has changed the way we communicate making them vulnerable to unsafe
internet practices.

UNIT REFLECTION Cultural Capital: Discuss how this Unit increases your students’ access to “Cultural Capital.”
During the course of this entire lesson, I have integrated real-world scenarios into my student’s understanding of the importance of digital
citizenship. This creates a lesson that is authentic and applicable to their lives as students in Seward, Alaska. I have explicitly explained
vocabulary and engaged student schema at the beginning of each lesson that allowed them to connect new learning to their current
knowledge, hopefully increasing the chances that they will truly appreciate the enduring understandings of this lesson. During the course
of each lesson in this unit, students are encouraged to work in groups where they can practice the art of collaboration and develop their
sense of empathy by listening to another’s perspective. In the use of technology, I will ensure that each student has access to school to
work on and complete projects. In this way, I hope to bridge the digital divide that exists in all schools and classrooms. For those students
that have limited or no access to technology at home, I will make sure that there is ample time during class, for students to finish projects
as well as time before and after school if they need extra work time. I have provided multiple points of differentiation and allowed
students to perform tasks through the lens of their families, their culture, their world.

Attachments: Graphic Organizers, Quizzes, Worksheets, Assessment Rubrics, etc. for each Lesson.
CPT Rubric
Title of CPT Rubric: Digital Citizenship Webpage

Level of 4- Exceeds 3-Meets 2-Approaching 1-Below Standard

proficiency Standard! Standard. (Yes!) Standard (Oops)
Category (Wow!) (Almost)

Artistic Artwork chosen Artwork chosen Artwork chosen Artwork chosen does
Representation represents content represents content represents content not represent the
in a unique way and well and confirms in an ambiguous content and cannot
helps the viewer to viewer way and is confusing be understood by the
understand content understanding for the viewer to viewer.
through unusual through typical understand.
ideas. ideas.

Podcast Catchy and clever The presentation is Presentation ideas An irrelevant or

Presentation presentation. It typical and are not clear but still inappropriate topic
provides relevant unsurprising. It relate to the content that has no clear
information and provides in a general way. purpose and does
shows a clear information that The purpose is hard not engage the
purpose that draws eventually shows to understand and listener.
13
 in the listener the purpose and minimally catches
immediately. catches listener listener attention.
attention towards
the middle or end
of presentation.

Cyberbullying Graphs enhance Graphs are without Graphs are Graphs do not relate
Polls & Graphs understanding of color, are organized disorganized with to content, cannot be
data by using many but with vague some inaccurate understood, and have
colors, are information that information and are inaccurate data that
organized, have can be understood difficult to confuses the viewer.
accurate with some effort. understand.
information, and are
easy to understand.
Maps and Maps are presented Maps are Maps are mostly Maps are inaccurate
Globe in a sequential way, sequential and sequential and and confuse the
are accurate, and accurate. They accurate. They viewer and have no
Presentation
show a clear need vaguely show the show the need for real purpose. They
for cyber-safe need for cyber-safe cyber-safe practices do not show the need
practices locally, practices at a local, in only one or two for cyber-safe
nationally, and national, and contexts (local, practices in any
internationally. international level, national, or context (local,
with some international). national, or
difficulty. international).

Grammar and Grammar and Grammar and Grammar and Grammar and
Conventions conventions are conventions are convention errors convention errors are
correct and the mostly correct (less are frequent and very frequent (more
website is easy to than 10 errors) and repeated (20 or than 20 errors) and
understand. the website can be fewer errors). The the website cannot
understood with website is difficult to be understood.
some effort. understand.

Test Bank
MULTIPLE CHOICE (3 test items) Topic: Good Digital Citizenship
Directions: Circle the letter of the correct answer in each item.
Item: A1 Item: A2 Item: A3

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Which of the following is NOT What best describes plagiarism? What information is okay to give
an example of a good digital someone that you have never met?
citizen? A. Plagiarism in not stealing.
B. Plagiarism is copying someone A. Your real name
A. Treats others with respect else’s work and saying that it is B. Your address
while online your own. C. Your age
B. Uses online pictures and C. Plagiarism is something adults D. Your screen name
articles without giving credit to have to worry about.
other authors D. Plagiarism doesn’t include
C. Does not share personal pictures.
information
D. Limits amount of time spent
online
Answer: D
Answer: B Answer: B

SHORT ANSWER ITEMS (3 test items) Topic: Digital Citizenship, Podcasting, Geography and a
Global Society
Directions: Write a short response to each prompt.
Item: B1 Item: B2 Item: B3

15
Based on art lessons, list three
ways that art helped you to
express the importance of
digital citizenship.
Expected Response: 1) Art
allows students to express ideas
in unique ways 2) Art engages
the viewer on an emotional
level 3) Art enhances critical
thinking and communication
skills
Name three advantages to using a
podcast to demonstrate the
importance of digital citizenship.
Expected Responses: 1) Ability to
reach target audience 2)
Accessibility – can listen anytime,
anywhere 3) Students will listen for
longer than they will read or watch
Why are cybersafe practices so
important in the global society that
we live in?
Expected Responses: Technology
allows people from around the world
to communicate on a daily basis; you
can never be sure who exactly you
are communicating with; be a
privacy ninja; choose strong
passwords

MATCHING ITEM SETS (3 sets of 3-5) Topic:

NOTE: Please use more pages, as needed, to create accurate formatting.
Set: C Set: C2 Set: C3
Directions: Correctly label Directions: Put the letter of the Directions: Match each graph to
each graph by drawing a line correct definition next to the the information that it best
from the graph picture to its vocabulary word. displays.
name.
Best used to
The middle 1.____Mean
compare
Dot Graph number founda. 1.____Pie Graph
things
by ordering all a.
between
numbers from
groups
lowest to
highest 2.____Median
2.____Bar Graph
Line Graph Best used to
compare ‘part’
3.____Mode
The average 3.____Line Graph
to
number ‘whole’ b. b.

The most 4.____Dot

Pie Graph Best to track c. Graph
frequent
changes over
number
short or long
periods of time
c.

Bar Graph
Best used for
continuous small
data sets
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 d.

Answers: 1 - b; 2 - a; 3 - c

Answers:
1 – b; 2 – a;
3 – c; 4 – d;

Answer Key

Line
Graph

Pie
Graph

Bar
Graph

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 Dot
Graph

TRUE -FALSE ITEMS (3 sets of 3 or more) Topic: Cyberbullying/Data Collection and

Geography/Global Society
Write the letter T (True) next to items that are true and the letter F(false) next to items that are false.

Set: D1 Set: D2 Set: D3

1. Technology has changed the
way that people
communicate around the
world. (T)
2. Peoples’ use of technology
has created a ‘global
society’. (T)
3. There is no reason that
students need to have
cybersafe practices. (F)
1. The sample size of a population
does not affect the results of a
poll. (F)
2. You can poll only your friends
and still have an accurate poll.
(F)
3. Surveys can be used to answer
any question on any topic. (T)
1. It is safe to share my passwords
with people online. (F)
2. It is okay to gossip about my
friends while online. (F)
3. Treat people online the way you
would if you were there in
person. (T)

COMPLETION ITEMS – Sentence and Cloze

SENTENCE COMPLETION ITEMS (3 items) Topic: Digital Citizenship

Directions: Based on our discussions and readings about digital citizenship, write the correct word or
term in the blank provided.
Item: E1 Item: E2 Item: E3
1. A piece of art made by sticking
1. Respect while online, citing 1. A visual thinking tool that helps different materials on to a
another’s work, and to structure information and backing is called a ________.
protecting your personal represent ideas and concepts
information are the qualities using bubbles and connecting
of a good ____ _____. lines is called a _____ _____.

Preferred Answer: Digital Preferred Answer: Mind Map/ Idea

Citizen Map/Concept Map Preferred Answer: Collage

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 CLOZE PASSAGE COMPLETION ITEMS (3 passages) Topic:

Directions: Based on our discussion in class and from our readings, write the correct word or term in
blank provided.

Passage: F1 Passage: F2 Passage: F3

1. A __1____ is a great way of
showing people just how
important digital citizenship
is. People will _____ longer
than they will read or watch
a presentation too! Also,
_______ is a big advantage.
1. The four types of graphs that we
used are __1___, __2___, __3___,
__4___. A ___5__ graph is best
for comparing parts to a whole. A
__6___ graph is best used for
comparison, and a __7___ graph is
used to show changes over long or
short periods of time.
1. The use of maps is a great way to
show how technology has created a
__1___ ___2___. With the way
people communicate today ___3___
practices are more important now
than ever before! One thing that I
can safely share online is my __4__
____5____

Possible Answers:
1. Podcast Possible Answers:
2. Listen 1. bar graph Possible Answers:
3. Target audience, 2. line graph 1. global
Accessibility, 3. pie graph 2. society
4. dot graph 3. cybersafe
5. pie graph 4. screen
6. bar graph 5. name
7. line graph

TECHNICAL CHECKLIST
o All assessment items are aligned with my multidisciplinary UbD Unit Objectives .

o I have embedded ALL assessments into the appropriate lesson in my UbD Unit.

o All assessments are indicated in the appropriate section of the assessment column on my UbD
Unit.

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Art Lesson:

Mind Map example for digital citizenship

Iconic Images

This Photo by Unknown

Author is licensed under
CC BY-SA

Collage Examples:

20
Language Arts:

Podcast Checklist
❏A phone or recording device
❏ Headphones
❏Consider audience
❏What is your goal
❏Create script/interview question
❏Hook
❏ You or a teammate should quietly take brief notes during an interview or while recording sound, to
remember specific moments or points you’d like to return to later.
❏Change voice inflection
❏Clear concise summary at end of podcast with call to action

Rubric:
CATEGORY Exemplary Proficient Partially Proficient Incomplete

4 3 2 1
Introduction
Catchy and Describes the Somewhat engaging Irrelevant or
- Purpose clever topic and engages (covers well-known topic) inappropriate topic that
- Title & Author introduction. the audience as and provides a vague minimally engages listener.
Provides relevant the introduction purpose.
information and proceeds.
establishes a clear
purpose engaging the
listener immediately.
Content- 2 major
aspects Creativity and Accurate Some information is Most information is
original content information is inaccurate/missing or long- inaccurate/missing.
enhance the purpose provided in a winded.
- targets an audience
of the podcast in an somewhat unique
innovative way. way.

Conclusion
Conclusion has a Conclusion Conclusion attempts a No call to action.
-Call to action
clear and unique call has a clear call to call to action.
to action. action.

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Delivery
Well-rehearsed, Rehearsed, Appears unrehearsed Delivery is hesitant, and
smooth delivery in a smooth delivery. with uneven delivery. choppy and sounds like the
conversational style. Effective presenter is reading.
Highly effective enunciation &
enunciation & expression.
expression.

Podcast length Podcast Podcast length is Podcast is either too

Technical keeps the audience length keeps somewhat long or long or too short to keep the
Production interested and audience somewhat short to keep audience engaged.
engaged. listening. audience engaged.

Reflections:

Math

Cyberbullying Statistics:

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Pre-Assessment

Define mean, median and mode.

From the following numbers, find the mean, median, and mode
2,2,3,6,7

Types of Graphs

In-Class Survey sheets

23
School-wide Cyberbullying survey sheet

Grade:
Have you ever experienced Yes No
cyberbullying?

Where did it occur School Home

Did you report it? Yes No

Geography

Maps:

24
Mind Map of Cyber Safe Practices

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