Course Map

FRIT 7235
Hannah Sikes
 Statement of Principles

I have developed a course map for a Digital Citizenship course for 5th grade students. Students will be given an overview of
basic concepts in the first module, then will move through topics such as privacy, netiquette and cyberbullying, media balance, online
research, citations, and copyright. The course moves from more basic behavioral principles to more specific tasks, such as research.
By the end of the term, students should be comfortable with online research and MLA citations and should display an understanding
of ethical, positive, and safe online behavior. Students will submit Flipgrid submissions every week to enjoy the benefits of
participating in an engaging, focused class discussion without being in one another’s presence; hearing and seeing one another will
hopefully build a sense of community, while the uniqueness of the discussion component should help students submit engaged,
creative responses. They will be quizzed via Google Forms in several modules to encourage them to retrieve, apply, and retain
information and will submit a short research presentation PowerPoint at the conclusion of the course. I have cited relevant AASL and
GSE standards wherever feasible, demonstrating the pedagogical inspiration for outcomes and activities.
Course Map
Course Name: Digital Citizenship
Instructor Name: Dr. Kim Date: 1/28/2021

Designer Name: Hannah Sikes

Course Learning Outcomes:

I. Students display safe, positive, and ethical behaviors online. (CSS.DC.3-5.3)(AASL VI.A.)
II. Students research a topic using digital resources and present their findings. (CSS.RR.3-5.8)(ELAGSE5W7)(AASL V.A.)
III. Students attribute online sources correctly and ethically according to MLA formatting. (CSS.DC.3-5.3)(ELAGSE5W8)(AASL VI.B.)

Course Materials

Textbooks: None

Resources: Chromebooks, iPads, Flipgrid, Google Forms, Google Sites, Google Slides, Google Drive, Creative Commons, Flickr, Google,
Galileo, YouTube, linked videos and readings
Module # and Course Module Learning Outcomes Assessments and Rubrics Activities: Instructional
Title Learning (MLOs) Learner Interaction & Materials
Outcome Engagement
s
(CLOs)

The title should List all State the module’s intended measurable learning outcomes. Specify all assessments that will List all learning activities that List all instructional
be short, yet course MLOs must describe student performance in specific, observable be used to measure the stated promote achievement of the materials and
descriptive and learning terms. module learning outcomes. List stated module learning technology/media used
specific to outcomes Use suggested action verbs from Bloom’s Taxonomy. In the name of rubric (if applicable) outcomes and align with during the module that
content being addressed parentheses, include the course learning outcomes (CLOs) that that provides descriptive and assessments Learning promote achievement
explored. in the align to each MLO. specific evaluation criteria for the Activities may also be listed in of the stated module
module by assessment. Also, list the MLO(s) the assessment column if they learning outcome.
their that align with each assessment. are graded. In parentheses, This may include
Roman If assessment does not count include the MLOs that are being readings, web
numerals. towards the student’s grade they met with each activity. resources, videos,
should be marked “Not graded” in podcasts, audio, etc.
place of the rubric name. In parentheses, include
the MLO(s) that align to
the materials. If a
learning material does
not have an aligned
MLO mark it as
Supplemental or
Optional.
Module 1: I a. Students demonstrate basic understanding of Google Forms quiz (a), Students will view lesson Instructor video
What is digital citizenship, recalling new information as well discussion post to Flipgrid and materials, explore the (a,b), “Being a
Digital as knowledge previously held, and apply concepts to (rubric)(a,b) Brainpop site, then Good Digital
Citizenship? complete module activities. (I)(CSS.DC.3-5.3)(AASL complete the quiz. Citizen” video
I.A.) Students will post to the (a,b), Infographic:
b. Students synthesize knowledge and share the class Flipgrid, introducing “I’m a Digital
conclusion with peers online. themselves and Citizen!” (a,b),
(I)(CSS.GC.3-5.7)(AASL III.B.) answering the questions: Brainpop unit on
“What did you learn this Digital Citizenship
week about digital (a,b),
citizenship? What did you Flipgrid (a,b),
already know?” Students Google Forms (a),
will view at least 2-3 Chromebooks or
classmates’ videos. The other device (a,b)
video should be at least
thirty seconds long. (a,b)
Module 2: I a. Students demonstrate online behaviors that Google Forms quiz (a), Students will view lesson Instructor video
Cybersafety prioritize personal safety and privacy. discussion post to Flipgrid and materials and (a,b), “Private and
and Privacy (I)(CSS.DC.3-5.3)(AASL III.B.) (rubric)(a,b) complete the quiz. Personal
b. Students synthesize knowledge and share the Students will post to the Information,” video
conclusion with peers online. class Flipgrid, answering (a), “5 Internet
(I)(CSS.GC.3-5.7)(AASL III.B.) the questions: “What is Safety Tips for
one threat to privacy that Kids,” video (a),
can be found online? Why Google Forms (a),
is it important to stay safe Flipgrid (a,b),
online? Who in your life Chromebooks or
would you go to if you other device (a,b)
were questioning
something that was
happening online?”
Students will view at least
2-3 classmates’ videos.
The video should be at
least sixty seconds long.
(a,b)
Module 3: I a. Students demonstrate respectful netiquette. Google Forms quiz (a), Students will view lesson Instructor video
Cyberbullying (I)(CSS.DC.3-5.3)(CSS.GC.3-5.7)(AASL III.B.) discussion post to Flipgrid and materials and (a,b,c), “Being
b. Students synthesize knowledge and share the (rubric)(a,b,c) complete the quiz. Safe on the
conclusion with peers online. Students will post to the Internet,” video
(I)(CSS.GC.3-5.7)(AASL III.B.) class Flipgrid, addressing (a),
c. Students provide constructive feedback to peers. a classmate’s video from “Cyber-bullying
(I)(CSS.GC.3-5.7)(AASL I.C.) the previous module to Facts – Top 10
provide constructive Forms of Cyber
feedback, agreeing or Bullying,” video
disagreeing with their (a), Flipgrid
thoughts. Instructor will (a,b,c), Google
demonstrate appropriate Forms (a),
response first. The video Chromebooks or
should be at least sixty other device (a,b)
seconds long. (a,b,c)
Module 4: I a. Students articulate why creating boundaries and Google Forms quiz (a,c), Students will view lesson Instructor video
Media limiting screen time are important. (I)(CSS.DC.3-5.3) discussion post to Flipgrid and materials and (a,b,c), “My Media
Balance b. Students synthesize knowledge and share the (rubric)(a,b,c) complete the quiz. Balance” video
conclusion with peers online. Students post to the class (a,c), “Digital Life:
(I)(CSS.GC.3-5.7)(AASL III.B.) Flipgrid, answering the Balance - Buried
c. Students demonstrate a positive, healthy questions, “What is Alive” video (a,c),
relationship with technology. (I)(CSS.DC.3-5.3) screen time? How can “50 Things to do
technology be helpful for Instead of Screen
work, school, and play? Time” blog (a,c),
How can it be harmful? Flipgrid (a,b,c),
What do you like to do Google Forms
when you’re not using a (a,c),
screen?” Students will Chromebooks or
view at least 2-3 other device (a,b)
classmates’ videos. The
video should be at least
sixty seconds long.
(a,b,c)
Module 5: II, III a. Students select a topic and research using online Presentation draft and Students will view lesson Instructor video
Online resources to draft a presentation. curated list (rubric), and materials, then begin (a,b,c), “Essential
Research (II)(CSS.RR.3-5.8)(ELAGSE5W8)(ELAGSE5W5) discussion post to Flipgrid to research the historical Google Search
(AASL V.A.) (rubric)(b) figure of their choice. Tricks for
b. Students synthesize knowledge and share the Students will post to the Research,” video
conclusion with peers online. (I, II)(CSS.GC.3-5.7) class Flipgrid, answering (a,c), “Intro to
(AASL III.B.) the questions, “What topic Google Slides for
c. Students curate resources associated with their have you chosen to Kids,” video (a),
research by creating a list of links. (II, research? Why? What are Flipgrid (a,b),
III)(CSS.RR.3-5.8)(ELAGSE5W8)(AASL IV.B.) two things to look for Google Slides
when evaluating your (a,b,c), Galileo
sources?” Students will (a,c), Google
view at least 2-3 (a,c),
classmates’ videos. The Chromebooks or
video should be at least other device (a,b)
sixty seconds long. (a,b)
Module 6: I, II, III a. Students demonstrate understanding of MLA Works Cited page (rubric), Students will view lesson Instructor video
Citations formatting by creating a Works Cited page based on discussion post to Flipgrid and materials, complete (a,b,c), “Citation
their curated resources. (III)(CSS.RR.3-5.8)(AASL (rubric)(b,c) the worksheet, then add for Beginners”
 VI.B.) Works Cited slides to their
b. Students synthesize knowledge and share the presentation. Students
conclusion with peers online. (I, will post to the class
III)(CSS.GC.3-5.7)(AASL III.B.) Flipgrid, answering the
c. Students attribute sources ethically in accordance questions, “Which one of
with MLA formatting. (I, III)(CSS.DC.3-5.3)(AASL your sources has been
VI.B.) the most helpful? Why?
Give two reasons you
should cite your sources.”
Students will view at least
2-3 classmates’ videos.
The video should be at
least sixty seconds long.
(b,c)
Module 7: I, II, III a. Students demonstrate understanding of copyright, Final presentation, shared Students will view lesson
Copyright fair use, and Creative Commons by utilizing at least with instructor who posts to and materials. Students
one image of each type (copyrighted or Creative class Drive folder, limiting will view at least 2-3
Commons) in their presentation. (I, edit functionality classmates’
III)(CSS.RR.3-5.8)(AASL VI.C.) (rubric)(a,b,c), presentations. Students
b. Students synthesize knowledge and share the discussion post to Flipgrid will post to the class
conclusion with peers online. (I, (rubric)(b) Flipgrid, answering the
III)(CSS.GC.3-5.7)(AASL IV.D.) questions, “What did you
c. Students create a cohesive, visually appealing, most enjoy about creating
well-cited presentation using a Web 2.0 tool. (I, II, your presentation? Name
III)(CSS.CC.3-5.6)(ELAGSE5SL5)(AASL VI.C.) two classmates whose
presentations you
enjoyed and why.” The
video should be at least
sixty seconds long. (b)
video (a,c), Works
Cited worksheet
(a,c), “In Text
Citations for
Beginners (MLA)”
video (c), Flipgrid
(b,c),
Chromebooks or
other device (a,b)
Instructor video
(a,b,c), “What is
Copyright?” video
(a,c), “Creative
Commons for
Kids” video (a,c),
Creative
Commons (a,c),
Flickr (a,c),
Flipgrid (b),
Google (c),
Google Images
(a,c), Galileo (c),
Chromebooks or
other device (a,b)

The Online Course Map Guide, 2019

The Online Course Mapping Guide Course Map Template is licensed under a
Creative Commons Attribution 4.0 International License.
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“AASL Standards Framework for Learners.” AASL, American Association of School Librarians,
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Adventure 2 Learning. “Digital Life: Balance - Buried Alive.” YouTube, uploaded by Adventure 2 Learning, 29 Oct. 2019,
https://www.youtube.com/watch?v=wStFn7OwVII.

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