EVALUATING ONLINE RESOURCES PLAN

LESSON SAMPLE

LESSON TITLE

Teaching Preschoolers How to Use Safe and Reliable Resources Online (Literacy)

ISTE STANDARDS FOR STUDENTS

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice
legal and ethical behavior. Students

a. advocate and practice the safe, legal, and responsible use of information and technology

Georgia Early Learning and Development Standards (GELDS): CD-SS4.4d Explores the uses of
technology and understands its role in the environment.

FOCUS QUESTION

How can students apply digital tools to gather, evaluate, and use information online?

RELATED QUESTIONS

How can teachers show students how to find quality information using the internet?

How can students use the internet in the classroom?

OBJECTIVE

Students will learn how to find safe and reliable resources online.

RESOURCES NEEDED

Smartboard

Internet Access
Clever App https://clever.com/

Clever Badges

Pebble Go

Britannica Kids https://kids.britannica.com/kids

American Museum of Natural History Kids Science Facts-For Kids of All Ages

GPB Education https://www.gpb.org/education

National Geographic Kids https://on.natgeo.com/3yacxId

Western University Evaluating Sources Youtube Video https://youtu.be/EyMT08mD7Ds

Stanford History Education Group Youtube Video Sort Fact from Fiction Online with Lateral
Reading

Checklist for Understanding Online Resources for Preschoolers

Exploring with Pebble Go

Common Sense Media: Safety in My Online Neighborhood

Bean Goes on the Internet

Connect

ACTIVITY DESCRIPTION

This lesson will be taught in January. Students will have a Habitat Unit to complete in March.
This lesson will be an introduction for students on how to find reliable resources for researching
a topic. Introduce the lesson by providing students with their personal Clever Badges.
Demonstrate how to use the Clever Badge to log in on the Clever app. Tell students that all the
apps on Clever are safe because the school has purchased them just for them. Show students
the PebbleGo icon. Tell students that PebbleGo is a great app to use to research topics such as
habitats. We research topics to find out more information and to learn about different
subjects—type in the word habitats in the search bar. Choose students to come up to the board
and click on various habitat tabs to demonstrate how the website works. Ask students which
habitat they think we live in and why.

Demonstrate how to conduct a Google Search on the Smartboard. Enter the word “habitats.”
Explain what happens next; Google takes the phrase you entered and goes into its database and
returns a list of what it thinks are the most relevant pages to your search. Now scroll through
the search page to show students all the different pages Google found that relate to habitats.
Click on Kids Science Facts-For Kids of All Ages. Tell students they can trust this site because the
American Museum of Natural History created it. Visiting this site is almost like going to visit a
museum in person. Explain to students that we want to ensure the sites we view are reliable
and safe. What does that mean…reliable and safe? Reliable and safe is like when you are at
school, your teachers keep you safe from danger, and your teacher is reliable and safe. We want
to ensure that the websites and videos we watch are reliable and safe. Make sure whenever you
use the internet that you have a reliable and safe person, such as a teacher or a parent, to help
you.

Show the students an encyclopedia. Tell students that an encyclopedia is a book that contains
information on all branches of learning in articles arranged alphabetically by subject.
Encyclopedias are great resources to use for research. Tell students that this encyclopedia is for
the letter “H.” Demonstrate how to look up habitats in the encyclopedia. Now tell students we
will use an online encyclopedia to look up habitats. Using the Smartboard, type in Britannica
Kids in the Google Search bar. Tell students that this is a safe and reliable website created just
for kids. Explore the website showing them how to select articles, pictures, and videos.
Remember, you must have a safe and reliable adult while using this website.

Wrap Up. Perform a quick check on students' level of understanding by playing thumbs up or
thumbs down. It's a quick and easy way to visually see student progress and understanding with
a quick thumbs up or thumbs down.

1. Students can get on the internet by themselves without the help of a teacher or parent.
(Thumbs Down) No, students must always have a safe and reliable person to help them
when they are using the internet
2. It is safe for students to use their Clever Badge to access Clever and the Clever apps.
(Thumbs Up) Yes, it is safe because the school has purchased those apps just for the
students, which are safe and reliable.
3. Britannica Kids is a safe and reliable website for kids. (Thumbs Up) Yes, this website was
designed just to keep them safe while they are learning.

EXTENSION IDEAS

1. Introduce another safe website for preschoolers. GPB Education. GPB is a safe and
reliable website because it belongs to an educational and governmental institution. Tell
students they have been learning about different habitats, and today they will learn
more about their habitat. Show students the search bar and type in Georgia Regions.
Select Virtual Learning Journey: The Regions of Georgia to take a virtual field trip to the
Coastal Plains of Georgia. Select the Coastal Plain to teach students about the region of
Georgia they live in. Remember, you must have a safe and reliable adult to help you use
this website.
2. Introduce another safe website for preschoolers. National Geographic Kids. National
Geographic is a nationally published magazine that has been around since 1888. It is
considered a news source and may be biased, but it is a safe website for preschoolers to
explore and learn about science and nature. Demonstrate how to search by clicking on
the magnifying glass and typing habitats. Select Freshwater Habitat to allow students to
explore and learn more about animals that may live in Georgia. Remind students they
must have a safe and reliable adult to help them use this site.

3. Students will complete Seesaw Activity: Foundation Stage: Safer Internet Day Activity.
Students will listen to the story Detective Digiduck by Lindsay Buck. The third story in the
Digiduck series focuses on the reliability of online information. The aim is to encourage
young children to start to think about online content and help them to understand that
what they read or see online might be true, untrue, or someone’s opinion. Students will
check for understanding by checking or crossing out correct and incorrect answers to
several comprehension questions from the story. Students will name at least 5 reliable
and safe adults. Students will mark answers as fact, opinion, or untrue. Close the lesson
with a discussion on what to do if something makes them uncomfortable using the
internet.

TEACHING TIPS

1. Perform the CRAAP test on each website to check for reliability (Currency, Relevance,
Authority, Accuracy, and Purpose) before teaching this lesson. Make sure the websites in
the lesson are credible and accurate.
2. Try the “lateral reading” method for practice to check the reliability of a website or
author. Watch the Stanford History Education Group Youtube Video Sort Fact from
Fiction Online with Lateral Reading.
3. Realize some students may have more experience using the internet and/or apps than
others. Have every student participate.
4. Remember you are introducing this lesson to Pre-K students who do not have much
experience using technology, the internet, or understanding vocabulary.

ONGOING PLAN

1. My ongoing plan for promoting using valid and reliable resources by my students is to
continue giving them opportunities to explore using the internet by modeling how to
use the Google Search bar to research various topics throughout the school year during
large group literacy (20 minutes once a month). Students will collaborate together as a
class with a whole group discussion. Students will be evaluated through observation.
2. Students will complete the Seesaw activity Exploring with Pebble Go. Students will
research one thing of their choice. They will share what they learned by making a
recording using Seesaw. Students will collaborate with their classmates and share what
 they learned. Students will complete this assignment during their specials time (30
minutes). Students will be evaluated through observation. This lesson will be
implemented in the first week of February.
3. Students will complete the Seesaw activity Common Sense Media: Safety in My Online
Neighborhood. Students will watch Staying Safe in My Online Neighborhood by Common
Sense Media. Students will sequence the answers correctly: Ask, Talk, Just Right.
Students will self-check their answers. To Be Safe I, students will record their responses.
Students can collaborate with others if they need support in understanding or recording
their responses. Students will have 20 minutes to complete this assignment during small
group time. Students will be evaluated through observation. This lesson will be
implemented in the second week of February.
4. During the morning large group, the teacher will teach the introductory lesson on
Seesaw of Bean Goes on the Internet. Students will then complete the Connect lesson in
small groups (20 minutes) to teach someone else how to be safe on the internet through
collaborating with a partner on how to Ask, Choose, and Check. Students will be
evaluated through observation. This lesson will be implemented in the third week of
February.
5. I will evaluate the effectiveness of the student's understanding of online resources
through one-on-one discussions using a Checklist for Understanding Online Resources
for Preschoolers to be completed by the end of February.
6. Students have had practice using and exploring online resources. They will complete a
Habitat Unit throughout the month of March. The unit was initially designed to be
online, but I will adjust the unit to be utilized in the classroom and/or at home. The unit
consists of four modules to be completed during the month of March. Students will have
one week to complete each module. Each module incorporates time for students to use
Clever and explore Pebble Go to research independently or with a partner. Students who
need more assistance can be grouped or partnered with another student more
comfortably using the Pebble Go app. This collaboration may help improve student
understanding of the concepts. Students will be evaluated through observation.

RATIONALE

Why did you select these lessons and units?

I selected the lessons for my ongoing plan because they offer my students opportunities to
practice using valid and reliable resources through exploring the internet. Teaching digital
literacy to our students is one of the most essential skills of the 21st century. It is our job as
educators to teach students to access the correct information quickly, effectively, and safely.
These lessons incorporate digital tools and apps created specifically for elementary-aged
students. These digital tools and resources in my ongoing plan were approved and purchased by
my school district.
What strategies did you use for development?

I feel my ongoing plan incorporates a variety of strategies for developing digital literacy skills. I
plan on using teacher modeling, student-led teaching, a blended approach to learning for my
students, and multiple practice opportunities. Some lessons will be teacher-directed, or the
teacher will provide introductory lessons. Students will also be given opportunities to
collaborate together as a class, as a whole group, in small groups, independently, or with a
peer/partner. Students will be evaluated through teacher observations. Students will also have
multiple ways to show what they have learned through drawings, voice recordings, and videos
using Seesaw.

How is your design supported by existing research or best practice?

According to Ribble (2015), some digital literacy issues include search engines and evaluating
online resources. Children begin using technology before entering Pre-K, whether playing on
their mom’s cell phone or watching educational videos on a tablet. Even though they are
familiar with using technology does not mean that they are digitally literate. According to
Paparo, “While research shows that using technology in elementary school classrooms has
many benefits, researchers also highlight the need for explicit instruction on topics such as the
appropriate use of technology, decision-making when interacting with
digital technology devices and online resources, as well as expectations about digital
citizenship and responsible technology use (NAEYC, 2012).” Using PebbleGo in my EOR plan
gives students a safe environment to explore and learn new information. Teachers can assign
specific topics to engage students in learning and help promote a positive and safe learning
experience.

Another qualitative study regarding the digital literacy of preschool teachers stated that “digital
literacy is beneficial, contributes to the development of the child, and digital literacy education
should be given” (Kardes, 2020). Children have access to the internet at home and at school. We
must ensure children are taught how to access the internet correctly. Teaching these skills at
schools allows students to explore using the internet independently in a safe and secure
environment. Teaching students the correct technology can also motivate them to read and
learn (Gillen, Arnott, Marsh, Bus, Castro, Dardanou & Holloway, 2018). Teaching Pre-K allows me
to give students a strong solid foundation for using digital tools they can carry with them
throughout their school experience.

There is very little research regarding teaching preschoolers how to use the internet to find
reliable online resources. I feel this plan helps provide students with a safe environment to learn
how to perform a Google search and research using approved apps. The skills this plan teaches
will provide students with a beginning understanding of research.
How does your plan support good digital citizenship?

What makes a good digital citizen? There are many answers to that question. According to
Ribble (2015), the central concept is for everyone to “reinforce the positive aspects of
technology” so everyone can enjoy the digital world. Since the Internet allows children to
communicate with the outside world and access information freely, my plan gives students safe
options for exploring and researching online. According to Walters and Mohammad (2019),
“Because the goal of education is to prepare students for their future, it is essential that
students learn to be responsible digital citizens while in their formative years, to better prepare
them for their future roles working and living in an increasingly more digitally dependent
society.” Element 4, Digital Literacy, is one of the most essential teaching elements because it
stresses the importance of understanding how to use technology accurately. My plan supports
good digital citizenship by teaching preschoolers to use the internet and stay safe. The primary
skills I want my students to take away from this plan are to make sure they know what to do if
something makes them uncomfortable when they are using the internet and that they must
always have a safe and reliable adult to help them when using the internet.

REFLECTION

Evaluating online resources is important because an essential part of researching is to assess the
reliability of sources. This includes the ability to evaluate accuracy, reliability, and bias. With the
vast number of online resources available, it can be challenging to know which resources are
reliable tools to use for research. Module 4 taught two methods of evaluating online resources:
the CRAAP test and lateral reading.

The first method was the CRAAP test to check if the resources are reliable across academic
disciplines. CRAAP is an acronym for Currency, Relevance, Authority, Accuracy, and Purpose. The
CRAAP test can be used to evaluate any source of information, whether it is found in books,
journal articles, or websites. This evaluation will check to see if the information is still current,
whether the data is appropriate, whether the authors and publishers are legit, whether the
sources validate your topic, and whether the purpose is stated or is the author biased. Following
these guidelines will help to make sure you are using quality resources.

The second method is lateral reading. With the abundance of research material and sources
available on the internet, it is critical to determine if the sources are credible. Lateral reading is
researching the reliability of the publication, website, or author to ensure the information is
trustworthy. Lateral reading is actively checking the information as you read it. The reader
should use multiple tabs across a browser to check for credibility, reliability, potential bias, and
reputation of the source.
I will not be able to complete the implementation of the initial lesson stated in this plan due to
time constraints and school breaks. The initial lesson is not scheduled to be implemented until
January 2023. The initial lesson will allow students to research topics online in a safe
environment using Pebble Go and Google Search. I feel using Pebble Go as a research resource
to introduce students to study and explain the importance of credible resources is a strength of
this plan. Pebble Go also allows teachers to explain the purpose of a citation and its significance.
Students will also be engaged in learning about how to perform a Google search for research
through teacher modeling. Students will be able to explain why we need to assess the reliability
of online resources at the end of the lesson.

EMOTIONS

The feelings I had as I developed this plan were overwhelming. As stated, I teach Pre-K, and
teaching little ones about the internet can be highly stressful. There are so many dangers online
for adults, double for children. A simple and innocent word search can lead to many
inappropriate sites, videos, or photos. We also have to worry about Stranger Danger online. This
plan's primary goal is to ensure students always know to have an adult monitor them while they
are online. Another goal I wanted to make sure that I taught my students was how to access
their Clever Badge. I want my students to understand that they are safe using the apps available
through Clever. After creating the plan and reflecting on the lessons, I felt much more confident
that my students would have the necessary knowledge to use the internet more safely.

PERSPECTIVES

As a teacher, I feel I have planned a practical and engaging learning experience for my students.
I have incorporated multiple modes of learning. Students will have opportunities to explore the
web safely as I model how to perform Google searches. Students can research independently
using safe, child-friendly websites like PebbleGo. Students can show their understanding
through discussions, drawings, video recordings, etc. Students also have opportunities to
collaborate with peers. I feel this is a very effective plan to teach students how to use
technology and the internet for research purposes safely

As a student, this plan teaches me how to become a responsible digital citizen using online
resources. My teacher has planned multiple lessons to model the safe way to conduct a Google
search. I have learned how to use my Clever badge to login into the Clever app, where I can
access several safe apps that my school system has purchased. I have opportunities to
collaborate with my peers regarding online resources. I have ample opportunities to show my
understanding of using reliable online resources through discussions and/or completing
assigned Seesaw activities.
 ADDRESSING DIVERSE LEARNERS

As a digital citizenship educator, I considered the needs and backgrounds of my audience based
on their age. This lesson will be presented to a Pre-K class, so I began my preparation by using
simple primary language to teach preschoolers. First, preschoolers must be introduced to new
vocabulary to help them comprehend the lesson. Preschoolers need to see visuals to help them
make connections with what they know. They also need practice and repetition. I chose to
introduce the lesson using their Clever badge. They will use their Clever badge daily to access
PebbleGo, Seesaw, or any other apps located on Clever and apps they will be using throughout
this lesson.

As a Georgia Pre-K teacher, I must follow the Georgia Early Learning and Development
Standards (GELDS) created by the State of Georgia. The GELDS are aligned with the Georgia
Standards of Excellence (GSE) for K-12. One of the standards for Pre-K is CD-SC3.4a Observes,
explores, and describes a variety of animals and plants and their basic needs and life cycles. I
chose to incorporate the EOR plan into a habitat unit. This is an excellent opportunity for
students to research and learn about a variety of animals and their habitats.

POSITION

As an educator, I value the digital literacy standards developed by the International Society for
Technology Education (ISTE). These standards offer a framework for a standards-based
approach to digital literacy through grades K-12 and content areas. These standards will help to
shape individuals using technology to become “empowered learners, digital citizens, knowledge
constructors, innovative designers, computational thinkers, creative communicators, and global
collaborators” (ISTE, 2016). The ISTE standard that I addressed in this plan was Standard 5.
Digital Citizenship. Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior. Students (b.) advocate and practice the safe,
legal, and responsible use of information and technology.

As an educator, I believe teaching students how to become good digital citizens is just as
important as teaching them the alphabet. The earlier we can start teaching our students the
rules they need to follow to become good digital citizens to protect themselves and others, the
better. Technology connects you with people worldwide, so we must prioritize learning to
access information and resources safely. We should teach internet safety for the same reason
we teach “stranger danger.”

ACTIONS

As a digital citizenship educator, I have learned the importance of informing my students of

internet safety. I will continue to model internet safety throughout the school year. I will provide
opportunities and encourage my students to use their knowledge, skills, and understanding of
digital citizenship. I hope to learn from this plan and improve it year after year.
 References

Gillen, J., Arnott, L., Marsh, J., Bus, A., Castro, T., Dardanou, M.,…. & Holloway, D. (2018). Digital

Literacy and young children: towards better understandings of the benefits and

challenges of digital technologies in homes and early years settings. Policy briefing of

DigiLitEY COST Action IS1410 and the Digital Childhoods SIG of the European Early

Childhood Research Association.

International Society for Technology in Education (2016). ISTE standards for students. Retrieved

from https:// www.iste.org/standards/standards/for-students

Kardeş, S. (2020). Digital Literacy in Early Childhood. Inonu University Journal of the Faculty of

Education (INUJFE), 21(2), 827–839. https://doi.org/10.17679/inuefd.665327

National Association for the Education of Young Children (2012). Technology and interactive

media as tools in early childhood programs serving children from birth through age 8.

Retrieved from

http://www.naeyc.org/files/naeyc/file/positions/PS_technology_WEB2.pdf

Paparo, L. (2022, July 18). Integrating Digital Literacy in Elementary Classrooms. pebblego.com.

Retrieved October 9, 2022, from

https://www.pebblego.com/sites/default/files/files/Digital%20Literacy%20Whitepaper%

20final%207-18-22.pdf

Walters, M.G., Gee, D., & Mohammed, S. (2019). A literature review: Digital citizenship and the

elementary educator. International Journal of Technology in Education (IJTE), 2(1), 1-21.