Stanley Shannon DCP 1

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Digital Citizen Project
Shannon Stanley
Kennesaw State University
ITEC 7455
Dr. Angela Bacon
May 1, 2023
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TABLE OF CONTENTS
Online Safety………………………………………………………………………………………………3
Mini Lessons………………………………………………………………………………………….…...6
Digital Identity…………………………………………………………………………………....6
Data Privacy...................……………………………………………………………………….....8
Online Safety..…………………………………………………………………………………...11
Ethical & Legal………………………………………………………………………………….14
Social Responsibility…………………………………………………………………………….16
Empathy…………………………………………………………………………………………19
Implementation Reflections……………………………………………………………………………...22
Digital Identity…………………………………………………………………………………..22
Data Privacy………………………………………………………………………………….….24
Online Safety…………………………………………………………………………………….26
Ethical & Legal………………………………………………………………………………….28
Social Responsibility………………………………………………………………………….....30
Empathy…………………………………………………………………………………………32
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ONLINE SAFETY ACTION PLAN
GOAL DEFINITION
After completing the online safety assessment, one area that needs to be addressed is
professional development for an online safety curriculum. At Stone Creek Elementary students
are provided 1:1 Chromebooks beginning in kindergarten. Students do not take the Chromebooks
home; however, they are expected to utilize their Chromebooks throughout the day. Teachers are
expected to teach students how to use this technology for instruction but are not required to
provide an online safety component to ensure students are following guidelines set forth by the
school and district. I feel that teachers should be provided professional development on how to
integrate an online safety curriculum into lessons. Teachers should be provided with tools and
resources in order to provide an online safety curriculum efficiently and effectively as teaching
time is limited.
Students are utilizing their Chromebooks for instruction through Clever which enables access to
Google Suite, learning apps, and learning games. Students are not blocked from all YouTube or
Google search which allows them freedom to watch and search for inappropriate content. While
there are filters in place, they are not infallible. Teachers don’t have time to sit and watch
students through Go Guardian so an alternative solution needs to incorporate what being a digital
citizen means and learning about online safety. The goal of this project is to create an online
safety curriculum that is quick, accessible, and easily understood as it will be taught to students
in kindergarten through fifth grade. Because this goal is large and encompasses the whole school,
it would take several months to implement and would not be ready by the end of this school year.
It is possible to begin the next school year with a plan in place. A task force comprised of
administration and one teacher per grade level would need to be assigned to create content for
professional development and each grade band. Of the nine elements of digital citizenship, the
three to focus on would be digital etiquette, digital security, and digital literacy. The main focus
would need to be simplified for younger grades but fourth and fifth grade could go into more
depth since they will be more familiar with using technology.
To assess the goal, teachers would take a survey after the professional development and students
would take a quiz after each lesson to ensure growth.
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LIST TASKS
Tasks Timeline
A task force would need to be created to 2-3 weeks

begin the process of creating professional
development and mini lessons for each grade
level. This would be a voluntary task force.
Once the task force has been created, 2-3 weeks

meetings would need to be scheduled and an
agenda would need to be created. There
should be a minimum of 2 meetings to discuss
the best way to create at least 3 mini lessons
and professional development presentation.
Mini lessons and quizzes would need to be 2-3 weeks

created and focus on digital etiquette, digital
security, and digital literacy. Each task force
member would need to agree with the content
of the mini lessons keeping in mind that the
lessons are simplified for younger grades.
After the mini lessons have been finalized, the 2-3 weeks
professional development information would
need to be created. Each task force member
would have input into the creation and
delivery of the information on online safety.
Once the information has been approved and
completed, a survey would need to be created
for teachers to complete after the professional
development. A professional development
meeting would need to be set.
During professional development, the mini 2 weeks

lessons would be shared with the teachers as
well as the survey to provide feedback about
the mini lessons and the professional
development. Changes to the mini lessons
will be completed based on task force
approval.
Teachers would be provided a timeline of 2 2 weeks

weeks to complete the lessons. They will be
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able to fit the mini lessons into their day with

minimum disruption. After each mini lesson,
students will take a quiz to gauge their
understanding.
After the teachers have completed the mini 2-3 weeks

lessons and the quizzes have been turned in,
the task force will reconvene to go over the
data and implement any changes as necessary.
ASSIGN TASKS
Task Assignment
Task Force creation Administration and teaching staff
Creation of mini lessons/quizzes Task Force
Creation of professional development/Survey Task Force
Professional Development Task Force
Analyze survey data/Mini lesson changes if Task Force

needed
Mini Lesson delivery Homeroom Teachers
Analyze data and make necessary changes Task Force
ASSESSMENT
The survey and quizzes will serve as assessment tools. First, the survey provided to teachers after
professional development will determine the finalization of the mini lessons before
implementation. After the mini lessons have been finalized and approved by administration and
teaching staff, the quizzes will serve as the benchmark for the online safety mini lessons. The
assessment data will be used to determine what, if any, changes are needed to ensure that the
mini lessons are effective in teaching online safety.
Educate. eSafety Commissioner. (n.d.). Retrieved February 6, 2023, from
https://www.esafety.gov.au/educators/toolkit-for-schools/educate
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MINI LESSONS
DIGITAL IDENTITY
LESSON TITLE
This is the Me I Want to Be (Digital Identity)
ISTE STANDARDS FOR STUDENTS
ISTE 1.2.a. cultivate and manage their digital identity and reputation and are aware of the
permanence of their actions in the digital world.
ISTE 1.3.b. evaluate the accuracy, perspective, credibility and relevance of information, media,
data or other resources.
FOCUS QUESTION
How does online interactions and posting affect my digital identity and how others see me?
RELATED QUESTIONS
What do my pictures and comments on social media look like to others?
How can I make positive choices online?
OBJECTIVE
The objective of this mini lesson is to teach third grade students about the importance of being
responsible online and taking steps to make positive choices.
RESOURCES NEEDED
The resources needed for this lesson are YouTube Videos about Digital Citizenship which will
be played on the View Sonic board. Chart paper and markers will also be needed as well as tape
to hang them on the wall. For the extension activity, students will need their Chromebooks and
access to Flip to record their responses and comment on others.
Videos:
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• Meet the Digital Citizens: Heart

• Pause & Think Online
• Digital Actions
ACTIVITY DESCRIPTION
Lesson Set-up:
The lesson will begin with a video to introduce students to the topic. Have students think about
the types of pictures, videos and comments they post online and who has access to what they
post. Students should be aware that it’s not only their posts that affect their digital identity, it is
also their comments to others. The videos from Common Sense Education will get students
thinking about how others see them based on their online activity and how they may see others.
Main Activity:
The main activity will include students breaking into groups of four. Each group will be provided
with a piece of chart paper. On the chart paper, they will write all the ways they’ve interacted
with others through social media. The idea is that writing it on chart paper will shed light on their
activities and have students understand that what they do online can be brought into the real
world. They will also need to be honest and reflect on how they’ve treated others and how
they’ve been treated through online interactions.
Wrap-up:
For the wrap-up activity, students will hang their chart paper in the classroom for others to see.
Students will then participate in teacher facilitated discussion about how to be responsible while
interacting online. After discussion, students will watch Digital Actions on EdPuzzle and take
the quiz.
EXTENSION IDEAS
The extension activity would involve using Flip to respond to the following prompt: List two
ways that you can make positive choices while online. Students can complete this activity at
school or at home. This activity will have students think of ways to make positive choices and
they will be able to watch and interact with other students.
TEACHING TIPS
Make sure to model how to add information and ideas to the chart paper so students will know
how to complete it.
Help students hang their charts on the wall. It is big and bulky for third graders.
Make sure students are familiar with using EdPuzzle and Flip.
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DATA PRIVACY
LESSON TITLE
#OnlineSafety (Data Privacy)
ISTE 1.2.a. cultivate and manage their digital identity and reputation and are aware of the
permanence of their actions in the digital world.
ISTE 1.3.b. evaluate the accuracy, perspective, credibility and relevance of information, media,
data or other resources.
FOCUS QUESTION
What are digital footprints and who can see them?
RELATED QUESTIONS
Who can see my online identity?
How can I protect myself while online?
OBJECTIVE
The objective of this mini lesson is to teach third grade students about the importance of data
privacy and being careful with what they post for others to see and comment on.
RESOURCES NEEDED
The resources needed for this lesson are YouTube Videos about Digital Citizenship which will
be played on the View Sonic board. Students will also need crayons, blank paper, notebook
paper, and tape. For the extension activity, students will need their Chromebooks and access to
Flip to record their responses and comment on others.
Videos:
• Meet the Digital Citizens: Guts

• Meet the Digital Citizens: Feet
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• Digital Footprint
Lesson Set-up:
The lesson will begin with a video to introduce students to the topic. Have students think about
the types of pictures, videos, and comments they post online and who has access to what they
post. The two videos from Common Sense Education introduces students to the digital citizens.
For this lesson, Guts and Feet will be used to get students thinking about their online activities
and who can see what they leave behind.
Main Activity:
The main lesson activity will include students drawing a selfie of themselves that they would
post online. Students will include as many details as possible so that it resembles an actual
posting. After students draw themselves, they will “post” their selfie by taping it to the wall
outside of the classroom as well as a blank sheet of paper below for student comments for others
to see and “comment” on. Students will have the opportunity to visit each posting and write
comments, using a made-up name, about the selfies they see. Other students in the building will
also have the opportunity to comment on the selfies.
Wrap-up:
To wrap-up the activity, students will read comments posted below their selfies and see if they
know who made comments. This will teach students that when they post something online, they
can’t be certain who sees it. Students will then discuss ways to be safe online with one another
with teacher facilitating the discussion. Students will end the lesson by watching Digital
Footprints on EdPuzzle and taking the quiz.
EXTENSION IDEAS
An extension activity would involve using Flip to respond to the following video prompt: Tell
me two ways that you can make sure only friends and family can see your posts on social media.
This extension activity can be done in the classroom or at home. Families can also help come up
with ideas on how students can stay safe while online.
TEACHING TIPS
Model how to draw the selfie and post to the wall along with the comment box (piece of
notebook paper).
Model how to “enter” comments into the comment box using a fake handle.
Make sure to facilitate discussion but it needs to be student driven for good dialogue.
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Make sure students are familiar with using EdPuzzle and Flip.
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ONLINE SAFETY
LESSON TITLE
Safety First (Online Safety)
ISTE 1.2b. Students engage in positive, safe, legal, and ethical behavior when using technology,
including social interactions online or when using networked devices.
ISTE 1.2d. Students manage their personal data to maintain digital privacy and security and are
aware of data-collection technology used to trace their navigation online.
FOCUS QUESTION
How can I be safe online?
RELATED QUESTIONS
What can I do to protect myself while online?
How can I make sure that strangers do not know who I am?
OBJECTIVE
The objective for this lesson is to ensure that my third-grade students know how to be safe while
online.
RESOURCES NEEDED
Teachers will need the following links for this lesson:
Safety Tips for Kids
Online Safety Contract
Interland Game
Be Internet Awesome
Internet Safety Video

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Lesson Set Up:
The lesson will begin with an online safety video (3:06). After the video, the teacher will
facilitate a discussion about online safety using some of the examples in the video.
Pictures: Is it okay to take pictures of yourself or others and put them on the internet? Why or
why not? Make sure that the students know that once it’s up it can never be taken down even if
they delete it. No one ever really knows who sees pictures that have been posted. Someone else
could have saved it so it’s never truly gone. Also, putting pictures on the internet without
permission is a no-no.
Games: Playing online games with friends is fun but what if you play with someone you don’t
know? Should you ever give them your real name or any really information about you? Why or
why not? Make sure the students know that they have no idea who they’re really talking/playing
with online. Just because the person may say they’re ten years old does not mean that they are
being honest and trustworthy.
Kindness: Is it okay to say something mean about someone online? Why or why not? Make sure
students understand that being kind should be extended to an online environment too. Words hurt
whether they’re said in person or online.
Main Lesson Activity:
After the discussion, students will play Interland, a game about making good choices while
online. They will go through different scenarios and be able to earn points for every correct
choice they make. They can play the game as often as they would like and make different
choices to see how it affects the outcome. This game is a fun and interactive way to get students
to think about online safety in a way they are familiar with. Make this a competition to see who
can earn the most points.
Wrap-up:
To wrap up the lesson, students will add their scores to an online safety chart that will be placed
on the “wall of fame” (a wall for exceptional work produced by students). The winner gets to
pick a prize from the treasure box. Students will also complete an online safety contract. The
safety contract is kid friendly and is geared towards elementary aged students. They can choose
to complete the safety contract at home with their parents/guardians if they would like.
EXTENSION IDEAS
One way to extend the lesson is to involve parents in setting up an online safety plan with their
students. This will give parents the opportunity to have real conversations about how to be safe
and may also provide more accountability on both the parents and students. The link for the Be
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Internet Awesome website can be shared with parents which has resources for families and how
families can make sure their children are safe while online.
TEACHING TIPS
The teacher should play the Interland game first to see what it’s like and to be able to help the
students navigate through the different challenges.
Make sure Chromebooks are charged and ready to use as this lesson uses technology for the
majority of the time.
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ETHICAL & LEGAL
LESSON TITLE
If it’s Online it Must be Real (Ethical & Legal)
ISTE 1.2b. Students engage in positive, safe, legal, and ethical behavior when using technology,
FOCUS QUESTION
Is everything online real?
RELATED QUESTIONS
How can you tell the difference between what is real and what is fake online?
Should you believe everything you see or read online?
OBJECTIVE
The objective of this lesson is to teach my third-grade students how to tell what is real and fake
online and how to tell the difference.
RESOURCES NEEDED
The following resources will be necessary to complete this lesson notebook paper, pencil,
clipboards:
Real or Fake Video
Funny Video about Fake News
Fact or Fake Scenarios
EdPuzzle
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Lesson Set-up:
The lesson will begin with a video providing tips about how to spot fake news and why you
shouldn’t just share something that a friend sent. After the video the teacher will facilitate
discussion about the information they just learned. Make sure to ask the following questions to
get the discussion going.
1. Should you give your personal information for a chance to win a Disney vacation? Why
or why not?
2. If your best friend sends you information about how to grow three inches over night by
eating 12 pounds of chocolate, should you share it with others? Why or why not?
3. If you watch a video on YouTube that shows a kid pushing over a huge tree, would you
believe that it is real and share it with your friends?
Main Activity:
For the main activity, students will go to CBC Kids and take a quiz after watching a short video
on being able to tell if something online is fact or fake. They will then answer 10 questions using
the knowledge they’ve learned from both videos and discussion to help pick out the fake news
from the facts. Students will have the opportunity to play a few times and share interesting facts
that they learned with one another.
Wrap-up:
To wrap up the lesson, students will share what they’ve learned. They will play a game of two
truths and a lie and see if their classmates can pick out the facts from the fake. They will write
their two truths and a lie on a piece of paper with their name on it and keep it on the desk. Each
student will then write the lie down on their tally sheet (notebook paper). After everyone has had
a chance to visit each desk, the students will take turns telling their truths from their lies. The
student that is able to pick out the most lies will be the winner and will receive a treasure box
item.
EXTENSION IDEAS
For an extension activity, students can complete the EdPuzzle on real and make-believe images.
This will provide extra practice on how to tell real information from fake information.
TEACHING TIPS
The teacher will need to play the fact or fake game to know the answers.
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SOCIAL RESPONSIBILITY
LESSON TITLE
I can be Socially Responsible (Social Responsibility)
ISTE 1.2b Students engage in positive, safe, legal, and ethical behavior when using technology,
ISTE 1.2c Students demonstrate an understanding of and respect for the rights and obligations of
using and sharing intellectual property.
ISTE 1.2d Students manage their personal data to maintain digital privacy and security and are
aware of data-collection technology used to track their navigation online.
ISTE 1.7b Students use collaborative technologies to work with others, including peers, experts
or community members, to examine issues and problems from multiple viewpoints.
FOCUS QUESTION
What is social responsibility?
RELATED QUESTIONS
Why is it important to be socially responsible?
How can I be socially responsible?
OBJECTIVE
The objective for this lesson is to ensure that my third-grade students know the definition of
social responsibility and be able to transfer that definition to an online setting as well as
brainstorming ideas on how they can be socially responsible.
RESOURCES NEEDED
Rings of Responsibility
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Chart Paper for Anchor Chart
Markers
Pencils
Goal Sheet (Page 1)
FLIP
Lesson Set Up:
The lesson will begin with a definition of what social responsibility means: we need to know
how our actions affect others and by understanding the consequences of our actions, we can
impact others and society as a whole in a positive way and not a negative way. We will discuss
this as a class and then, through teacher led facilitation, students will connect this definition to
the online environment and provide examples. Teacher will write ideas on chart paper to hang up
in the room for future reflection. After discussion, students will watch a video: Rings of
Responsibility (1:50).
After the discussion and video, students will work together in groups of three or four to create a
poster on their ideas for being socially responsible online. They will hang their posters outside in
the hallway so that others can view their work.
Wrap-up:
To wrap up the lesson, students will complete a goal sheet on how they can be socially
responsible online.
EXTENSION IDEAS
One way to extend the lesson is to have students go through different scenarios about online
social responsibility. Students will post an initial thought on Flip about their favorite food to eat
and why it’s their favorite. After the information is shared, students will respond to their
classmates following the scenario sentence frames. This allows them to practice good social
responsibility by commenting on each other’s posts in a positive manner. The following
scenarios and sentence frames will be used:
1. Scenario: A digital citizen reads a viewpoint they agree with.

Sentence Frame: Thank you, ___________, for presenting your viewpoint. I agree
because ____________.
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2. Scenario: A digital citizen wants to respectfully bring up an idea or viewpoint that is

opposite that of the original poster.
Sentence Frame: I appreciate the experience shared by ________, but in my experience
_________.
3. Scenario: A digital citizen wants to acknowledge their new learning as a result of their
community interactions.
Sentence Frame: I used to think __________, but now I understand __________.
TEACHING TIPS
The teacher should model how to be socially responsible by generating ideas during classroom
instruction to help students make the connection between real life and online.
The teacher should also model how to complete the goal sheet so students will have an example
to look at.
The teacher will also need to create a Flip discussion board for the extension idea if it’s needed.
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EMPATHY
LESSON TITLE
Sticks and Stones Can Break my Bones and Online Bullying Can Hurt Me (Empathy)
ISTE 1.2a Students cultivate and manage their digital identity and reputation and are aware of
the permanence of their actions in the digital world.
ISTE 1.2b Students engage in positive, safe, legal, and ethical behavior when using technology,
ISTE 1.2d Students manage their personal data to maintain digital privacy and security an are
aware of data-collection technology used to track their navigation online.
FOCUS QUESTION
What is cyberbullying?
RELATED QUESTIONS
How does cyberbullying make others feel?
What do I do if I’m being cyberbullied or I may have been a cyberbully?
OBJECTIVE
The objective for this lesson is to ensure that my third-grade students know the effects of
cyberbullying.
RESOURCES NEEDED
Chromebooks
Chart Paper
Markers
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Is it Cyberbullying?
What is Cyberbullying?
Is it Cyberbullying Interactive Activity
Lesson Set Up:
The lesson will begin with a question to gauge previous knowledge: Have you ever heard of
cyberbullying? What do you know about cyberbullying? Have you ever saw or heard of
cyberbullying? Can you think of examples of cyberbullying? The teacher will write their answers
on an anchor chart. After the discussion, the students will watch a cyberbullying video. After the
video ask: Are there things that people do or say online that could hurt someone’s feelings but
may not be considered cyberbullying? Can you provide some examples?
After the discussion, students will play Interland, a game about making good choices while
online. They will go through different scenarios under the Kind Kingdom. Students will be able
to earn points for every correct choice they make. They can play the game as often as they would
like and make different choices to see how it affects the outcome. This game is a fun and
interactive way to get students to think about cyberbullying in a way they are familiar with.
Make this a competition to see who can earn the most points.
Wrap-up:
To wrap up the lesson, students will complete the “Is it Cyberbullying Activity”. This will be
done in whole group. Facilitate discussions after each scenario to ensure that students
understand. Review the lesson and have students share one thing they learned.
EXTENSION IDEAS
One way to extend the lesson is to make a list of things people can do to help stop cyberbullying.
This can be done in whole group or students can partner up and share what they’ve come up
with. It can be a discussion or they can record their thoughts and ideas on Flip or write it down.
Another way to extend the lesson is to make a pledge to stop bullying whether it’s online or in
real life. Students can list what they can do to stay safe and help others stay safe. The teacher can
create a chart with all of the ways the students come up with and have each student sign the
pledge to be hung in the classroom or in the hallway. It could be called the “Stop Bullying
Pledge” or something along those lines. Have the students come up with the title.
TEACHING TIPS
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The teacher should read through this webpage for further information and for discussion ideas:
What is Cyberbullying?.
Go over the “Is it Cyberbullying” Activity first before students are introduced to it so you can
have an idea on where it’s leading.
Make sure Chromebooks are charged and ready to use as this lesson uses technology for the
majority of the time.
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I M P L E M E N T A T IO N R E F L E C T I O N S
DIGITAL IDENTITY
WHAT
This lesson was focused on the topic of digital identity and was titled “This is the Me I Want to
Be.” The overall objective of this lesson was to teach third grade students about the importance
of being responsible online and taking steps to make positive choices. The focus question for this
lesson was “How does online interactions and posting affect my digital identity and how others
see me?” and the supporting questions were “What do my pictures and comments on social
media look like to others?” and “How can I make positive choices online?” This lesson began
with a video to introduce students to the topic. After the video, I had students think about the
types of pictures, videos, and comments they post online and who has access to them. After
discussing the different types of pictures, comments, and videos they post, the students broke
into groups of four. Each group wrote ways in which they interacted with others through social
media. After the chart paper was completed, they took turns hanging their completed chart paper
on the walls in the classroom for others to see. Afterwards, we talked about the different types of
interactions the groups posted. The discussion lasted approximately 10 minutes. To wrap up the
lesson, the students completed an EdPuzzle on digital actions.
EMOTIONS
The students had never really engaged in any type of digital citizenship but really loved talking
about the lesson. They were fully engaged and ready to learn. It was an eye-opening experience
because my students’ parents opened social media accounts for some of them as early as
kindergarten, which seems very young. I feel like students should not have social media accounts
until they can truly understand the potential dangers of interacting online and my students had no
clue that anyone could gain access to their accounts.
PERSPECTIVES
Teacher: I opened the lesson by playing a video about how they should interact with others while
online. I wanted them to understand that how they interact with one another carries over into real
world experiences and what they post and how they communicate with one another can have
positive or negative impacts. After the video, we had a class discussion about the different ways
they interact with others on social media. Most of them have had a TikTok account since
kindergarten or first grade which I found very surprising. I had the students break into groups of
four to discuss how they interact with others online and they each wrote all the ways they
interacted with others on chart paper. I wanted my students to be honest and understand that
what they do online can be brought into the real world. I also wanted my students to really look
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at how they’ve treated others online and how they’ve been treated. I finished up the lesson by
having my students complete an EdPuzzle on digital actions which included a quiz. All of my
students passed the quiz and most made 100%.
Student: I liked watching the video and talking about what to share and not to share online. I
never really thought that it mattered what I posted on social media as long as I got “likes.” I also
never thought about strangers seeing my posts. That’s kind of scary. I like breaking into groups
and talking to my friends about what we post online and how we act and what we say to each
other. I realize that when we don’t see someone in person, it’s easier to say mean things to them
without really thinking about it. I know to be careful with what I post because my teacher said
that it can never be permanently deleted and that anyone can use what I post. I don’t like taking
tests but I liked the EdPuzzle because it would ask questions right after the video told the answer.
I got a 100% on my quiz.
ADDRESSING DIVERSE LEARNERS
As a digital citizenship educator, I was able to differentiate instruction to include diverse learners
in my classroom. I used videos and group work and provided engaging activities. I used videos, a
kinesthetic activity and a quiz built into a video that asks the questions right after answers were
given. I also used group discussion as a way to engage my students who otherwise would be at a
disadvantage if asked to complete a written assignment.
POSITION
As an educator, I believe that students need to learn how to be good digital citizens. Technology
is changing and growing every day and this is the new normal for our society. This is how people
communicate and interact with one another. As such, students need to have a good digital
citizenship program beginning as early as kindergarten with more in depth training each
subsequent grade.
ACTIONS
As a digital citizenship educator, if I were to teach this lesson again in the future, I would include
more student interaction and task the students with creating rules on what not to post on social
media. They could create a small project that could be shared with other classes and even create
a survey on what other students in the school building think about rules for online posting. It
would be fun if they created their own digital citizenship video to share with the rest of the
students in the school using Pad Caster.
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DATA PRIVACY
WHAT
This lesson was focused on the topic of data privacy and was titled “#OnlineSafety.” The overall
objective of this lesson was to teach third grade students about the importance of data privacy
and being careful with what they post for others to see and comment on. The focus question for
this lesson was “What are digital footprints and who can see them?” and the supporting questions
were “Who can see my online identity?” and “How can I protect myself while online?” This
lesson began with a video to introduce students to the topic. After the video, I had students draw
a selfie and “post it” outside of the classroom where others can go by and “post comments”
about their pictures using online handles or no names at all. To wrap up the activity, students
read the comments that others made on their pictures. They completed an EdPuzzle on Digital
Footprints and all of the students passed.
EMOTIONS
The students liked the videos and drawing selfies. For the most part, the comments on their
selfies were good but they didn’t know who had made the comments which made them realize
that strangers can see their posts. It was a great lesson and the students were engaged and made
connections between posting pictures and comments online and not knowing who all can see
them. I also made sure to reiterate that once you post something online, it can never truly be
deleted. This seemed to amaze them.
PERSPECTIVES
Teacher: I opened the lesson by playing a video about what they should or should not post
online. I wanted them to understand that what they post online can never be taken down and it
affects how people perceive them and their character. I also wanted them to realize that anyone
can see their posts, even strangers, and that’s not safe. After the video, we had a class discussion
about the different ways they could protect themselves online. Some examples were to make sure
they never accept friend requests from someone they don’t know personally and never post
pictures or comments that anyone but family and friends can see when on social media. After the
discussion, the students had fun drawing selfies to “post” online in the hallway. They left the
“posts’ up for the day and then we took them down and they looked at the comments that were
made. Most of them were good comments so no students had any hurt feelings. The main point
of the lesson was to understand that they don’t know everyone that made comments on their
“post.” I finished up the lesson by having my students complete an EdPuzzle on digital footprints
which included a quiz. All of my students passed the quiz and most made 100%.
Student: I liked watching the video and talking about what to share and not to share online. I
never really thought that it mattered what I posted on social media as long as I got “likes.” I also
never thought about strangers seeing my posts. That’s kind of scary. I liked breaking into groups
25
and talking to my friends about what we post online and how we act and what we say to each
other. I realize that when we don’t see someone in person, it’s easier to say mean things to them
without really thinking about it. I know to be careful with what I post because my teacher said
that it can never be permanently deleted and that anyone can use what I post. I don’t like taking
tests but I liked the EdPuzzle because it would ask questions right after the video told the answer.
I got a 100% on my quiz.
in my classroom. I used videos and provided engaging activities. I used videos, a kinesthetic
activity and a quiz built into a video that asks the questions right after answers were given. I also
used group discussion as a way to engage my students who otherwise would be at a disadvantage
if asked to complete a written assignment.
POSITION
As an educator, I believe that students need to learn how to protect their privacy. It’s never too
soon to learn about digital privacy and the long-range impact of sharing information online.
Technology is changing and growing every day and this is the new normal for our society. This
is how people communicate and interact with one another. As such, students need to have a good
digital citizenship program beginning as early as kindergarten with more in depth training each
subsequent grade. They need constant reminders of how to be safe while online.
ACTIONS
As a digital citizenship educator, if I were to teach this lesson again in the future, I would have
students interact with one another to discuss what they think is appropriate to share. I would also
create a brief online sharing guidelines quiz which would consist of different scenarios where
students would choose to share or not to share online. For example, “You’re at your best friend’s
birthday party and someone smooshed her face in her cake. Should you post this on social
media? Why or why not?” I would like to make sure they can understand the concept of what to
share and what not to share.
26
ONLINE SAFETY
WHAT
This lesson was focused on online safety and was titled “Safety First.” The overall objective of
this lesson was to teach third grade students about how to be safe online. The focus question for
this lesson was “How can I be safe online?” and the supporting questions were “What can I do to
protect myself while online?” and “How can I make sure that strangers do not know who I am?”
This lesson began with a video to introduce students to the topic. After the video, I facilitated a
discussion after providing examples on the topics of pictures, games, and kindness. The students
then played Interland, a game about making good choices while online, and they were able to go
to different kingdoms for different scenarios on online safety. To wrap up the lesson, students
completed an online safety contract.
EMOTIONS
The students liked the videos and they loved playing Interland. They competed with one another
to see who could earn the most points and earn their place on the wall of fame. It was a great
lesson and the students were engaged and now play Interland for fun when they have free time
which exposes them to good internet choices more frequently. All in all, this lesson was a
success.
PERSPECTIVES
Teacher: I opened the lesson by playing a video about what they should or should not post
online. I wanted them to understand that what they post online can never be taken down and it
affects how people perceive them and their character. I also wanted them to realize that anyone
can see their posts, even strangers, and that’s not safe. After the video, we had a class discussion.
The discussion centered around different scenarios involving posting pictures, playing online
games, and why it’s important to be kind while online. It was a great discussion with a lot of
good ideas. However, the most engaging part of the lesson was the Interland game. The students
loved playing it and became competitive to see who could earn fame and a treasure box prize for
scoring the highest. I finished up the lesson by having my students complete an online safety
contract.
Student: I liked watching the video and talking about the different ways I share information
through pictures and games. I never really thought that it mattered what I posted on social media
as long as I got “likes.” I also never thought about strangers seeing my posts. That’s kind of
scary. I loved playing Interland and like playing it when I have free time in class. I also signed
the online safety contract and showed it to my parents. I’m going to try my best to do better
about choices I make online.
27
in my classroom. I used videos and an interactive game which kept the students in engaged. The
Interland game was not a timed game and there was no competition as the game was being
played so it allowed my students to all have an equal chance to do well and earn points. I used
videos and group discussion as a way to engage my students who otherwise would be at a
disadvantage if asked to complete a written assignment.
POSITION
As an educator, I believe that students need to learn how to be safe while online. Being safe
encompasses all aspects of being a good digital citizen and students need to know how to make
good decisions while online. They also need to understand the impact of their actions while
online.
ACTIONS
As a digital citizenship educator, if I were to teach this lesson again in the future, I would have
students create their own online safety contract. The students could share their ideas about what
they think it means to be safe and we could have one contract on an anchor chart that all of the
students could sign and hung up in the room. I feel like having the students create the contract
would have more of an impact than using the one I found online. However, we could use it as an
example.
28
ETHICAL & LEGAL
WHAT
This lesson was focused on online ethical and legal and was titled “If it’s Online it Must be
Real.” The overall objective of this lesson was to teach third grade students how to tell what is
real and fake online and how to tell the difference. The focus question for this lesson was “Is
everything online real?” and the supporting questions were “How can you tell the difference
between what is real and what is fake online?” and “Should you believe everything you see or
read online?”
This lesson began with a video providing tips about how to spot fake news. After the video, I
facilitated a discussion asking the following questions:
4. Should you give your personal information for a chance to win a Disney vacation? Why
or why not?
5. If your best friend sends you information about how to grow three inches over night by
eating 12 pounds of chocolate, should you share it with others? Why or why not?
6. If you watch a video on YouTube that shows a kid pushing over a huge tree, would you
believe that it is real and share it with your friends?
After the discussion, the students went to CBC Kids and were given scenarios that they had to
choose if it was real or fake. I paired some of my high achieving students with a few low
achieving students for extra support. To wrap up the lesson, another funny video was played and
then students played two truths and a lie to see if they could “spot” the fake news.
EMOTIONS
The students liked the videos and they loved playing two truths and a lie. They also loved the
funny video about fake news. I added it their Google classroom so they could watch it when they
wanted to. The students were engaged and participated in each area of the lesson. This lesson
was entertaining and the students learned the objective.
PERSPECTIVES
Teacher: I opened the lesson by playing a video providing tips about how to spot fake news and
why you shouldn’t just share something that a friend sent. After the video, we had a class
discussion. The discussion centered around different questions on whether they should share the
information in each question. It was a great discussion with a lot of good ideas. The students
liked the scenarios of trying to guess what was real or fake on the CBC Kids website. I finished
up the lesson by having my students play 2 truths and a lie.
Student: My favorite video was the funny one about Gladys the unicorn Pegasus that farts
rainbows. It was so funny! When I played the scenarios on CBC Kids, it was hard to tell the
29
difference between real and fake news. Some of the scenarios seemed fake but were real and
some of them seemed real but were fake. I also had fun playing 2 truths and a lie. It was easy to
spot some of the lies because my friends came up with funny stuff to lie about. Plus, I know my
friends pretty well.
in my classroom. I used videos, group discussion, and partnered my low achieving students with
high achieving students for the CBC Kids scenarios. I also used a game to close the lesson which
all students could play.
POSITION
As an educator, I believe that students need to learn how to be able to spot fake news, especially
as they progress in school. They will eventually have to write school reports based on fact and
they need to be able to find reputable websites. Teaching them how to evaluate online resources
is an important lesson that they will use in school and in their personal lives. It will also be
useful, not only as students, but as adults.
ACTIONS
As a digital citizenship educator, if I were to teach this lesson again in the future, I would like to
add an extension for struggling students and I would add more teaching tips. For example, for
another extension idea, students could create a newscast on Flip about something they’ve
researched. They could add their own spin to it or they could report it as accurately as possible.
The other students could take turns trying to spot the fake news. As for additional teaching tips,
the teacher would need to model the outcomes that is expected of the students.
30
SOCIAL RESPONSIBILITY
WHAT
This lesson was focused on social responsibility and was titled, “I can be Socially Responsible.”
The overall objective of this lesson was to ensure that my third-grade students know the
definition of social responsibility and be able to transfer that definition to an online setting as
well as brainstorming ideas on how they can be socially responsible. The focus question for this
lesson was “What is social responsibility?” and the supporting questions were “Why is it
important to be socially responsible?” and “How can I be socially responsible?” This lesson
began with the definition of what social responsibility means followed by a class discussion that
was written on a flip chart. A video wrapped up the introduction. After the video, the students
broke into groups and created a poster with their ideas on how to be socially responsible. To
wrap up the lesson, students completed a goal sheet on how they could be socially responsible
while online.
EMOTIONS
The students liked creating the posters with their classmates. They liked sharing their ideas about
being socially responsible and they used the ideas from the anchor chart that we created together
as a class. The students were engaged and participated in each area of the lesson. This lesson was
entertaining and the students learned the objective.
PERSPECTIVES
Teacher: I opened the lesson by defining what social responsibility is and facilitating a class
discussion adding the students’ ideas on an anchor chart. After the discussion, I played a brief
video about the rings of responsibility. The students were then tasked with creating posters about
social responsibility in small groups. They shared their posters by standing up front and talking
about what they added. They hung their posters in the hallway. After hanging their posters, they
completed a goal sheet on how to be socially responsible.
Student: My favorite part of the lesson was making the poster. I love to draw and color and I was
able to work with my friends because I got to choose my group. I liked the discussion too
because it gave me ideas on what to put on my poster. I used some of the ideas from the anchor
chart because it was easier. I added some of my own ideas too. I wanted to be the first one to
show my poster but I had to wait for my turn. I took my goal sheet home and showed my parents.
in my classroom. I used videos, group work, and provided engaging activities. I used group
31
discussions, a video, and a kinesthetic activity. The poster activity allowed students to express
their own ideas and creativity.
POSITION
As an educator, I believe that students should learn about social responsibility both in real life
and online. They need to understand that we all have an obligation to be socially responsible at
all times and just because they are online doesn’t mean they don’t need to behave in a
responsible manner. I think that my students, because they are so young, don’t understand that
being online can have real consequences in the real world. They get so caught up in their games
or posts online that they lose sight of the impact their actions have on others.
ACTIONS
As a digital citizenship educator, if I were to teach this lesson again in the future, I would like to
have students create a short video about what being socially responsible means to them and why
they think it’s important. They could record complete the assignment on Flip and respond to one
another’s videos. They could also practice social responsibility by engaging in discussions with
one another about each other’s posts.
32
EMPATHY
WHAT
This lesson was focused on empathy and was titled, “Sticks and Stones Can Break my Bones and
Online Bullying Can Hurt Me.” The overall objective of this lesson was to ensure that my third-
grade students know the effects of cyberbullying. The focus question for this lesson was “What
is cyberbullying?” and the supporting questions were “How does cyberbullying make others
feel?” and “What do I do if I’m being cyberbullied or I may have been a cyberbully?” This
lesson began with the following questions to gauge previous knowledge:
1. Have you ever heard of cyberbullying?

2. What do you know about cyberbullying?
3. Have you ever saw or heard of cyberbullying?
4. Can you think of examples of cyberbullying?
The answers were written on an anchor chart. After the discussion, the students watched a video
on cyberbullying. Students then played Interland online going through the different scenarios
under Kind Kingdom. The students competed to see who earned the most points. To wrap up the
lesson, students completed a whole group cyberbullying activity.
EMOTIONS
The students were excited to play Interland again and they added their scores to the wall of fame.
I had to set a time limit on the game because they wanted to continue playing it over and over
again. They were really engaged in the cyberbullying activity and discussion. They all shared
stories and ideas on how to promote kindness. I loved watching the interactions of the students
and how they supported one another’s ideas and share time.
PERSPECTIVES
Teacher: I opened the lesson by asking a few questions to get a discussion going about
cyberbullying. I wanted to see what the kids understood about being a cyberbully. I wrote their
ideas on an anchor chart as the discussion continued for 10 minutes. After the discussion, I
played a brief video about cyberbullying. After the video, the students played an online game
called Interland. After they had 25 minutes to play the game, we completed a cyberbullying
activity together as a class. We talked about each scenario and I had students share one thing
they learned.
Student: I know what cyberbullying is and it happens all of the time. I liked talking about it and
sharing my ideas on what it is and how to stop it. I loved playing Interland. I played it before but
this time my teacher wanted me to be on Kind Kingdom. It was fun but tricky at times. I wish I
would have had more time to play the game to increase my score. At the end, the cyberbullying
33
questions were okay. I’d rather play the game though. At the end of the lesson, my teacher asked
us to share one thing we learned. I shared that I thought that posting a silly picture of my friend
wasn’t considered bullying even if it hurt her feelings because I didn’t do it to be mean. But I
also know that I shouldn’t post anything like that without my friend saying it’s okay.
in my classroom. I used a video, group discussions, and an online game. The discussion and
online game were engaging and easy to do. Students were able to work at their own pace and
share ideas in their own time. The anchor chart also allowed students to go back and see what
was shared previously which allowed students to participate in the wrap-up discussion with ease
and reduced frustration for those that struggle with retaining new information.
POSITION
As an educator, I believe that students should learn about cyberbullying as well as bullying. I feel
that cyberbullying is becoming more prevalent as people are choosing to interact with one
another online the majority of the time. I’ve watched my students sit next to one another and text
instead of have a face-to-face conversation. By taking the emotion out of conversations, I feel
that it becomes much easier for people to forget how to be kind to one another. It’s sad that we
have to teach kindness when in the past it was ingrained in who we were.
ACTIONS
As a digital citizenship educator, if I were to teach this lesson again in the future, I would remove
the cyberbullying activity as the students were less engaged in that portion of the lesson. Instead,
I would have students create a cyberbullying campaign where they work together to combat
cyberbullying. They could choose whatever method they feel best suited their talents with
teacher approval.

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1

Digital Citizen Project

Kennesaw State University

Dr. Angela Bacon

Ethical & Legal………………………………………………………………………………….14

Ethical & Legal………………………………………………………………………………….28

ONLINE SAFETY ACTION PLAN

A task force would need to be created to 2-3 weeks

Once the task force has been created, 2-3 weeks

Mini lessons and quizzes would need to be 2-3 weeks

During professional development, the mini 2 weeks

Teachers would be provided a timeline of 2 2 weeks

able to fit the mini lessons into their day with

After the teachers have completed the mini 2-3 weeks

Task Force creation Administration and teaching staff

Creation of mini lessons/quizzes Task Force

Creation of professional development/Survey Task Force

Professional Development Task Force

Analyze survey data/Mini lesson changes if Task Force

Mini Lesson delivery Homeroom Teachers

Analyze data and make necessary changes Task Force

Educate. eSafety Commissioner. (n.d.). Retrieved February 6, 2023, from

This is the Me I Want to Be (Digital Identity)

ISTE STANDARDS FOR STUDENTS

What do my pictures and comments on social media look like to others?

How can I make positive choices online?

• Meet the Digital Citizens: Heart

ISTE STANDARDS FOR STUDENTS

What are digital footprints and who can see them?

Who can see my online identity?

How can I protect myself while online?

• Meet the Digital Citizens: Guts

Safety First (Online Safety)

ISTE STANDARDS FOR STUDENTS

How can I be safe online?

What can I do to protect myself while online?

Teachers will need the following links for this lesson:

Safety Tips for Kids

Online Safety Contract

Internet Safety Video

Lesson Set Up:

Main Lesson Activity:

ETHICAL & LEGAL

If it’s Online it Must be Real (Ethical & Legal)

ISTE STANDARDS FOR STUDENTS

Is everything online real?

Should you believe everything you see or read online?

Real or Fake Video

Funny Video about Fake News

Fact or Fake Scenarios

I can be Socially Responsible (Social Responsibility)

ISTE STANDARDS FOR STUDENTS

What is social responsibility?

Why is it important to be socially responsible?

How can I be socially responsible?

Teachers will need the following links for this lesson:

Chart Paper for Anchor Chart

Goal Sheet (Page 1)

Lesson Set Up:

Main Lesson Activity:

1. Scenario: A digital citizen reads a viewpoint they agree with.

2. Scenario: A digital citizen wants to respectfully bring up an idea or viewpoint that is