List 1-2 outcomes from any curriculum. Brainstorm 2-3 digital activities that students could do in order to meet the outcome. Think about ways you could incorporate components of digital citizenship when asking students to complete the activities to meet the outcomes. Put all your ideas together in a lesson plan format that students could work through online. (Any lesson format is fine) The idea here to to weave a few components of digital citizenship into a lesson that is not on digital citizenship. There is a sample listed below.
Post your lesson in this document, and then post this document on your blog for future reference so you have a bank of lessons you can access when needed.
Audrey Whitecap Bernadette McKenzie
Lorena Whitecap Rubyann Dorion
TOPIC: English Language Arts GRADE: 3 DATE: March 4, 2015
DESCRIPTION OF LESSON: Students will engage in Digital Citizenship using multimedia.
CC3.1 Compose and create a range of visual, multimedia, oral, and written texts that explore:
and make connections across areas of study.
A. Use words, symbols, and other forms, including appropriate technology, to express understanding of topics, themes, and issues and make connections to learning in other areas of study.
Use https://www.text2mindmap.com/ to describe who I am
Technology (ICT) Literate Students Grades 3–5 (Ages 8–11)
The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 3–5 (ages 8–11):
1. Produce a media-rich digital story about a significant local event based on first-person interviews. (1, 2, 3, 4)
2. Use digital-imaging technology to modify or create works of art for use in a digital presentation. (1, 2, 6)
3. Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (3, 4)
4. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (3, 4, 6)
5. Identify and investigate a global issue and generate possible solutions using digital tools and resources. (3, 4)
6. Conduct science experiments using digital instruments and measurement devices. (4, 6)
7. Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher support. (4, 6)
9. Debate the effect of existing and emerging technologies on individuals, society, and the global community. (5, 6)
10. Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems. (4, 6)
The numbers in parentheses after each item identify the standards (1–6) most closely linked to the activity described. Each activity may relate to one indicator, to multiple indicators, or to the overall standards referenced. The categories are:
1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and Decision Making
5. Digital Citizenship
6. Technology Operations and Concepts
In Cree: “Tansi. Anoch oma kiwi kiskinomatinaow tansi kisi apachitayan matihapachicikan. Nistum kaywi itohamahk isinikatew: ‘Awina Nina?’”
Translation: “Hello. Today, Here, I am going to teach you how to use the computer. The first thing we are going to do is called: ‘Who am I?’”
Discuss what a MindMap is how it is used to help students write and organize their work.Use the one online.
(Provided Example In Materials/Resources)
Closure: Students will present their work individually using smartboard.
Assessment: Students will email mindmap for marks.
Understands the concepts of internet safety and rules.
Needs more time to improve understandings of internet use.
Very descriptive, adding a lot of details. Spelling and grammar rules followed.
Missing information with little or no details. Spelling errors and grammar rules not followed.