Part 2-

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.


Group Members: 

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.

OUTCOME                                                            INDICATOR

CC3.1 Compose and create a range of visual, multimedia, oral, and written texts that explore:

  • identity (e.g., Spreading My Wings)  
  • community (e.g., Helping Others)
  • social responsibility (e.g., Communities Around the World)

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  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)


  1. Go over the rules for computer use.
  2. Log onto computers and type in the following url 
  3. Once logged in ensure that each step is demonstrated carefully.
  4. Start by using the think aloud process while typing your results on the box located on the left hand side.
  5. Once you have completed your concept map click on box that is titled: “Draw MindMap”
  6. Walk around classroom to ensure that all students are doing their mind maps.

Closure: Students will present their work individually using smartboard.  

Assessment: Students will email mindmap for marks.

Rubric Assessment

Rubric assessment

Very good

Need Improvement


Understands the concepts of internet safety and rules.

Needs more time to improve understandings of internet use.

Mind Map

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.