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Unit Title

How We Organize Ourselves - RUA’s and How They Keep Us Safe Online

Course(s)

Grade K-6 IB PYP (Grade 5)

Course 2, Cohort 8

Designed by

Abbi Sandweiss and Sylvia Johnston

Time Frame

6 Weeks (1-2 lessons per week)

Stage 1- Desired Results

Establish Goals

  • ISTE Standards
  • Digital Citizen 
  • Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
  • 2a: Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
  • 2b: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
  • 2c: Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
  • 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.
  • Knowledge Constructor
  • Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.                                                           
  • 3a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
  • 3b: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
  • 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.  
  • Computational Thinker
  • Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
  • 5a: Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
    5b: Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
  • Creative Communicator
  • Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
  • 6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.                                                                                        

Transfer

Learners will be able to....


What kinds of long-term independent accomplishments are desired?

  • To ensure the importance of using, reading, and understanding school documents
  • To understand the implications in real life situations for each point in the agreement
  • To generate discussion and learn key vocabulary based on Digital Citizenship, online safety, digital footprint, creative commons, copyright, etc.

Meaning

UNDERSTANDINGS

Learners will understand that…

  • Central Idea:
  • A responsible digital citizen understands that they are responsible for their actions and that technology has a specific purpose.

Essential Questions

Learners will keep considering...

  • Key concepts:
  • Responsibility - choices
  • Function - purpose
  • Causation - actions

Acquisition

Learners  will know…

Lines of Inquiry:

  • Line 1: Digital citizenship within school and the world
  • Line 2: The rights and responsibilities of a digital citizen
  • Line 3: Actions that illustrate digital citizenship ideals 

Learners will be skilled at...

  • Learner Profile Traits
  • See below and see attached Responsible Use Agreement (RUA)
  • Using the following agreements to help students stay safe and think sensibly at school when using technology such as computers, the Internet, and mobile devices.
  • Asking a trusted adult, if they come to a situation where they are uncomfortable or do not know what to do.
  • Becoming a responsible Digital Citizen


Stage 2- Evidence

PERFORMANCE TASK(S):

Learners will show that they understand by evidence of…

GRASPS Task written in student-friendly language:

Goal

The goal is to develop a safe and secure online presence

Role

You have been asked to take on the role of a responsible and respectful online citizen and become a critical thinker of your online presence

Audience

Your peers, teachers, and family

Situation

You will create presentation in order to demonstrate your understanding of the RUA

Product

Your presentation needs to meet the following standards:

  • You have selected at least one learner profile attribute and have explained how it fits into the RUA
  • The chosen attribute is connected to a real life event
  • You have explained the role of RUA’s in keeping people safe online
  • You explained what is means to be a ‘Digital Citizen’

Stage 3- Learning Plan

Each week there will be a focus on two Learner Profile attribute from the RUA developed by Julie Lemley, Ju Garcia & Katy Vance and used by Nagoya International School.  The lesson structure will be based on the Common Sense Education scope and sequences and a variety of their lessons.  Each lesson will be complemented with a Visible Thinking routine, encouraging focus and inquiry into the lesson.

Time Frame

Learning Events

Progress Monitoring

Week 1

Explorer Launch

Explorer Launch - What is an responsible use agreement?!

Unpacking the “Responsible Use Agreement” worksheet

WHAT is the PYP Student Responsible Use Agreement?

Common Sense, 3-5 Unit 1 Lesson 1 - Rings of Responsibility

What is a digital citizen? Create wonderings for why we doing this...

Week 2

Inquiry and Knowledge

Commons Sense, 3-5 Unit 1 Lesson 4: The Key to Keywords

Common Sense, 3-5 Unit 2 Lesson 1: Strong Passwords

Inquirer: 

  • I will use technology to guide and support my inquiry.
  • I will be an inquirer and check that the information I get on the web is correct.  
  • I will use search engines shared with me by my teacher and will use safe search settings when these are available.
  • I will follow classroom expectations when posting and sharing my work.

Knowledgeable: 

  • I will be knowledgeable about how to best use effectively, appropriately and safely use technology for academic and personal purpose.
  • I will use only my personal information and passwords.

What do you want to learn this year with technology?!

Creating online accounts and creating individualized passwords

Inquiry question: (Flat Chat) What is a password manager?

https://www.breakoutedu.com/save-captain-digital-citizens-passwords

Week 3

Thinker and Communicator

Common Sense, 3-5 Unit 1 Lesson 2: Private and Personal Information

Thinker:

  • I will think critically when using technology to find and share information.
  • I will not post personal information about myself or my peers online.
  • I will not post pictures of myself online without my parents’ approval.
  • I will not post pictures of other people online unless I have their permission.

Communicator:  

  • I will use a variety of technology tools to communicate effectively and creatively.  
  • I will use technology to collaborate with others, both locally and globally.
  • I will use words and language that reflect the learner profile.

Example: Introducing twitter this week and research skills

Inquiry question: (Think, puzzle, explore) What should be private online?

Week 4

Principled and Open-minded

Common Sense, 3-5 Unit 2 Lesson 2: Digital Citizen Pledge

Common Sense, 3-5 Unit 1 Lesson 5: Whose Is It, Anyway?

Principled:

  • I will use technology with integrity and honesty and will take responsibility for my use of technology as well as the accompanying consequences.
  • I will behave online in a way that represents myself and my school positively.
  • I will use CC Search to find images, music, and sites that users have given permission for people to use.
  • I will report to an adult if I come across any information that makes me or my peers uncomfortable.

Open-minded:

  • I will respect the rights and views of others.
  • I will encourage tolerance and acceptance in digital environments.

Digital Footprint Video

Inquiry question: (Headlines) What can you find out about yourself online (using a private browser)?

Write a headline at the beginning of the lesson!

Week 5

Caring and Risk-taker

Common Sense, Unit 1 Lesson 3: The Power of Words

Caring:

  • I will contribute positively to online communities.
  • I will be responsible with all the digital devices I use.
  • I will only print when I have permission to.

Risk-taker:

  • I will use technology to explore new roles, ideas and strategies with courage and forethought.
  • I will be open to using technology to enhance my learning .
  • I will be open to sharing my creations with others.

Leaving comments on other people’s work.

Inquiry question: (Think, Pair, Share) How would you feel if someone left you a negative comment online:

Week 6

Balanced and Reflective

Common Sense, Unit 2 Lesson 5: Picture Perfect

Balanced:

  • I will balance my use of technology for academic, social and personal purposes.
  • I will use technology tools and the Internet only during the designated times set by my school.
  • I will communicate with my parents about how I use technology.

Reflective:

  • I will give thoughtful consideration to my use of technology, reflecting on my strengths and limitations in order to improve my skills and my digital presence.
  • I will reflect on what I read online before I click.
  • I will reflect on how I can meet the agreements put forth in this responsible use agreement.

Reflection week: Using Seesaw/Haiku Learning as a reflection tool

Inquiry question: (Explanation Game) Why are picture online altered? How can I take a balanced approach to the images I post?

Resources / Materials:

  • Interactive Websites:
  • Presentations:
  • Youtube Videos to Drive Inquiry:
  • Printed material:
  • Reading for Research: