Education Standards
K-6th scope & sequence
Internet Safety and Media Balance- grade 3
Overview
This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: Internet Safety & Media Balance.
Internet Safety & Media Balance-Grade 3
Overview
This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: Internet Safety & Media Balance.
Grade
Third Grade
Duration
Two lessons, 20-30 minutes each
Standards and Learning Objectives
Washington State Ed Tech Standards:
- 2.a. Students demonstrate an understanding of the role an online identity plays in the digital world and learn the permanence of their decisions when interacting online.
- 2.b. Students practice and encourage others in safe, legal and ethical behavior when using technology and interacting online, with guidance from an educator.
- 2.d. Students demonstrate an understanding of what personal data is, how to keep it private and how it might be shared online.
Washington State SEL Standards:
- BENCHMARK 4A - Demonstrates awareness of other people’s emotions, perspectives, cultures, languages, histories, identities, and abilities.
- BENCHMARK 4B - Demonstrates an awareness and respect for similarities and differences among community, cultural and social groups.
- BENCHMARK 4C - Demonstrates an understanding of the variation within and across cultures.
- BENCHMARK 5A - Demonstrates a range of communication and social skills to interact effectively with others.
- BENCHMARK 5B - Demonstrates the ability to identify and take steps to resolve interpersonal conflicts in constructive ways.
- BENCHMARK 5C - Demonstrates the ability to engage in respectful and healthy relationships with individuals of diverse perspectives, cultures, language, history, identity, and ability.
Washington State Computer Science Standards
- 1A-01: Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use.
- 1A-03: Describe basic hardware and software problems using accurate terminology.
Lesson One: Media Balance (20-30 minutes)
Materials
- Media balance video link below
- Chairs or carpet squares for Musical Chairs
Formative Assessment
Student responses during discussion times will serve as formative assessment and guide the remainder of the lesson, including the possible need for more clarification or continued practice to gain understanding of concepts. Exit Tickets will be used for the same purpose.
Procedure:
Media Balance Video (5 minutes) Show the following video for the students.
- DQ Citizenship Skill 1: Screen Time Management, DQ Institute, August 2017 (Length: 3:06 minutes)
Discussion Questions (5-10 minutes) Lead a discussion using the following questions as a guide and allowing for student comments and participation. You may want to create a place to write student answers.
- Can someone explain multi-tasking?
- What happened when the character tried to multitask?
- What happens inside your brain when you try to multi-task too much?
- What is one thing you can do to help yourself switch off from technology more often?
Musical Chairs & Simon Says Active Game (5-10 minutes)
- Set up the room for Musical Chairs. (This could be musical carpet squares, too.)
- Get music ready to play.
- Tell students that you are going to try some real multitasking. You will be playing musical chairs and Simon Says at the same time. (If you want to have students “get out” you may want to appoint a judge for both games separately. Otherwise, just play for fun and don’t remove students for mistakes.
- Proceed with both games in the usual manner, just simultaneously. Start the music for musical chairs at the same time that you begin giving Simon Says directions. The idea is for this to be a fun and silly example of how difficult it can be to force your brain to split its attention.
Lesson Two: Online Safety & Citizenship (20-30 minutes)
Materials
- Links to the four videos below
- Printed cards to use for Exit Tickets
Formative Assessment
Student responses during discussion times will serve as formative assessment and guide the remainder of the lesson, including the possible need for more clarification or continued practice to gain understanding of concepts. Exit Tickets will be used for the same purpose.
Procedure:
Videos (8-10 minutes)
- Creating Strong Passwords, DQ Institute, August 2018, (Length 1:49)
- How To Be An Upstander to CyberBullying, CyberWise, April 2018, (Length 1:41)
- Emma’s Story: Cyberbullied by a Best Friend, Common Sense Education, June 2013, (Length: 2:21)
- Eva’s Story: When Messages Spread, Common Sense Education, October 2017, (Length: 1:57)
Discussion Questions (5-10 minutes) Lead a discussion using the following questions as a guide and allowing for student comments and participation. You may want to create a place to write student answers.
- QUESTIONS TO ASK AFTER THE PASSWORD VIDEO:
- What are some examples of sites you have passwords for?
- Who created the passwords: your parents, or yourself?
- Did anyone talk to you about how to create strong passwords?
- Do you ever share your passwords? Why, or why not?
- QUESTIONS TO ASK THROUGHOUT AND AFTER THE CYBERBULLYING VIDEOS:
- Has anyone ever experienced cyberbullying? What did you do about it?
- Has anyone ever helped a friend who was being cyberbullied? What did you do?
- Has anyone ever realized that you, or a friend, was becoming a cyberbully? What did you do?
Activity & Exit Ticket (5-10 minutes)
- As a group, go through the set of cards below and brainstorm what the student could do in each situation.
- As an exit ticket, students will each get one of the cards. (Multiple students will get the same card depending on how many are in each class. They will need to write what action they would take in response if this happened to them.
Someone you don’t know in an online game sends you a mean message. You ignore the first message, but they keep doing it. What could you do?
| Someone you don’t know sends you an email. You open it and it is full of rude words. You delete it, but the next day they send more. What could you do? | Someone you don’t know online sends you a message that makes you feel weird and uncomfortable. What could you do? |
A friend from school is playing an online game with you and starts sending you mean messages. What could you do?
| A friend from school sends you an email with mean words in it. What could you do? | An adult you know in real life sends you an email and it makes you feel weird and uncomfortable. What could you do? |
Table to print for making discussion cards, by Jenny Banker