Visit the Common Sense website and select a lesson to teach students about digital footprint, its implications and how to protect our data.
- Once you select a lesson that you like, review it and provide feedback on what you learned from the lesson
- How can you improve this lesson? Offer tips or provide different approaches on how this lesson can be more effective or improve student engagement with this lesson.
Post the answers to these questions, including the link to the lesson you have chosen.
The lesson I chose is designed for 2nd graders who are just beginning to explore social media. It’s simple and presents different scenarios to help them understand what information is okay to share and what should remain private. I appreciated the lesson’s clarity and the inclusion of resources for parents. To enhance it, I would add a hands-on activity to help better visualize. The lesson also introduces the idea of a digital footprint through engaging animated videos that explain the importance of being mindful about what they post. However, I would streamline the content by reducing the number of videos to one, ensuring the message is clear without repetition. Instead, I would incorporate group activities where students can discuss and share their perspectives, allowing them to learn from each other and deepen their understanding of the topic.
Digital Trails | Common Sense Education
This lesson teaches 2nd grade students that everything they do online leaves a trail. It includes different videos that are animated and explain in simple terms the meaning of digital footprint and how we have to be careful of what we post. I would improve this lesson by adding group work and taking out a few of the videos. I think one video will get the point across and then we can use the rest of the lesson in working in groups. Group work will help other students see their classmates point of view and they can help each other understand the lesson.
https://www.commonsense.org/education/digital-citizenship/lesson/digital-trails
I chose a 7th grade lesson named the power of digital footprint. From this lesson I learned that your digital footprint isn’t something that only you post, it can be something a friend or family member posted of you, I also learned that when you are using social media you have an invisible audience. This lesson was incredible however one thing that can be added to make it more effective is to have a hands on activity. We can put students in groups of 3 or 4 and have a t chart, one side labeled positive footprints and the other side labeled negative footprints. We can have things for the students to cut out and glue to the right side.
https://www.commonsense.org/education/digital-citizenship/lesson/the-power-of-digital-footprints?check_logged_in=1
I had chose a 1st grade lesson plan and through this lesson, I learned about the importance of thinking and asking questions before posting online. I also learned how important it is to balance life and online separately and enjoy it. The lesson also mentioned how important maintaining a positive image full of respect and kindness toward others is. Some suggestions or alternatives I would make would be including quizzes or real life examples as it would spark engagement from the students as it is more relatable. As well as encouraging discussion within groups would be something I’d like to include.
https://www.commonsense.org/education/digital-citizenship/lesson/pause-think-online
The lesson I selected is for 2nd graders who are likely just understanding the use of social media. It’s simple and offers some scenarios that the children can work through to help them understand what information they could share and what information is private. I enjoyed the simplicity of the lesson and also liked that there were resources to provide to parents. A way that I would adjust the lesson is to offer the students a something hands-on, like sticking post-its on things they touch to help them identify and understand the concept of leaving a trail and recognizing that they could leave their print in many places.
https://www.commonsense.org/education/digital-citizenship/lesson/digital-trails
The lesson from the Common Sense website that I choose to read was “The Power of Digital Footprints”. This lesson was connected to what we have been discussing in this section. I think it would have been a little more helpful if there were a few more explanations of what a digital footprint is and also ways to protect their digital footprints. I liked the example of the message chain but I think a video explanation would have been helpful as well, and a video that also showed the negative effects that a digital footprint can have on future life events.
Designing Educational Resources to Educate about Digital Footprint
In this lesson, I learned a lot about how my personal values connect to the way I use technology and media. It made me reflect on what is most important to me, like honesty, privacy, and responsibility, and how my actions online either support or challenge those values. I realized that technology can sometimes make it easier to compromise on these values, like oversharing or being less mindful about what I post. However, I also discovered that I have the power to make responsible decisions that reflect my ethics, like being more conscious of what I share or how I engage with others online. This lesson also helped me understand how my tech habits can impact not only my own well-being but also the well-being of the community around me. Overall, I feel more aware of the choices I make with technology and how I can use it in a way that aligns with my values and promotes a positive online environment.
Lesson 1 Modification: My Values & Teach — My Values and Technology
I selected the “Social Media and Digital Footprints: Our Responsibilities” lesson. From this lesson, one important thing that I learned is that we are not to only care for our digital footprints but the digital footprints of others. There is a concern when we share too much. Many times pictures of others (family, friends, and strangers) are posted online without their consent. We might think that just because they are family or friends they will not mind having their picture posted online but it is better to get their consent. Once we post their picture online it becomes apart of their digital footprint.
The following are some suggestions to improve this lesson. Have students take inventory of how often they share online. I would give them a questionnaire activity where they would answer questions about the frequency of their online sharing of pictures and comments. Another suggestion is to have them list the names of the people that they have posted pictures about online and “check off” whether or not they asked for their consent to post their picture. This may seem tedious but it will help them to see the importance of getting someone’s consent before posting their picture online.
After watching the video “Teen Voices: Presenting Yourself Online” from the lesson “Who Are You Online?,” I learned valuable insights about the importance of carefully curating one’s online presence. The video emphasized that how we present ourselves online can have significant impacts on both personal and professional aspects of our lives. One key takeaway is the idea that online posts are often viewed by a broader audience than we might expect, including potential employers, educators, and even strangers. What might seem like a casual or fun post could be misinterpreted or judged in ways that can affect future opportunities.Some suggestions or alternative approaches for making this lesson more effective and increasing student engagement are: Interactive Role Play. Digital Identity Role Play: Assign students different “online personas” (e.g., influencer, student, professional, anonymous user) and ask them to post content or respond to scenarios based on that identity. Afterward, discuss how each role affects perception and how it relates to managing one’s personal online identity. Another suggestion could be an Icebreaker “Who Am I? Icebreaker: Begin with an activity where students anonymously describe their own online personas and then guess who matches which description. This can spark conversations about how we perceive ourselves online versus how others perceive us.
Lesson: “Protecting Online Reputations” How can you respect the privacy of others online?
This lesson teaches students about their digital footprint, its implications, and how to protect their data.
Takeaways:
Suggestions:
Feedback on the Lesson: The Power of Digital Footprints. https://www.commonsense.org/node/4815989?destination=/node/4815989&check_logged_in=1
What I Learned: The lesson effectively highlights the significance of digital footprints and their impact on online privacy and personal reputation. It differentiates between intentional and unintentional online information and introduces the concept of an “invisible audience,” encouraging students to consider the potential viewers of their posts and the implications involved.
Analyzing digital footprints fosters critical thinking, allowing students to reflect on their online presence’s positive and negative aspects. The “Take a Stand” thinking routine effectively engages students in discussing dilemmas associated with their digital footprints.
Suggestions for Improvement:
To enhance engagement, incorporate interactive activities such as a digital footprint scavenger hunt, where students explore their online presence. Presenting real-life case studies can relate the concepts to personal experiences and highlight the consequences of online actions. Inviting guest speakers, like digital privacy experts, can provide valuable insights.
Facilitating small group discussions encourages peer dialogue about personal digital footprints, while follow-up activities can prompt students to create individual action plans for managing their online presence. Utilizing technology tools, such as quizzes or interactive presentations, can accommodate diverse learning styles, making the lesson more dynamic and impactful.
I reviewed the “Positive Tech Habits” lesson from Common Sense. This lesson encourages students to reflect on their tech habits and develop a plan for digital well-being. The lesson effectively promotes self-reflection on the impacts of media use, empowering students to take ownership of their habits.
Suggestions for Improvement:
1. Incorporate interactive activities such as group discussions or role-playing to enhance engagement and facilitate sharing of experiences.
2. Include real-life examples, such as case studies of individuals who successfully changed their tech habits, to inspire students.
3. Use visual aids like infographics or videos to illustrate the effects of technology on well-being, making the lesson more engaging.
4. Allow peer collaboration by letting students work in pairs to develop personal challenges, enhancing motivation through collaboration.
These adjustments can make the lesson more impactful and help students better understand their digital footprints.
https://docs.google.com/presentation/d/1sYEm7Z53Wt2ErJi_35FO4tp3iP1CofGMu3c975BBpiE/view#slide=id.ge562414032_0_0
This lesson focuses on balancing our time with technology. This lesson is perfect for little ones because too often, they are glued to their ipads for more than they should. While digital tools are very helpful, students sometimes lose themselves in the devices and are not ready to detach. we have expectations for students regarding devices without being explicit. therefore, this lesson is a good way to start these conversations about digital citizenship. in this lesson, students are given a simple definition of what balance means and then it asks students to consider what it means to balance time with technology. This lesson is also good in that it asks students to share the things they like to do with technology. I would add a classroom discussion and partner share so students can connect with each other and notice that they like to do similar things on their devices.
Common Sense Education Lesson: https://www.commonsense.org/education/digital-citizenship/lesson/digital-media-and-your-brain
Common Sense Education Lesson: Digital Media and Your Brain
This lesson focuses on helping students understand the impact of digital media on their brains and develop healthy media habits. It aligns with several UDL principles:
Multiple Means of Representation (MMR):
The lesson incorporates a variety of media formats, including videos, slideshows, and interactive activities, to cater to different learning styles. Visual aids such as concept maps and diagrams help students visualize complex ideas about brain function and media influence. Additionally, the use of real-world examples and scenarios makes abstract concepts more relatable and understandable for students.
Multiple Means of Engagement (MME):
The lesson is designed to be interactive, providing students with opportunities to discuss their own experiences with digital media and share their perspectives. Activities such as creating concept maps and writing personal rules for media use foster active participation and reflection. The incorporation of relatable scenarios and thought-provoking questions helps spark student interest and engagement.
Multiple Means of Action and Expression (MMAE):
The lesson offers multiple ways for students to demonstrate their understanding, including discussions, writing activities, and the creation of concept maps. Students have the flexibility to choose the media they want to focus on for their reflections and personalized rule-making activities. The lesson encourages self-regulation and goal-setting by having students create personal rules for healthy media use.
Specific Activities and Tools:
The lesson starts with a video featuring teen voices discussing their experiences with the pressure to stay connected online. This video helps to engage students by presenting relatable perspectives and fostering empathy. Students create a concept map to visualize the relationships between different types of digital media, their addictive design features, and their potential impact on their brains. This activity supports visual learners and helps students organize their thoughts. This handout prompts students to analyze specific media they use and consider whether their design is more humane (beneficial) or addictive. This activity encourages critical thinking and self-reflection. The lesson includes a quiz to assess students’ understanding of key concepts and vocabulary related to digital media and brain health. This provides immediate feedback to both students and teachers. Students create three personal rules to help them manage their media use and prioritize their well-being. This activity promotes self-regulation and empowers students to take control of their digital habits. Students complete a Google Form to reflect on their favorite social media and identify its humane design and addictive aspects. This allows for individual reflection and can serve as a starting point for further discussion.
Overall:
The “Digital Media and Your Brain” lesson from Common Sense Education effectively integrates UDL principles by providing a variety of engaging activities, diverse representations of content, and opportunities for students to express their understanding in different ways. It empowers students to make informed decisions about their media use and develop healthy habits that support their well-being.
Lesson Selected:
Lesson Plan – Who’s Looking at Your Digital Footprint? – Grade 11
Google Slides – Grade 11 – Who’s Looking at Your Digital Footprint?
The lesson I selected is called “Who’s Looking at Your Digital Footprint?” and is for 11th graders.
I like that this lesson teaches students that they have a public presence online in the form of a digital footprint. I also like the connection to real life, in terms of teaching students that information that they may post online may have unintended consequences in the future, for example college admission or future employment.
The lesson features many activities. It starts by asking students if they have ever Googled themselves and, if so, what information comes up. The lesson provides a news video that states that Harvard University rescinded the admissions for 10 students who created a facebook page with inappropriate r-rated memes. Later on, the lesson discusses that digital footprints can also be used in a positive way, for example for social branding. After a few more activities, the lesson ends with a link to a quiz.
I really liked this lesson and appreciated that students were asked about their own digital footprint, just as we were earlier in Module 1. Some modifications that I would make to the lesson is to make it more student centered, remove some of the activities (ex: the written vignette), and increase group discussion time. This was a very packed lesson for a 50-minute period. Since all of my students are Multilingual Learners, I like to make sure that they have enough time to engage with content and are not being rushed. I would make this activity into a two-day lesson. I would also provide students with laptops to be able to translate the video in their native languages. Lastly, I would make the activity more collaborative by using a digital collaboration board for many of the questions on the handout.
Grades K-2: https://www.commonsense.org/education/digital-citizenship/lesson/meet-feet-of-the-digital-citizens
This lesson focuses on the “feet” of the digital footprint and it is geared towards younger children. This lesson reinforced that everything posted or sent leaves a trail even if we can’t see it. The lesson has an interactive component to it as well and contains a video for engagement of the younger children.
To improve this lesson I would maybe introduce it with 3rd-4th graders as I think the age-group it is geared towards is a little young for posting online.
Grade 9: https://www.commonsense.org/education/digital-citizenship/lesson/the-big-data-dilemma
I learned from this lesson that many outside or third-party companies are tracking all of your movements, including the time you spend in a store. Something I found very compelling is the flow of how tracking happens. it starts from the moment you look for something online, your data gets shared, your GPS tracks your locations, your social media knows your likes and don’ts. All of this can potentially paint a picture of who you are. I find it very unjust, unfair and highly creepy. It’s scary to know that given a situation you can judge for the things you visit and like on an app.
I found the lesson very engaging. I do think it can be modified specially for ELLs, which is my population of students. I think a lot happens in 50 minutes. The students are reading, sharing, watching videos, debating, completing a three-page handout, all within these 50 minutes. I would break it or chunk it into groups and then have the groups share what they learned in their exploration of the lesson. I think it’s important to have lessons be student-centered.
I learned from this lesson that digital footprints can be harmful for students and people anywhere in the world. I also learned that this video could help students learn what a digital footprint is and how to always ensure they are doing the right thing.
I would suggest the video be a little interactive for students to feel more interested in watching it. I would also make it more colorful with serious and funny voices. I would even suggest they add a guessing game for students to interact with.
https://www.commonsense.org/education/digital-citizenship/lesson/meet-feet-of-the-digital-citizens
Grade 8 : Social Media and Digital Footprints: Our Responsibilities Lesson Slides
What I like about Commons is that it has a sidebar on the right with tips for families and offers materials in other languages. Going back to the idea of mentorship, we as educators and families have to be able to mentor the do’s and don’ts explicitly. The video is engaging and allows students to think critically about the choices they make online. I also learned about the concept of the Rings of Responsibility.
This lesson allows students to put on detective hats and analyze situations. Another part I like about this lesson is the assessment piece: the Lesson Quiz, which the students can take and which can be assigned on Google Classroom. Then, the teacher can get the data and draw conclusions, give feedback, then the teacher can think of new implementations, or guidelines based on the students’ responses. There is also a quicker version of the lesson if you plan to teach it as a quick review activity.
One way I would improve this lesson is by adapting more visuals and translations, incorporating some technology (iPads) for those students who need more time, and maybe even creating a Neapord game with more real-life scenarios instead of an original quiz. I would have to break watching the video into segments for comprehension and listening purposes; a handout might be useful as well.
Meet Feet of the Digital Citizens!
Grade K-2 – Digital Footprint and & Identity
The lesson with Meet Feet of the Digital Citizens is very kid friendly. The slides are great for the lower grade and simple to follow and understand. I would improve this lesson by adding more explanation and a hands on lesson for the students to use online. By having the students interact with their devices this will improve the students’ engagement and interest.
The lesson that I chose was “Beyond Gender Stereotypes “ for Grade 5 students.
I had to step out my comfort zone to do this one because I have been choosing the lower grades for my previous work here and in EDU 226. I have to say I REALLY enjoyed this lesson because it had an introduction to the topic with a visual example. The students were also asked to do their own research with classmates giving everyone a good for thought on the topic.The activities were also very interactive. Both genders were able to give input and communicate what they already heard or knew before. The teacher also provided time to brainstorm alone and share answer with their peers and also brainstorm together. My favorite part of the lesson had to be the poem. The reason I loved it is because it gave the students a chance to speak up for themselves and their gender stereotypes types, providing an assignment that forced them to think of things that they weren’t aware of or didn’t see in that light. The teacher also provided a simple test to make sure students understood the topic, a great family activity and tips to go with it. This lesson was a very thought out lesson that I really enjoyed and had a hard time making alternative suggestions for. However, if I had to go for an alternate approach I would have out the boys and girls in two separate groups according to gender and started of by asking them questions by group such as “ boys are…, girls are, boys like, girls like, to see what they come up with. Then I would explain to them what gender stereotype is. By doing this I could get a feel of what everyone thinks about each gender and properly educate them. I would play the short video linked below. The video is a classroom teachers asking her students to draw people in different professions. Most students drew fire fighters and doctors as men. At the end of the video, women fire fighter and doctor. After the video I would ask questions on how they felt and what would be jobs only “women can do” that people think men can’t do. I would have them create their own list of things that are stereotypical to both male and female whether it be about looks, profession, toys, hobbies etc and have them share them out. This can show them how broad gender stereotypes are and can encourage them to be aware of them next time they speak on genders. We can also discuss the roles that people in their lives hold. Does there mom and dad work? Who does the cooking and cleaning? Who takes out the trash?Who’s in charge of the kids? Everything else of the lesson plan I would keep.
link for lesson
https://www.commonsense.org/education/digital-citizenship/lesson/beyond-gender-stereotypes
link for video
https://youtu.be/G3Aweo-74kY?si=ADgeYgN9x4X0pHfI
I chose grade 3 This is Me lesson.
I learned how to engage in a conversation with 3rd graders who are 8-10 years old about the topic of their digital footprint and the implications it has. I learned how to help them frame their digital presence in terms of their identity and how to help them think about how things they post are a reflection of their non-digital existence.
A suggestion I would offer would be to have students search themselves and see what they find about themselves like we did for this course. Then I’d have them reflect on if they like what they see so far or if they want to make a change.
Digital lesson <- link to the lesson.
The digital lesson I chose was Grade 2: Digital Trails. What information is OK, to have in your digital footprint?
The lesson starts with a video talking about footprints and has students think about different types of footprints they are familiar with. They follow up with an explanation of what a digital footprint is and highlight different examples of how their online activity leaves digital footprints. The lesson plan emphasizes that these digital footprints are not easily cleaned up, essentially being unerasable. It gives students concrete examples as to what to omit online and reminds students to pause and think and seek help when in need. The lesson has many appealing components that will keep students intrigued and engaged, making it easier to retain the information. It follows up with a game of detective work in which the students are to search for answers written by their classmates in a scavenger-like activity. The activity aims to show students how easily accessible certain information can be and ways to steer clear of sharing anything personal. The lesson includes slides that further drive what not to do online and highlight important terms for review. The lesson provides links for families to deepen their understanding of the subject, involve all figures of the student’s life, and continue the lesson at home.
I think the lesson is thorough and well-planned. It includes many components to keep the students engaged and wanting to learn more. The game-like activities, the videos, and the slides all worked together to create an interactive learning experience. In terms of accessibility, there are tools that can be utilized to make the lesson accessible to all. It has already been translated into Spanish. The lesson wraps up with a reflection moment, an opportunity for the students to share their findings, what they have learned, and ways to collaborate with their peers. Overall, I enjoyed the lesson, it captured my interest as an adult, served as a reminder of what not to post online, and taught me different ways to introduce the subject to my children.
The entire concept of digital footprint has my full attention. As I’m reading through the lesson, “Who’s Looking At Your Digital Footprint?, I’m reminded of the many student-athletes who have lost athletic scholarships due to their postings on their respective media pages. For this lesson, I would translate it into Spanish. I would also provide visual cue cards with images to ensure that all students are able to engage in this lesson. I might add an opportunity for role playing to take place to create a “real life” connection.
Link: https://www.commonsense.org/education/digital-citizenship/lesson/whos-looking-at-your-digital-footprint?check_logged_in=1
Since I work with 3rd-5th grade students, I decided to select the lesson plan, “Our Online Tracks”https://www.commonsense.org/education/digital-citizenship/lesson/our-online-tracks?check_logged_in=1 tailored for 4th graders to teach the concept of digital footprint.
I do like the objectives presented in the lesson as it allows students to identify and understand their responsibilities while engaged online.
Listed below are the objectives for the lesson:
I also like how the lesson opens up with students playing a game in which they have to select the appropriate choice of a positive digital footprint in order to move up in game levels. The lesson goes on to using real world images and examples to provide context for students to understand the vocabulary words: responsibility · digital footprint · fossil · inference. The lessons end with students collaborating with each other to figure out responsibilities they should practice when it comes to being online.
What I would add to this lesson would be to relate experiences using discussions of websites and apps that the students commonly use. This will help connect the concept with something more relatable to them to understand. I will also include more interactive activities to create a digital fossil in which they have to create a record of all their online activities that they did for the day. I will allow students to openly discuss more about responsibility and have an open dialogue to provide details on what should be practiced to show positive digital citizenship and footprints.
I also selected Meet The Feet Lesson since I work primarily with students in lower grades amd love using videos to break down a concept. I really enjoyed the activity as to what students would like to be shared online since I see many parents share so many aspects of their children’s lives online without their consent. We are inadvertently creating our own child’s digital footprint without their consent and having them choose what to share gives them more power of their footprint. I would improve this lesson by asking parents to reflect on their social media with their child and they can select what to keep and remove.
Grade: k-2
Lesson name: Meet Feet of the digital citizens!
– what footprints are you leaving online
https://www.commonsense.org/education/digital-citizenship/lesson/meet-feet-of-the-digital-citizens
This lesson is teaching students about what digital footprints is and why it’s important. Students meet Feet, one of the digital citizens characters who talked about sharing things online. Also the lesson defines digital footprint and trail.
To improve the lesson I would recommend discussing the consequences of digital footprints and also sharing too much information online.
Grade: kindergarten lesson on safety in my online neighborhood
This lesson is to teach children the three important rules when using the internet, as well as comparing how staying safe online is similar to staying safe in the real world and explaining rules on how to travel safely online
I Chose this lesson because children are rarely ever taught what is safe to use online and the do’s and don’t of online use-age. Just like in real life we teach our children about stranger danger but never incorporate it to online use. Now in days a Predator doesn’t have to sit in a van to take a child, he or she can sit behind a computer and act like they are 5 to 16 and convince our children to meet them at a mall or the movies.
Teaching children the three important rules as shown in the video are 1.Ask your parents first, informing a parent or caregiver will alert them, that a child is going online and ask what are u going to do online. 2. Only talk to people you know, just like in real life we teach him about stranger danger this rule applies when using the Internet. 3. Stick to places that are just right for you, teach children appropriate websites that he or she may use and why others are not allowed for use
This is definitely a lesson I would use with my children in the classroom. The information was very educational and never thought to reference the internet to real life situations
https://www.commonsense.org/education/digital-citizenship/lesson/safety-in-my-online-neighborhood
Grade 4 lesson: How does our online activity affect the digital footprints of our lives and others?
https://www.commonsense.org/education/digital-citizenship/lesson/our-online-tracks
Review: This lesson is a good starting point to get our students thinking about what and how they share information on social media and online. The students can play a game called “Share Jumper” which presents different scenarios regarding asking friends if you can post a video of them, chatting with people you don’t know even how to create a username. This game is an engaging starting point.
Feedback: After reviewing this lesson, I would make “Feet’s Footprint Activity” more interactive. I would blow up the PDF and ask students to work in groups about what they think of Feet’s actions online. The groups would use post-its to write what they thought of his actions and add it to the poster. As a class we would come up with ideas for “Feet” to make more positive choices. I would then make the groups chose one of the ways “Feet” can make positive choices online and create their own poster of what they learned about their own digital footprint and how it affects their own reputations and others.
Lesson: Grade 2: Device-Free Moments
https://www.commonsense.org/education/digital-citizenship/lesson/device-free-moments
Review: This lesson is a great resource to teach students how technology can and cannot be a distraction. It teaches students when it’s appropriate to use technology and when it’s not. It also allows students to make rules for their families for device free moments at home.
Feedback: My feedback for this lesson is to complete it over 2 days. There is a lot of information for students to retain in 1 lesson. When I taught this lesson to my second grade classes, I added additional videos that were related to the topic of device free moments.
https://www.commonsense.org/education/digital-citizenship/lesson/digital-drama-unplugged
The lesson I chose was digital drama unplugged. I like this lesson in particular becuse it allows students to step into the shoes of each individual in the scenario. This is a 6th-8th grade lesson and this is one of our biggest issue. Often times some of the conflict that starts online trickles over to school. This lesson is definitely one to have with 6th grade who is just getting access to cellphones and social media.
The material attached to this lesson although great is not accessible for my self contained classroom. I would more than likely have them view a scene from a show or film and review what different perspectives they were able to identify within the film. To gauge their understanding I would have them create their own scenario and swap with teams to determine the different persepctives and their impact.
I think that is a great adaptation to the lesson and I am sure the kids would find thinking about a show they enjoy, It also will allow them to be more pointed in their ideas because they will have a connection to the characters. Sounds highly engaging.
https://www.commonsense.org/education/digital-citizenship/lesson/who-are-you-online
This lesson is geared towards 6th grade students. It has them reflect on why people might create fake social media accounts, consider the drawbacks of fake accounts, and then have a debate about the pros and cons of posting from multiple accounts. I love that it ends with a discussion about whether or not they have changed their opinions based on what they heard in the debate. Students tend to learn more from each other than any lecture from an adult.
To improve this lesson, I would wrap up by letting students know that even a fake social media account will leave a digital footprint that lives forever and can be traced back to them. I think it’s important that they really understand the potential consequences.
For the younger grades (2-3), there was a lesson relating to digital footprints where it aligned it with a read aloud called ‘the digital tail’. Essentially, it was trying show students how we all have a digital tail and our actions online will reflect what happens to our tail (good actions get a gift, not so great actions get a tear, understanding our not so great actions and trying to fix it gets a band aid, etc.). This allowed students to make the connection that whatever they do online affects them and it is visible to others.
One way I would improve on this lesson by providing a different association of a digital footprint with something that they are able to relate to more, like finding a connection to a game they play that involves a similar idea or perhaps a toy that they enjoy that relates to a similar aspect.
The book The Technology Tail by Julia Cook is a great book to read to students about their digital tail. The young girl’s digital tail gets prettier every time she does something uplifting or kind online and bruised each time she is unsafe or unkind.
https://www.commonsense.org/education/digital-citizenship/lesson/our-online-tracks
I love this lesson because it starts with the game Share Jumpers where students use their prior knowledge to decide what to share and what not to share with others. The next step is they compare the digital footprint to the actual fossil which is a great way to make the abstract idea to the fourth graders. It ties something they are familiar with.
I learned from this lesson that we leave little “fossils” behind everytime we go online. It shows the students how they need to be responsible and realize that their actions have consequences, both positive and negative.
To improve this lesson, I would do a quick review with the students before they play Share Jumpers to assess their prior knowledge and understanding. I would also want the students to share what they learned after they played all three rounds. The fossil is a great analogy but I feel like we would need to dive deeper into how we can protect our digital footprint and the consequences of oversharing. This lesson would flow into a lesson on private vs public and things we should and should not share. I would also great an infographic for the students to refer to.
Infographic
https://www.commonsense.org/education/digital-citizenship/lesson/whos-looking-at-your-digital-footprint (11th grade Lesson)
Review: The two essential questions of this lesson is who’s looking at your digital footprint? and how can information you post online affect your future opportunities? I like how in the beginning of the lesson students are presented with these questions and are given different resources to choose from to answer these questions. The resources demonstrates UDL principles because not all resources are articles, one is a video, and another is an audio version. Students are allowed to work in groups, allowing collaboration. Students explore the pros and cons to help them develop an objective claim on the topic.
Feedback: Before giving students the given resources to answer the essential questions, I would have engaged the students in a opinion walk, where they would have been presented with these essential questions and rely on their prior knowledge and previous experiences to answer them on a post it and response to their peers, stating what they found interesting or whether they agree or disagree.
I really love the idea of having students give their opinion. It so much more engaging when our students can express their own opinions and ideas.
https://www.commonsense.org/education/digital-citizenship/lesson/our-online-tracks (4th)
Review: The overall structure of the lesson is engaging and thoughtful. I like how they use fossils to help students understand the permanence of what can be online. I also like how they talk about responsibility to ourselves and others and is explicit that some of our digital footprint is not something we can control. I think the examples are engaging and age appropriate.
Feedback: The lesson doesn’t offer ways students could talk to people who might have posted information to ask they remove it. I also think you could extend the lesson by getting students to come up with lo-tech ways to accomplish some tasks. For example if you wanted to share a gift list, how could you make it less public? Start introducing privacy settings.
The 7th grade lesson i selected from the Common Sense Website was About Big Data and how big companies collect data about us and students and use it. The lesson objectives were clearly stated and involved for students to explain why information about them and their behaviors is valuable to companies, analyze how certain types of data are used by companies, and to learn three strategies to limit individual data collection by companies.
One way I could improve this lesson is by trying a different approach to make this lesson more relevant to my students would be to make the Wrap Up Setting Limits as part of the Mini Lesson. When I did a similar lesson on Cybersecurity, I used the Cookies as an inquiry question like Have you ever search for something you wanted to buy, like a pair of sneakers or tech, only to be bombarded by pop up adds telling you the item you just searched it’s on sale on their website?
Then I would use a multimedia video as motivational tool talking about the dangers of letting too much personal information available online and how can students protect themselves by adjusting the security features of their apps and web pages.
https://www.commonsense.org/education/digital-citizenship/lesson/big-big-data?check_logged_in=1#
The lesson i selected from the Common Sense Website was About Big Data and how big companies collect data about us and students and use it. The lesson objectives were clearly stated and involved for students to explain why information about them and their behaviors is valuable to companies, analyze how certain types of data are used by companies, and to learn three strategies to limit individual data collection by companies.
One way I could improve this lesson is by trying a different approach to make this lesson more relevant to my students would be to make the Wrap Up Setting Limits as part of the Mini Lesson. When I did a similar lesson on Cybersecurity, I used the Cookies as an inquiry question like Have you ever search for something you wanted to buy, like a pair of sneakers or tech, only to be bombarded by pop up adds telling you the item you just searched it’s on sale on their website?
Then I would use a multimedia video as motivational tool talking about the dangers of letting too much personal information available online and how can students protect themselves by adjusting the security features of their apps and web pages.
This is the lesson that I have chosen from commonsense.org
https://www.commonsense.org/education/family-tips/6-12-digital-footprint-and-identity
What I liked about this lesson is that it is engaging. The students have the opportunity to look up a celebrity and see what the internet says about them. And then the students can take it a step further and look themselves up on the internet to see what comes up.
I would have liked to have a video included in this lesson. This way the information is provided on more than one platform.
I would use the lesson “The Power of Digital Footprints” for grade 7 for my lesson. It can be found here https://www.commonsense.org/education/digital-citizenship/lesson/the-power-of-digital-footprints?check_logged_in=1
In this lesson, students will understand what a digital footprint is and how it can affect their online privacy. They will also Analyze how different parts of their digital footprint can lead others to draw conclusions — both positive and negative — about who they are (Common Sense).
This lesson is culturally relevant as children use the internet from a very young age – often without supervision. The activity included in the lesson would engage students in analyzing scenarios to determine if the characters’ digital footprint should impact their job status.
Additionally I would have students reflect on their own digital footprint by asking them to think about the online activities they engage in and what information they have shared about themselves online; then have them jot down their ideas on paper.
They would then create a visual representation of their digital footprint: They can use a drawing app (Google Drawings, Canva) to create a drawing, a mind map, or any other creative representation that shows the different online activities they engage in and the information they share. Alternatively, they can use markers or colored pencils, to create a visual representation of their digital footprint on paper.
We would then print and hang or share via Padlet their work for a (digital) gallery walk. They will discuss what they learned about their digital footprints and inquire and/or comment on each others. Finally, they will draw conclusions about the potential impact of their online activity on their personal and professional lives.
Common Sense Lesson: This Is Me (third grade). https://www.commonsense.org/education/digital-citizenship/lesson/this-is-me?check_logged_in=1
This year, I did this lesson with my class. I liked how they started off with selfies. My students see many people take selfies and may even post some themselves. So I think this was a wonderful way to engage the students. Furthermore, I thought it was important that they introduced the word assumption to the kids. It is important for kids to understand that when kids post or say something, others will judge them. They will make assumptions about what they like or how they will behave. It is important that kids realize their actions online will have consequences. I liked how the lesson ended with the kids creating their own selfie revealing their identify. I liked how the kids had to portray their identity which is so important for them to cultivate. It is important for them to know who they are and what makes them special. This will help them post more responsibly online.
One of the things I would change is for the website to have examples of different posts or selfies. They could use fake posts to show the kids. This way kids could practice making assumptions on posts that are not related to their friends and avoid any hurt feelings. I also think these models could help kids see how posts can be perceived. Some of my kids were so young that they didn’t post anything that could be judged harshly which is great. In order to keep it that way they may need to see how a post can be misjudged. I think these models would help the kids create selfies that showed more of their identity. I believe this was lacking in the lesson.
The lesson from the Common Sense website that I chose is: Our Online Tracks | Common Sense Education. The lesson teaches students that their online presence last for a very long time. It also shows how they can be sharing about themselves and their friends online. It shows them that even simple things can tell a lot about a user. It starts with pictures of some animal tracks and dinosaur fossils. Students discuss what they can learn from the pictures. This lesson impresses the student that everything a student does has repercussions.
A suggestion I would include is to demonstrate it live using a preselected person online and search them to see what we could find.