Understanding By Design Unit Template

Digital Citizenship at Work 11th and 12th Grade Students

Title of Unit Grade Level
Digital Citizenship 4 days
Subject Time Frame
Shavannah Newkirk and Cynthia Pope
Developed By

Stage 1 - Identify Desired Results

Established Goals

Students will be able to define digital citizenship.

Students will be able to manage their digital identity.
Students will be able to identify positive behavior when using social interactions online.
Students will be able to manage their own personal data online.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

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.

Enduring Understandings
What understandings about the big ideas are desired? (what you want students to understand & be able to use several years from now)
What misunderstandings are predictable?
Students will understand that...

Their actions online are permanent.

They should always use positive, safe, legal and ethical behaviors when engaging in social interactions online.

Related misconceptions

Students may think their actions online now will not affect their future.
Students may think that they cannot be judged by universities and companies they want to work for.

Knowledge: Essential Questions

What knowledge will student acquire as a result of this unit? This content What provocative questions will foster inquiry into the content? (open-
knowledge may come from the indicators, or might also address pre-requisite ended questions that stimulate thought and inquiry linked to the content
knowledge that students will need for this unit. of the enduring understanding)

Students will know... Content specific.

That their digital footprint is permanent.
Social media etiquette for businesses.
Guidelines and expectations when using shared property.
Data collection occurs when navigating online
How large or small is your digital footprint?
Do your online actions now affect who you may become in the future?
Does social media at work make a more productive employee?
How is that when navigating online certain ads that may interest you
always seem to pop up?

Skills
What skills will students acquire as a result of this unit? List the skills and/or behaviours that students will be able to exhibit as a result of their work in
this unit. These will come from the indicators.
Students will understand what digital citizenship is and how it affects their future. Students will identify positive behaviors for using social media and
guidelines jobs may have for social content online. Student will explore how data is collected online and ways in which they can protect their own data.
 Stage 2 Assessment Evidence

Students will complete module applying what they learn to their personal online presence.
Students will complete a total of 3 quizzes throughout the module.
Students will also write reflections periodically throughout the module.

Other Evidence
Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired
results? Formative and summative assessments used throughout the unit to arrive at the outcomes.

Formative assessments throughout the module include: reflections and quizzes

Summative assessment is the final quiz found in Lesson 4.

Student Self-Assessment
How will students reflect upon or self-assess their learning?

Student can self-assess by their practical work in each module.

Students will write reflections.
Quizzes.

# Lesson Title Lesson Activities

1 -Watch video https://www.youtube.com/watch?v=NlGyTp4Nd4M to learn about impact of digital

footprint.
Digital -Take quiz to determine their own digital footprint
Footprint -Learn how to clean their digital footprint and write a reflection of their experience
2 -Examine infographic for guidelines to using your social media as if it were a small business
-Read social media dos and dont http://www.rasmussen.edu/student-life/blogs/main/guide-to-soc-
Social Media media-dos-and-donts/
Etiquette -Take quiz!
3 -Examine infographic on social media at work.
-Examine Coca-Colas company guidelines for using social media at work
Guidelines and -Reflect on blog http://blog.hirerabbit.com/5-terrific-examples-of-company-social-media-policies/
Expectations
4 -Read about cookies and caches https://faq.its.fsu.edu/support-services/cache-and-cookies
-Apply knowledge by clearing their cookies and cache from their browsing history.
Data Collection - Read then reflect on 8 tips from article about managing personal data online
http://www.sixwise.com/Newsletters/2009/September/16/How-to-Protect-and-Manage-Personal.htm

5 -Quiz over entire unit.

Final Quiz!
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 Assess and Reflect (Stage 4)
Considerations Comments
Required Areas of Study:
Is there alignment between outcomes, performance
assessment and learning experiences?

Adaptive Dimension: For struggling students:

Have I made purposeful adjustments to the curriculum
content (not outcomes), instructional practices, and/or
the learning environment to meet the learning needs and
diversities of all my students?

For students who need a challenge:

Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?

Resource Based Learning:

Do the students have access to various resources on an
ongoing basis?
FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while honoring
each childs identity?

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)