Collaborative Unit on Digital Citizenship

Krystle Leanza
1
Learner Analysis

The students for this learning unit are students at May Howard Elementary School. May Howard
Elementary School has a student population that is up to date on the most current technology.
Most students have their own devices and can bring them to school. Most of these devices
consist of a type of mobile tablet. Seeing that many students have their own devices, it is only
necessary that they receive instruction on using these devices along with school devices
appropriately and for learning purposes.
The group of students chosen for this learning unit are fourth graders in Ms. Wheelers class. Her
class contains the following demographics:
4th Grade mixed abilities class (some gifted, ELL, Sped. students)
31 students
18 male students
13 female students

3 English language learners

5 Special education students
5 Gifted students

Survey of needed skills-as reported by classroom teacher:

Gathering credible information
Paraphrasing information
Citing information

Collaborative Unit on Digital Citizenship

Krystle Leanza
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An interview with Ms. Wheeler indicated that students in her fourth grade class struggle with
understanding the concept of giving authors credit for their work, and putting information in
their own words. Ms. Wheeler stated that students in her class can find information, but do not
know how to paraphrase the information. She stated that students do not. understand the
consequences of not properly citing information. With information so readily available in her
classroom, she feels that students need to understand the laws about copyrighted materials and
plagiarism, as well as learn how to cite information.

Universal Design for Learning Lesson Plan

Grade Level: 4th

Collaborative Unit on Digital Citizenship

Krystle Leanza
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Collaborating Teacher: Tammy Wheeler
Topic of Unit: Plagiarism
ISTE Standards:
Standard 2-Digital citizenship: 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.
a. Students cultivate and manage their digital identity and reputation and are aware of the
permanence of their actions in the digital world.
b. Students engage in positive, safe, legal and ethical behavior when using technology, including
social interactions online or when using networked devices.
c. Students demonstrate an understanding of and respect for the rights and obligations of using
and sharing intellectual property.
d. Students manage their personal data to maintain digital privacy and security and are aware of
data-collection technology used to track their navigation online.
Estimated Time: 2 hrs

Stage 1 Desired Results

Established Goal(s)/Content Standard(s):
Standard 2-Digital citizenship: 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.

Collaborative Unit on Digital Citizenship

Krystle Leanza
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Understanding (s)
Essential Question(s):
Students will understand that:
What is copyright? What is
Authors work is protected by
plagiarism? How do I properly cite
law
information?
When you copy someone elses
work, you are plagiarising
You can use an authors work
by citing it properly
You can also paraphrase
information
What misunderstandings are predictable?
Anything on the web can be
used or copied
I can cut and paste information
No one will know
Student objectives (outcomes):
Students will know:
What plagiarising means
That materials are copyrighted
They must cite any information they use with exceptions through Fair Use
Students will be able to:
Find information online, and cite the information properly
Paraphrase information
Determine when it is permissible to use someone elses work-Fair Use
Stage 2 Assessment Evidence
Performance Task(s):
Other Evidence:
Students will self assess their
Student interviews
knowledge about copyright laws
Lesson quiz (Nearpod)with the unit pre-test (Kahoot)
Discussion question
Participation in class
Observation
discussion on Powerpoint-Plagiarism
Formative assessment-check for
Discussion on the different
understanding-thumbs up, thumbs down
facets of copyright laws and fair use
Create a Pic Collage
Navigate and Explore Glog
Analyze and provide
examples of plagiarism
Paraphrase information
Cite information

Collaborative Unit on Digital Citizenship

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Stage 3 Learning Plan
Lesson 1: Copyright Laws
Activating Activity
Whole group pre-assessment on Kahoot (interactive website) to determine
students knowledge about current copyright laws
Direct Instruction:
Teachers will present information on Copyright using Nearpod an online
interactive lesson. The lesson will go through to define copyright to students, provide a
timeline of important events that affected copyright laws, frequently asked questions,
and steps to copyright your own materials.
Modeling and guided practice:
Students will participate in class discussion as we work through the interactive
lesson.
Students will practice answering the lesson quiz questions with their elbow
partner.
Independent practice:
Students will work with a small group to create an online poster that shows
some important facts about copyright. Students may use Picktochart or Piccollage.
Sharing and reflection:
Students will share their posters with the group.
Strategies for differentiation:
Some students will work with a paraprofessional while working through the
interactive lesson.
Some students will be provided with more or less help with poster based on
ability level.
Some students will be provided additional prompting and support with the
technology (iPads).
Lesson 2: Plagiarism
Activating Activity:
Students will watch the following video on
plagiarism:https://www.brainpop.com/english/writing/plagiarism/.
Direct Instruction:
Teachers will provide students with a brief overview of the basics of plagiarism
by showing Powerpoint Slideshow.
Modeling and guided practice:
Teachers will provide students with examples of different scenarios, and
students will determine if the person has plagiarized or not.
If the person did plagiarize, students will determine how to paraphrase the
information properly.
Independent practice:
Students will explore the resources provided on the shared Glogster Poster

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(shared through Google Classroom).
Students will create a Google Doc with 3 examples that include a scenario
where someone has plagiarized.
Sharing and reflection:
Students will share their Google Doc with other classmates through Google.
They will leave one comment for up to 3 students.
Strategies for differentiation:
Some students will receive read aloud accommodations when exploring the
Glog.
Some students will receive additional help with their Google Doc-teacher will
scaffold as needed.
Some students (advanced learners) will be required to complete more problems
on their Google Doc.
Some students will receive additional prompting to begin and stay on task.

Lesson 3: Citing Sources

Activating Activity:
The instructors will display the plagiarism infographic and describe why we
must not copy someone elses work.
Direct instruction:
The instructors will explain that we must always give credit to the authors when
we use their work.
The instructors will model taking sources from Galileo Kids and show students
how to create a bibliography. For the purpose of this lesson, we will discuss citing
online sources.
The teachers will show students a template and follow the template to make the
citations.
Modeling and guided practice:
The instructors will provide students with an additional source from Galileo
and have them help her put the information into the bibliography template.
Independent practice:
The teachers will provide students with one source from Galileo Kids.
Students will work to put their source into proper citations using template
provided
Sharing and reflection:
Students will reflect on the lesson by discussing any challenges with their elbow
partner.
Strategies for differentiation:
Some students may type into an electronic template while advanced learners
will not be provided a template.
The template provides support and scaffolding to challenges learners. It is color
coded.

Collaborative Unit on Digital Citizenship

Krystle Leanza
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Resources:

Brainpop video:https://www.brainpop.com/english/writing/plagiarism/
Bibliography template
Plagarism Dont Be a Copycat infographic-See Curated Resources
Final project Rubric
Kahoot-Pre-assessment
PicCollage App
Near Pod Lesson
Curated Resources