This document provides guidance for teachers on a digital citizenship lesson plan. It outlines the introduction, learners, standards, process, resources, evaluation, conclusion, and credits. Teachers are instructed to create a lesson where students create skits about one of nine components of digital citizenship. Details are given on grouping students, research, brainstorming, rubrics, and a due date.

1. Student Page
[Teacher Page]
Webquest to learn about Digital
Citizenship
Title
For teachers, technology leaders, parents and students
Introduction
Designed by
Task
Process Laura McEwan
Evaluation lem49@zips.uakron.edu
Conclusion
Credits Based on a template from The WebQuest Page

2. Student Page
[Teacher Page]
Introduction
Title Many students and parents are unaware of what Digitial Citizen
means or what it entails. Go to a search engine, type in Digital
Introduction Citizenship, many websites will come up informing you about Digital
Task Citizenship.
Process
What is Digital Citizenship?
Evaluation
Conclusion Digital citizenship according to Mike Ribble is “a concept which helps
teachers, technology leaders and parents to understand what
students/children/technology users should know to use technology
appropriately. Digital Citizenship is more than just a teaching tool; it
is a way to prepare students/technology users for a society full of
technology. Digital citizenship is the norms of appropriate,
responsible technology use.”
Digital citizenship has nine components:
1. Digital Access, 2. Digital Commerce, 3. Digital Communication,
4. Digital literacy, 5. Digital etiquette, 6. Digital law, 7. Digital rights
and responsibilities, 8. Digital Health and Wellness and 9. Digital
security (self-protection)
Credits

3. Student Page
[Teacher Page]
The Task
Title Create a skit explaining one of the nine components of
Introduction Digital Citizenship.
Task
Process
You may work alone or in groups of four to five
students.
Evaluation
Conclusion
The skit should be at least three minutes in length but
no more then 10, with complete dialog Please keep
the skit clean, (G rated).
You may video tape the skit or perform it live in front
of the class.
You can incorporate more then one of the
components if you wish.
Credits

4. Student Page
[Teacher Page]
The Process
Title 
Research the nine components of digital
Introduction citizenship
Task 
Get into your groups
Process 
Choose one of the nine components
Evaluation 
Brainstorm with your classmates, organize your
Conclusion thoughts and your dialog.
Follow the Rubric:
- skits must be G rates
- no less then 3 mintues and no more then 5
minutes in length
- you may use index cards, you do not have to
memorize your dialog
- be prepared the day the project is due
Due date: February 26th 2013
Credits

5. Student Page
[Teacher Page]
Evaluation
Title
Introduction
Task
Process
Evaluation C:UsersLauraAppDataLocalTempMyRubric.xls-2.ods
Conclusion
Credits

6. Student Page
[Teacher Page]
Conclusion
Title Great Job!
Introduction You have searched and created a skit to show
Task your understand one or more of the components
Process in Digital Citizenship. Now you know the proper
Evaluation internet etiquette
Conclusion
Credits

7. Student Page
[Teacher Page]
Credits & References
Title Ribble, Mike. "Digital Citizenship Website." Digital Citizenship
Introduction using technology appropriatly. Go Daddy Custom Design
Group, n.d. Web. 26 Feb 2013.
Task
<http://www.digitalcitizenship.net/Home_Page.html>.
Process
Evaluation Cyber Ethics and Digital Citizenship . N.d. PBWorksWeb. 26
Conclusion Feb 2013. <http://digiciti.pbworks.com>.
Bickley, Dana. Digital Citizenship. N.d. NISDWeb. 26 Feb
2013. <http://www.nisd.net/digitalcitizen/>.
Rubistar : http://rubistar.4teachers.org
Include a link back to The WebQuest Page and
The WebQuest Slideshare Group so that others can acquire the
latest version of this template and training materials.
Credits

8. [Student Page]
Put the Title of the Lesson Here
Teacher Page
(Teacher)
A WebQuest for xth Grade (Put Subject Here)
Title
Introduction Designed by
Learners Put Your Name Here
Standards Put Your E-mail Address Here
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits Based on a template from The WebQuest Page

9. [Student Page]
Teacher Page Introduction (Teacher)
Begin with something that describes the origin of the lesson. For example: This
Title lesson was developed as part of the San Diego Unified School District's Triton
Project, a federally funded Technology Innovation Challenge Grant.
Introduction
Learners In this second paragraph of the introduction, describe briefly what the lesson is
about. Remember, the audience for this document is other teachers, not students.
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

10. [Student Page]
Teacher Page Learners (Teacher)
Describe the grade level and course that the lesson is designed to cover. For
Title example: "This lesson is anchored in seventh grade language arts and involves
social studies and math to a lesser extent." If the lesson can easily be extended to
Introduction additional grades and subjects, mention that briefly here as well.
Learners
Describe what the learners will need to know prior to beginning this lesson. Limit
Standards this description to the most critical skills that could not be picked up on the fly as the
lesson is given.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

11. [Student Page]
Curriculum Standards
Teacher Page
(Teacher)
What will students learn as a result of this lesson? Describe the outcomes
Title succinctly. Use the language of existing standards. For example:
Introduction Social Studies Standards Addressed
Learners
•Recognize the relationships among the various parts of a nation's cultural
Standards life.
•Learn about the mythology, legends, values and beliefs of a people
Process .
Most lessons don't just teach a block of content; they also implicitly teach one or
Resources more types of thinking. In addition to describing learning outcomes within traditional
subject areas, describe what kind of thinking and communications skills were
Evaluation encouraged by this lesson. Inference-making? Critical thinking? Creative
production? Creative problem-solving? Observation and categorization?
Teacher Script Comparison? Teamwork? Compromise?
Conclusion
Credits

12. [Student Page]
Teacher Page The Process (Teacher)
You can paste in the process description given to students in the “student”
Title process slide and then interleave the additional details that a teacher might need.
Introduction Describe briefly how the lesson is organized. Does it involve more than one class?
Learners Is it all taught in one period per day, or is it part of several periods? How many days
or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or
Standards what?
Process If students are divided into groups, provide guidelines on how you might do that.
If there are misconceptions or stumbling blocks that you anticipate, describe them
Resources here and suggest ways to get around them.
Evaluation What skills does a teacher need in order to pull this lesson off? Is it easy enough for
a novice teacher? Does it require some experience with directing debates or role
Teacher Script plays, for example?
Conclusion If you're designing for a one-computer classroom or for pre-readers and are
creating a facilitated WebQuest in which the teacher or an aide controls the
computer and guides discussion, you can link from here to the Teacher Script page
which would contain a printable script for the facilitator to follow.
Variations
If you can think of ways to vary the way the lesson might be carried out in different
situations (lab vs. in-class, for example), describe them here.
Credits

13. [Student Page]
Teacher Page Resources (Teacher)
Describe what's needed to implement this lesson. Some of the possibilities:
Title
•Class sets of books
Introduction •E-mail accounts for all students
Learners •Specific software (how many copies?)
•Specific hardware (what kind? How many?)
Standards •Specific reference material in the classroom or school library
•Video or audio materials
Process
If the lesson makes extensive use of specific websites, it would be appropriate to
Resources list, describe and link them here.
Evaluation Describe also the human resources needed. how many teachers are needed to
implement the lesson. Is one enough? Is there a role for aides or parents in the
Teacher Script room? Do you need to coordinate with a teacher at another school? With a partner
in industry or a museum or other entity? Is a field trip designed in as part of the
Conclusion lesson?
Credits

14. [Student Page]
Teacher Page Evaluation (Teacher)
How will you know that this lesson was successful? Describe what student products
Title or performances you'll be looking at and how they'll be evaluated. This, of course,
should be tightly related to the standards and objectives you cited above.
Introduction
Learners You may want to just copy and paste the evaluation section of the student page (
Evaluation) into this space and add any clarifications needed for another teacher to
Standards make use of this lesson.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

15. [Student Page]
Teacher Page Teacher Script (Teacher)
The WebQuest model is best suited for learners who can navigate the Web on their
Title own and can read the kinds of material commonly found on the Web. We can
stretch the format to reach primary-aged learners, developmental English Language
Introduction Learners and special populations by creating a facilitated WebQuest, one that
Learners requires an adult or older peer to drive things.
Standards Use this page to create a script for that facilitator. The facilitator would print this
page out and use it to guide their progress through the WebQuest.
Process
This page will include step by step directions to the facilitator, including:
Resources
•What to say at each point in the process
Evaluation •What to click on
•What questions and misconceptions to anticipate
Teacher Script •How long to take at each point
•When to direct learners to work away from the computer
Conclusion
To help the facilitator, you might want to include screen dumps of particular screens
embedded with the directions of what to do at that point.
This page is linked to the Process segment off of the Teacher Page
Credits

16. [Student Page]
Teacher Page Conclusion (Teacher)
Make some kind of summary statement here about the worthiness of this lesson
Title and the importance of what it will teach.
Introduction
Learners
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

17. [Student Page]
Teacher Page Credits & References (Teacher)
List here the sources of any images, music or text that you're using. Provide links back to
Title the original source. Say thanks to anyone who provided resources or help.
Introduction List any books and other analog media that you used as information sources as well.
Learners
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that
Standards others can acquire the latest version of this template and training materials.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits