DIGITAL

CITIZENSHIP
COALITION

DIGITAL CITIZENSHIP LESSONS: ELEMENTARY

Learning Activity 2: Informed

A Message to the Educator

Welcome to the ISTE+ASCD’s Digital Citizenship Lessons for elementary students, devel-
oped in partnership with the Digital Citizenship Coalition. These lessons can be used directly
or adapted to meet specific classroom needs. The lessons are aligned with the five DigCit
Competencies: Balanced, Informed, Inclusive, Engaged, and Alert. They are cross-aligned
with the ISTE Student Standards, ensuring a forward-thinking and student-centered educa-
tional framework. Lessons are designed for seamless integration across subjects, enriching
digital citizenship education with a cross-curricular approach.

Our primary aim is to provide engaging, meaningful experiences that encourage students
to interact deeply with the core concepts of each competency. To achieve this, we’ve
developed learning activities with a dual focus on flexibility and adaptability, allowing
educators to tailor the experience to their unique teaching styles and classroom dynamics.
While each activity is designed as a standalone experience, the inclusion of extension
suggestions and opportunities transforms these lessons into a springboard for teacher
innovation and creativity.

We understand that developmental readiness varies significantly across the elementary

spectrum and across different classroom environments. To address this, each lesson
within this document has flexibility to meet the diverse needs of elementary students. To
ensure that our content is developmentally appropriate and maximally effective, we have
differentiated the activities into two distinct grade bands: grades K-2 and grades 3-5. We
encourage educators to take note of these designations in each section to align activities
with the developmental progression of their students.

Through this series, we aspire to educate as well as inspire. We envision a classroom where
digital citizenship is not just taught but lived, empowering students to navigate the digital
world with confidence, respect, and a deep sense of responsibility. Welcome to the journey!

Digital Citizenship Lessons: Elementary | Learning Activity 2: Informed | 2

Digital Citizenship Lessons: Elementary
Learning Activity 2: Informed

Learning Activity 2: Informed

Please note: For this competency, we have designed two distinct activities to cater specifically to the learning
needs of students in Grades K-2 and Grades 3-5 (see page 8).

My Digital Tools - K-2

In this learning activity, students will identify and use trusted digital and online resources for learning.

SUBJECT ESTIMATED DURATION TARGET GRADES

Appropriate for all subject 35 minutes K-2
areas

VOCABULARY DIMENSIONS OF A HEALTHY THE DO’S OF A DIGITAL

• Technology DIGITAL CITIZEN CITIZEN
• Hardware Digital Literacy What technology tools do we
• Software or Applications use, and why do we choose
them for different tasks?

ISTE STANDARDS ALIGNMENT

• 2.a. Students practice responsible use of technology through teacher-guided online activities and
interactions to understand how the digital space impacts their life.
• 4.a. With guidance from an educator, students ask questions, suggest solutions, test ideas to solve
problems and share their learning.

LEARNING OBJECTIVES
At the end of this activity, students will be able to:
• Identify different types of technology hardware and software.
• Explain the purposes and uses of various hardware and software in daily life.

© 2024 International Society for Technology in Education (ISTE). All rights reserved. 3
Digital Citizenship Lessons: Elementary
Learning Activity 2: Informed

What is Informed?

Starting the Conversation

In a world where technology touches every aspect of our lives, it's important to understand not
just what technology we use, but why we use it. This includes exploring the hardware that makes
up our digital devices, like computers, tablets, and smartphones, and the software that runs on
these devices to perform various tasks. By understanding the roles of different technology tools,
students can become more informed users and creators, seeing technology as a versatile resource for learning,
creativity, and entertainment.

Personal and Shared Experience(s) (5 minutes)

Students share their favorite technology tools.
Whole Group Discussion: What technology do we use in our daily lives? Encourage examples
of hardware (like tablets, smartboards, headphones) and software (such as educational games,
drawing programs, or video streaming services). Use visual aids to show a range of technology
tools, highlighting their varied purposes.

Discovery (10 minutes)

Understanding Technology's Role: Discovering the Multiple Uses of Our Tools
• Pair up students and assign each pair a technology tool already discussed (e.g., tablet,
headphones, smartboard, educational game software). You can use pictures or actual
devices, depending on availability.
Guiding Questions for Discussion:
— What do you use this technology for at home or in school?
— Can you think of another way someone might use this technology?
• Each pair will discuss for 2 minutes the ways they have used the assigned technology. To ensure both
students have the chance to share, ask them to switch who's talking at the 1-minute mark.
• Whole Group Discussion and Collection: After the pairs have discussed, regroup as a class. Facilitate a
session where each pair shares their discussion points. As they share, compile their responses on a board
or digital display, categorizing the uses into learning, entertainment, both, and other creative uses not
previously considered.
Examples to guide the sharing:
— Tablet: "We use it for learning apps in class, I also draw on it and watch videos at home."
— Educational Game Software: "I play math games to learn new skills, and sometimes I play reading
games that help me with new words."
— Headphones: "I listen to stories during quiet time and my favorite music when I'm at home."
— Smartboard: "Our teacher uses it to show us interactive lessons, and sometimes we play
educational games on it as a class."

© 2024 International Society for Technology in Education (ISTE). All rights reserved. 4
Digital Citizenship Lessons: Elementary
Learning Activity 2: Informed

Application (15 minutes)

Becoming Technology Creators
Students will examine the ideas for a project that includes various technology tools, explaining
what each tool can be used for. For K-1, this will likely be a whole-group activity led by the teacher.
Grade 2 students can work in small groups.
Suggest formats for the project to provide a starting point. Options might include:
• Board game: Students create a simple board game where each space or card represents a different
technology tool, such as a tablet, headphones, or smartboard. The game could involve moving pieces
around the board, with each space prompting the player to explain a use for the tool they land on.
[Cards with technology tool names/pictures can be prepared in advance by the teacher.]
• A digital storytelling project: Students create a short digital story that incorporates different technology
tools as characters or key elements in the narrative. Each part of the story could highlight how a specific
technology tool solves a problem or helps the characters.
[Access to a storytelling app and a basic template for the students to use could be created in advance.]
• A classroom "technology fair": Small groups of students work together to create a poster or digital
presentation about a specific technology tool, focusing on its uses and benefits. This mini "technology
fair" can then be presented to the class, other classes or during an open house with each group sharing
their project.
[Needed materials include access to a presentation tool with a template or poster paper and art supplies
for the poster option.]
Guidance for Teachers: Encourage creativity and emphasize that there is no single right way to use technology.
The goal is to explore the wide range of tools and their potential uses in our lives. Be sure to review the
preparations (e.g., cutting out cards, setting up app accounts) to ensure that the activity can be completed
efficiently.

Reflection (5 minutes)
• Whole Group: “What's one way you like to use your favorite technology tool, and how can
you use it to learn something new or help someone?”
Discuss the variety of technology tools and their uses discovered through the game.
Highlight the creativity in applying technology to solve problems or accomplish tasks.
Summarize the importance of understanding both the "what" and the "why" behind the technology we
use.
• Optional Exit Ticket: Draw or write about your favorite technology tool.
— What is it? (A space for drawing or writing the name of the tool.)
— How do you use it for fun or learning? (A space for drawing or writing about how they use it.)
— Can you think of a new way to use it to learn something new or help someone? (A space for
drawing or writing about a new use.)

© 2024 International Society for Technology in Education (ISTE). All rights reserved. 5
Digital Citizenship Lessons: Elementary
Learning Activity 2: Informed

Materials
Technology Devices:
• Tablets, computers, or laptops for student use.
• Smartboard or interactive whiteboard for group discussions and displaying visuals.
• Headphones for individual or pair activities, especially if working with apps or digital storytelling.
Visual Aids:
• Pictures or icons of technology tools (e.g., tablets, smartboards, headphones, educational software) for
discussions and activities.
• Posters or digital presentations to facilitate whole-group discussions about technology tools.
• Creative Supplies for Projects: Listed with project options.

Interdisciplinary Connections
• Language Arts with Digital Storytelling: Enhance literacy skills by having students write
and illustrate their digital stories. This can improve their narrative skills, vocabulary, and
understanding of story structure.
• Social Studies: Explore the development of some of the technologies being discussed and
how those are used in different ways within the community.
• Art: Incorporate discussions of design into the development of the visuals and posters.

Extension Activities
• Tech Tool Scavenger Hunt: Organize a scavenger hunt where students find and identify
technology tools around the classroom or school. Provide clues or a checklist that describe
the tools' functions (e.g., "Find something we use to listen to stories"). Discuss each found
item as a group, reinforcing understanding of each tool's purpose. For greater creator power,
have the students create the scavenger hunt.
• Digital Citizenship Pledge: Lead a discussion on the importance of being respectful and safe online,
then help students create a simple "Digital Citizenship Pledge" that includes promises like "I will ask for
help when I need it" and "I will use technology for good." Students can sign this pledge and create a
classroom display to remind them of their commitments.
• Tech tool of the Week: Each week, a new technology tool is selected to be the focus. The presentation
about the tool can rotate among different presenters such as students, teachers, or community members
who have expertise or experience with the technology. This variety in presentation style and perspective
can keep the activity engaging and provide a broader understanding of how technology impacts various
aspects of life.

Additional Resources
From ISTE+ASCD
• Technology Vocabulary: List of Tech Gadgets with Pictures - 7ESL
• ISTE Digital Storytelling Network - Digital Storytelling Resources
• 8 Easy Steps to Better Student Writing with Digital Storytelling
• ISTE | Empowering Learners with Digital Storytelling
• The Power of Storytelling

© 2024 International Society for Technology in Education (ISTE). All rights reserved. 6
Digital Citizenship Lessons: Elementary
Learning Activity 2: Informed

Learning Activity 2: Informed

Please note: For this competency, we have designed two distinct activities to cater specifically to the learning
needs of students in Grades K-2 (see page 3) and Grades 3-5.
TRUTH HUNTERS - GRADES 3-5 (INFORMED)
In this learning activity, students will identify and use trusted digital and online resources for learning.

SUBJECT ESTIMATED DURATION TARGET GRADES

Appropriate for all subject 40-50 minutes 3-5
areas

VOCABULARY DIMENSIONS OF A HEALTHY THE DO’S OF A DIGITAL

• Fake News DIGITAL CITIZEN CITIZEN
• Verify Digital Literacy What technology tools do we
• Bias use, and why do we choose
• Source them for different tasks?
• Ethics

ISTE STANDARDS ALIGNMENT

Ages 8-11
4.a. Students explore and practice how a design process works to generate ideas, consider solutions, plan
to solve a problem or create innovative products that are shared with others.

LEARNING OBJECTIVES
At the end of this activity, students will be able to:
• Identify different types of technology hardware and software.
• Explain the purposes and uses of various hardware and software in daily life.

© 2024 International Society for Technology in Education (ISTE). All rights reserved. 7
Digital Citizenship Lessons: Elementary
Learning Activity 2: Informed

What is Informed?

Starting the Conversation

In today's digital age, navigating the vast ocean of information available online has become a daily
endeavor for many, especially our younger generations. This endless stream of content, while a
fountain of knowledge and innovation, also harbors the murky waters of misinformation and fake
news. The challenge of distinguishing between what is real and what is not is not just an academic
skill - it is a fundamental aspect of being a responsible digital citizen.
This lesson focuses on equipping students with the critical ability to evaluate online content, a fundamental
aspect of digital literacy. It's about empowering them to seek truth, verify facts, and understand the
consequences of sharing information. Students will learn to differentiate between fake news and real news,
understanding the importance of verifying information before sharing or believing it. This activity supports
digital citizenship by fostering critical thinking and ethical participation in the digital world.

Personal and Shared Experience( (5 minutes)

• Warm-Up Discussion: Kick off the lesson with a critical thinking exercise about distinguishing
real from fake news.
— Present the website about the Pacific Northwest Tree Octopus and explore it with them,
pointing out ‘facts’. Prompt a class discussion on their thoughts about the endangered species
story.
— Then, reveal that the website's information is fictitious. Start with how it made them feel to know it
was fake. Lead a conversation on the importance of verifying information and invite them to share
other fake stories. Encourage sharing of stories about uncertain news, emphasizing stories should
not involve personal acquaintances or schoolmates. Mention that sometimes genuine news outlets
make errors and must issue retractions, highlighting the importance of accuracy in journalism.

Discovery (10 minutes)

• Video Clip or Article: Present a short, age-appropriate video or article that explains fake news
in simple terms. Then play the game: Is it real? Include examples of real news and fake news.
• Guided Discussion: After viewing, lead a discussion on why people might create fake news,
the importance of checking facts, and possible ways to identify fake news.

Application (20-25 minutes)

• Creating Fake News (10-15 minutes): Divide students into small groups and provide them
with a piece of real news. Challenge them to create a believable but fake news story related
to the original piece. Encourage creativity but also remind them of the ethical considerations
and the impact of spreading false information.
• "Is It Fake?" Game (10 minutes): Have groups present their news stories, and let the class vote on
whether they think each story is real or fake. After each reveal, discuss the clues that indicated whether
the story was real or fake.

© 2024 International Society for Technology in Education (ISTE). All rights reserved. 8
Digital Citizenship Lessons: Elementary
Learning Activity 2: Informed

• List of Tips: Together, create a list of tips for identifying fake news to hang in the classroom. Include ideas
like checking the source, looking for other sources that confirm the story, and being wary of sensational
headlines. Some red flags to point out to students could include:
— No source or one with a biased mission.
— No author or one without any credentials.
— Old or no publication date.
— Article has little evidence or large reliance on anonymous sources.
— The story doesn’t match with other reputable news sources.
— There are a lot of spelling and grammar mistakes.
— Sensational or unbelievable headlines.
— Lack of credible sources cited.
— Inconsistencies or contradictions within the content.
— Manipulated images or videos.
— Unverified quotes from public figures or experts.
— Misleading or exceedingly confusing data or statistics.
— Overly emotional or biased language.
— One-sided reporting without multiple viewpoints.
— Unusual URLs or site names that mimic legitimate news outlets.

Reflection (5 minutes)
• Whole Group: Discuss what was learned about identifying fake news. Ask questions like:
— Why is it important to make sure news is real before sharing it?
— What strategies can we use to spot fake news?
— How does sharing fake news affect others and ourselves?
• Optional Ticket Out the Door: Have each student write down the one thing they learned today about
identifying fake news that they will share with other friends or family.

Materials
Digital Tools and Technologies:
• Access and Presentation: Internet Access, Computers, Tablets, or Smartphones, Projector or
Smart Board
• Video Recording Equipment: Optional, for recording student news segments or PSAs if
applicable
• Digital Creation Tools: Software or apps for creating digital presentations, videos, or PSAs (e.g. Adobe,
Canva)
Websites and Online Resources:
• Pacific Northwest Tree Octopus Website: Used in the initiating activity for discussing digital literacy and
critical evaluation of online information.
• Fact-Checking Websites: Such as Snopes, FactCheck.org, or PolitiFact, for verifying information during
activities.
• News Websites: A selection of credible news sources for students to use in research and comparison
activities.

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Digital Citizenship Lessons: Elementary
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• Digital Literacy and Safety Resources: Websites for guidelines and tips on safe and responsible online
behavior.
• Fake News Examples: Prepared examples of fake news for the "Is it real?" game.
• Real News Articles: A collection of real news stories for comparison and analysis activities.
Creative Supplies:
• Art Supplies: Such as paper, markers, and colored pencils for creating posters or visual aids.

Interdisciplinary Connections
• Social Studies
— News Analysis & Historical Context: Students can compare current news events to
historical events, analyzing how information dissemination has evolved and the impact
of media on public opinion and historical outcomes.
• English Language Arts (ELA)
— Persuasive Writing: Students practice identifying persuasive techniques in fake news and apply this
understanding by writing their own persuasive texts, focusing on the use of evidence, emotional
appeals, and credibility.
— Point of View (POV): Analyze news articles or stories from different perspectives. This activity
reinforces understanding of how viewpoint shapes information presentation, a key skill in
evaluating the reliability of sources and content.
• Science
— Scientific Method & Critical Evaluation: Link the lesson to the scientific method, emphasizing the
importance of evidence, hypothesis testing, and peer review. Students can investigate scientific
claims found online, applying critical thinking to differentiate between legitimate scientific
information and pseudoscience.
• Mathematics
— Statistical Literacy: Primarily for Grade 5, this can be used to teach the basics of statistics,
highlighting the importance of understanding data sources, collection methods, and interpretation.

Extension Activities
• Create a Classroom News Channel: Students work in groups to create their own news
segment on a classroom news channel. Each group researches a current event, ensuring
their sources are credible, and then presents their findings in a news report format. This
could be recorded or presented live to the class.
• Digital Detective Badge: Introduce a "Digital Detective" badge that students can earn by completing
a series of challenges. These challenges could include identifying the credibility of various websites,
spotting fake news stories among real ones, and explaining how they determined each. Badges are
awarded based on accuracy and the thought process behind their decisions.
• Fact-Checking Workshop: Host a workshop where students learn (or better yet teach) to fact-check. Then,
present them with a series of statements or news headlines, and have them work in pairs to verify the
information. Afterwards, students share their findings and discuss the process.

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Digital Citizenship Lessons: Elementary
Learning Activity 2: Informed

• Debate - Real vs. Fake News: Organize a debate club activity where students are presented with a
controversial topic covered in various news sources. They must use their skills to argue for the credibility
of one source over another, using evidence to support their stance.
Public Service Announcement (PSA) Creation: Students create PSAs on the importance of verifying information
before sharing it online. These can be in the form of posters, digital slideshows, or video messages. The goal is
to educate their peers and even the wider school community about the impact of fake news.

Additional Resources
From ISTE+ASCD
• What Media Literacies Means in the Age of Alternative Facts
• Can Your Students Follow the Clues To Identify Facts and Motives?
From others
• Games For Change Finalist Game: Fake it to Make it
• Fake News Examples with Explanation (North Dakota State Library)
• Kids National Geographic Article and Article for Parents
• From Adobe: Is it real or photoshopped?
• Video from CBC Kids about Fake News
• BBC Resource for teaching about Fake News
• RUFF RUFFMAN: HUMBLE MEDIA GENIUS | PBS LearningMedia

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Digital Citizenship Lessons: Elementary
Learning Activity 2: Informed

Appendix
This section includes the Digital Citizenship goals tailored for each stage of student development by grade
level providing a clear, grade-specific framework that highlights the core and critical aspects of Digital
Citizenship. Within this framework, we outline the specifics for each of the five DigCit competencies, ensuring
that teachers have a focused and detailed roadmap for integrating these essential skills into their curriculum.
Our aim is to empower educators to cultivate informed, responsible, and engaged digital citizens, equipped
with the competencies necessary to navigate the digital world thoughtfully and ethically.

Kindergarten: Foundational Readiness

In Kindergarten, the digital citizenship curriculum introduces young learners to the digital world through
foundational concepts of online safety, digital communication, and the beginnings of media literacy. This
year focuses on nurturing respectful online interactions and understanding basic principles of internet safety,
setting the stage for healthy digital habits. Through engaging activities, students learn the importance of being
kind and respectful in digital spaces, paralleling lessons taught about in-person interactions. The curriculum
also introduces concepts of digital health and well-being, encouraging students to think about the balance
between screen time and other activities. This early introduction to digital citizenship aims to embed a sense
of responsibility and awareness in students from the start of their educational journey, fostering a safe and
positive relationship with technology.
• Inclusive: Focus on digital communication skills, emphasizing polite online interactions and the basics of
internet etiquette.
• Informed: Introduction to online safety, including simple comparisons of safe and unsafe online spaces.
• Engaged: Encourages sharing technology for learning purposes, laying the groundwork for using
technology to connect and learn.
• Balanced: Digital health and well-being are highlighted, with an emphasis on balancing screen time with
other activities.
• Alert: Reiterates the basics of online safety, teaching children to differentiate between safe and unsafe
online content.

Grade 1: Foundational Readiness

Grade 1 builds upon the introductory concepts of digital citizenship, going deeper into digital literacy, online
safety, and the balanced use of technology. This year, students are encouraged to recognize different types
of online information and to start thinking critically about the content they encounter. Digital communication
skills are further developed, emphasizing the importance of respectful interactions and the beginnings of
understanding the digital footprint concept. Additionally, the curriculum reinforces the idea of digital health
and well-being, teaching students about the importance of balancing online activities with offline experiences.
Through interactive and engaging lessons, Grade 1 students expand their understanding of the digital world,
laying a solid foundation for responsible and informed digital engagement.
• Inclusive: Builds on digital communication skills, teaching respectful online interactions and the
importance of being kind online.
• Informed: Digital literacy is introduced, focusing on recognizing different types of online information and
basic internet searches.
• Engaged: Enhances understanding of technology's role in learning and sharing knowledge,
encouraging respectful online discussions.

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Digital Citizenship Lessons: Elementary
Learning Activity 2: Informed

• Balanced: Continues the focus on digital health and well-being, discussing the importance of a healthy
balance between online and offline activities.
• Alert: Develops skills in recognizing safe versus risky online communication, fostering an understanding
of privacy and personal information protection.

Grade 2: Foundational Readiness

In Grade 2, the digital citizenship curriculum advances students' understanding of online safety, media literacy,
and the ethical dimensions of digital interactions. This year, students are introduced to more complex concepts
of media literacy, including evaluating digital content for credibility and bias, and they begin to explore the
impact of their actions in digital spaces. Lessons on cyberbullying prevention and intervention are integrated,
emphasizing the importance of empathy and creating positive online communities. The curriculum also
touches on the concepts of digital footprints and reputations, encouraging students to think about how their
online actions can affect themselves and others. Through a comprehensive approach, Grade 2 students gain
a deeper appreciation for the responsibilities that come with digital citizenship, preparing them for more
advanced concepts in the years ahead.
• Inclusive: Deepens digital communication skills, emphasizing the importance of empathy and
understanding in online interactions.
• Informed: Media literacy and digital media consumption are introduced, teaching students to think
critically about the media they consume.
• Engaged: Focuses on using digital communication skills for positive interactions and understanding the
impact of technology on relationships.
• Balanced: Addresses cyberbullying prevention and intervention, highlighting the importance of creating
a positive online environment.
• Alert: Builds on online safety and digital communication skills, with a focus on creating and participating
in safe online communities.

Grade 3: Foundational Readiness

Grade 3 continues to expand upon the principles of digital citizenship, focusing on responsible online
behavior, digital communication, and a deeper understanding of online safety and privacy. This grade level
challenges students to consider the consequences of their digital actions, emphasizing the importance of a
positive digital footprint and online reputation management. Students explore more advanced topics in digital
literacy and cybersecurity, learning strategies to navigate online spaces safely and responsibly. The curriculum
fosters an environment where students are encouraged to apply critical thinking to their digital interactions,
promoting responsible social media use and understanding the importance of privacy settings. By the end of
Grade 3, students are equipped with a comprehensive foundation in digital citizenship, prepared to engage
with technology thoughtfully and ethically as they move forward in their education.
• Inclusive: Enhances digital communication skills, focusing on constructive online engagement and
respect for diverse perspectives.
• Informed: Advances understanding of online safety, distinguishing between credible and unreliable
online sources, and emphasizes critical evaluation of information.
• Engaged: Encourages responsible social media use, teaching students to reflect on their digital footprint
and the consequences of online actions.
• Balanced: Explores digital footprint and reputation, stressing the importance of mindful online behavior
and personal brand management.
• Alert: Continues the focus on online safety, teaching strategies for avoiding potential online dangers and
maintaining a safe online presence.
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Digital Citizenship Lessons: Elementary
Learning Activity 2: Informed

Grade 4: Foundational Readiness

In Grade 4, students advance in their digital citizenship journey, engaging more deeply with responsible social
media use and media literacy, essential components for understanding and navigating the digital world safely
and respectfully. This grade level emphasizes the critical evaluation of online content, encouraging students
to discern credible sources and understand the impact of media on perceptions and beliefs. The curriculum
introduces students to the broader implications of their online interactions, focusing on developing empathy
and ethical understanding in digital spaces. As students learn about digital health and well-being, they are
encouraged to reflect on their personal online habits and the importance of balancing digital activities with
offline experiences. Grade 4 also marks a critical point where students begin to understand the significance of
their digital footprint, laying the groundwork for mindful online behavior that respects both their own privacy
and that of others.
• Inclusive: Emphasizes responsible social media use, guiding students to understand the impact of their
online interactions and the importance of respectful communication.
• Informed: Advances media literacy and digital media consumption, teaching students to critically
evaluate online content and its sources for credibility and bias.
• Engaged: Encourages responsible social media use as a tool for learning and sharing information,
fostering a positive online presence and digital engagement.
• Balanced: Highlights digital health and well-being, focusing on strategies for managing online activities
and understanding the importance of balancing screen time with other aspects of life.
• Alert: Develops awareness around responsible social media use, emphasizing the need for privacy
settings understanding and the importance of thoughtful online sharing.

Grade 5: Foundational Readiness

Grade 5 deepens students' understanding of digital citizenship, focusing on digital ethics, cybersecurity
awareness, and the management of their digital footprint and reputation. This grade level challenges students
to think about their role in the digital world more critically, emphasizing ethical decision-making and the
responsibilities that come with online interactions. Through lessons on cybersecurity, students gain valuable
skills in protecting their information and understanding the complexities of online security. The curriculum
encourages students to consider the long-term impacts of their digital actions, teaching them to curate a
positive digital footprint that reflects responsible and respectful online behavior. By integrating digital ethics
into every aspect of the curriculum, Grade 5 prepares students to navigate the online world with a strong moral
compass, ready to make positive contributions to their digital communities.
• Inclusive: Focuses on digital ethics and respect, teaching students to navigate online spaces ethically,
with an emphasis on respecting others' rights and privacy.
• Informed: Enhances cybersecurity awareness, preparing students to recognize and protect against
online threats, and to understand the importance of personal information security.
• Engaged: Integrates digital ethics and respect with civic engagement, encouraging students to use
digital tools ethically for social and community betterment.
• Balanced: Addresses digital footprint and reputation, guiding students to be mindful of their online
actions and the lasting impact these actions can have on their future.
• Alert: Combines concepts of digital ethics, cybersecurity, and digital footprint management, reinforcing
the significance of a secure and responsible online presence.

© 2024 International Society for Technology in Education (ISTE). All rights reserved. 14