Diana Weeks

FRIT 7739
Spring 2016

Collaborative Unit on Digital Citizenship

PART I
General Audience
My target audience is 22 fifth grade (10-12 years old) students. The audience
consists of 7 female and 15 male students. The majority of the students
come from one-parent families in lower socioeconomic households and 100%
of the students are black. Majority of the students attended this school for all
5 of their school years, and a small few were new to the school for their fifth
grade year.

Problem Identification
The fifth grade teacher that I am working with is having problems with
students misusing the internet. She expressed concern for cyber-bullying by
some of her students. Some students logging in as others and posting things
that are not true and hurtful. This unit will focus on what information is
appropriate to post online, and how to react to cyber-bullies.

Instructional Goals

At the end of this unit, students will be able to

-

Define and identify cyber-bullying.

Demonstrate appropriate actions when witnessing a cyber-bully
Define the Golden Rule
Identify ways to promote a positive and respectful culture online.
Understand safety issues concerning sharing information online.

PART II
LEARNER ANALYSIS
Introduction

Diana Weeks
FRIT 7739
Spring 2016

My target audience is made up of 22 fifth grade (10-13 years old) students.

The audience consists of 7 female and 15 male students that are in fifth
grade (most for the first time). The majority of the students come from oneparent families in lower socioeconomic households and 100% of the students
are black. All of the learners are on free and reduced breakfast and lunch.
The students have been in fifth grade for 7 months. There are 12 students
that have been identified as EIP, one has been identified as Gifted, and one
as Special Ed. Five of the students attend a small group intensive
intervention class for 45 minute sessions (2 students go 3 times a week, and
3 students go 2 times a week). There are 2 students in Tier 3 in Response to
Intervention (RTI) and 3 students are in Tier 2.
Information was obtained by looking at the class list, and studying student
registration packets that were filled out by the parent/legal guardian upon
registration. From here the students race, gender, socio-economic
background, breakfast/lunch status, and previous schooling was identified.
STAR Assessment and SRI Assessment reports assisted in identifying
students that need interventions and determine the length and frequency of
interventions. Student permanent records were also accessed to determine
RTI, EIP, retention and prior schools attended.
Entry Skills and Prior Knowledge
Entry Skills
-

Students have basic understanding of computer skills.

Students have basic computer knowledge to navigate a program.

Students have understanding of online communication.

Prior Knowledge
-

Understand the use of internet.

Understand the definition of respect.

Some understanding to how Social Media works.

Diana Weeks
FRIT 7739
Spring 2016

Educational Ability Levels

Students have been given the STAR assessments. 29% of the students
scored lower than the 50th percentile. 8% scored below the 25th percentile.
Looking at SRI scores, 8% (2 students) are in need of intensive intervention,
and 21% are categorized as strategic.
General Preferences
A survey was given to the students, 8 students prefer small group
instruction, 9 students prefer to learn on the computer and 5 students prefer
to learn whole groups with programs on the Promethean board.
Attitudes Toward Teachers and School
55% of the students responded that they enjoy coming to school, where 45%
said they did not like coming to school. Out of 22 students, all of them said
they like their teacher, but only 20 of them said that she was doing a good
job. 37% of the 22 students said that they respect their classmates. Of the
same 22 students, 16 said that they come to school because they love to
learn, 2 come because their moms make them, and 4 come to school
because they want to see their friends. Information was gathered by an
interview given with 2Know! Toolbar and Neo2s.

Attitudes Toward Content & Academic Motivation

Students were interviewed using NEO2s and 2Know! Toolbar (anonymous
student response system) to determine their attitudes towards cyberbullying and learning more about them. 17 students think that it is important
to treat people with respect online, and 4 students do not think it is
important. 36% of the students say that they understand why we should not
be cyber-bullies. 79% of students said that they have had someone say
things about them that were not true online, where 46% admitted to saying
false statements about others. And 88% said that they are interested in

Diana Weeks
FRIT 7739
Spring 2016

learning more about cyber-bullying. Students were also observed and

informally questioned to obtain information about how they understand
cyber-bullying.
1. The following questions were asked to the group of students verbally,
as students responded on their NEO2s. Do you enjoy coming to school?
2. Do you like your teacher?
3. Is your teacher doing a good job?
4. Do you respect your classmates?
5. Do you think it is important to treat people with respect online?
6. Do you understand why we should not be cyber-bullies?
7. Have you ever had anyone say something bad about you online?
8. Have you ever said anything online that was not true?
9. Are you interested in learning more about cyber-bullying?
Yes
No

1.
12
10

2.
22
0

3.
20
2

4.
8
14

5.
17
5

6.
8
14

7.
17
5

8.
10
12

9.
19
3

Group Characteristics (including social characteristics and relevant

cultural information)
The school is located in Savannah, Georgia near the historic district. The
school is centered in between two government housing facilities, where the
majority of the students reside. The entire class of students receives either
free or reduced lunch which qualifies the school for Title I funds. The
students are all in the age range of 10-13, with most of them attending fifth
grade for the first time. The majority of the learners are African-American
and all of them speak English as their first language. All of the students
wear district mandated uniforms. The students are arranged in rows of desks
in the classroom. Many students are engaged and actively learning, but
some students remain engaged in learning only with consistent redirection
from the teacher.
PART III
Task Analysis

Diana Weeks
FRIT 7739
Spring 2016

I conducted the task analysis by using a topic analysis and a procedural

analysis to lay out the procedure step by step. I began by working through
an equation to determine the steps required to perform the procedure. I then
thought about the three essential questions: What does the learner do? What
does the learner need to know to do this step? What cues inform the learner
that there is a problem, the step is done correctly, or another step is needed?
I then walked a novice through the procedure and steps to ensure I did not
miss any steps and added more information that I realized I did not add
initially. I then identified related facts, concepts and principles to help the
learners understand the content structure.
I included the facts, concepts and principles at the beginning of my outline to
make the outline more relevant to the learner. I then added each step,
including the cues that inform the learner the step was done correctly, or
that there is a problem. I also included strategies that may be needed to
solve the mathematical expressions.

LINK TO UNIT PLATFORM

-

http://cyberbullyunit.weebly.com/

ASSESSMENT DATA
Lesson 1: Cyber-Bully Introduction

Number

Unacceptabl

Needs

Satisfactory

Exemplary

Improvement

8-9 points

10 points

<5 points
0

6-7 points
2

17

of
Students
Students were given a quick quiz on Kahoots to assess what they learned in Lesson
One. The quiz consisted of 10 questions concerning cyber-bullying and ways to
respond when they witness a cyber- bully. All but one student met the standards
and only 3 students did not make a 100%. The 2 students that need improvement
were given resources and practice on the information/skills that they lack.

Diana Weeks
FRIT 7739
Spring 2016
Lesson 2:

Number

Unacceptabl

Needs

Satisfactory

Exemplary

Improvement

15-17 points

17-20 points

<10 points
1

10-14 points
3

13

of
Students
Students were assessed on their knowledge of appropriate things to share online.
They worked through a game earning their digital passports. There were 3 levels
and their average grade is used to determine their success. Mrs. Winston and I had
a conference with the 4 students that did not meet the standard on the test and we
learned from the conference that 2 of the students had a hard time maneuvering
the game, so this resulted in wrong answers. The four students that did not
originally do well on the practice, were given an alternative assessment and 3
students ended up passing with a satisfactory grade.
Lesson 3: Students were not assessed at the end of this lesson, it was a self-study
session to learn more about different aspects of digital citizenship and revisit
information learned in the previous lessons.
Final Assessment:

Number
of
Students

Unacceptabl

Needs

Satisfactory

Exemplary

Improvement

9-15 points

16-18 points

<5 points

5-8 points
2

16

Diana Weeks
FRIT 7739
Spring 2016
Students were given the following rubric and their infographic/posters were graded
based on the categories listed in the rubric. Only 4 of the students earned
Exemplary status, but 16 of them met satisfactory level. Only 2 students needed
improvements and there were not any students that had an unacceptable rating.

REFLECTION
During this collaborative process, I learned a lot about teaching fifth grade. It is
different from first grade in so many ways. The major difference is the
independence that 5th graders have. It was refreshing to give them instructions with
the computers and other activities and they got started with minimal questions. It
was great to work with Mrs. Winston on this project. She is a great teacher that
helped me understand the needs of her students so we could create a unit that was
developmentally appropriate. From the conversations with the students and the
outcomes of their assessments, the data proves that they gained knowledge from
this experience and enjoyed learning about digital citizenship.

Diana Weeks
FRIT 7739
Spring 2016
There were a few things I think we could have done different while developing this
unit. We should have planned more time for the students to work on their
independent practice on their own time, and left a little more responsibility to them.
Most of the lessons were delivered as a whole group meetings and instruction, when
clearly this unit could have been delivered online, with the exception of a couple
activities. If students had their own email accounts, we could have allowed them to
create their own canva.com usernames and passwords where they could use the
program for future lessons. They shared my generic login information, to simplify for
the lack of time and confusion. Overall, I feel that the unit was a success, but some
things could be changed if Mrs. Winston wants to use this unit in the future.