3rd GRADE

UNIT 1: Building the Galactic Government - Digital Citizenship
​LESSON 3: DIGITAL ME

THE LESSON MISSION

  • I can consider how posting selfies or other images will lead others to make assumptions about me.

  • I can reflect on the most important parts of my unique identity.

  • I can identify ways I can post online to best reflect who I am.
ESSENTIAL QUESTION

Tool Box

assumption: Something that someone thinks is true but, in reality, may or may not be 

identity: Different parts of your culture, experiences, and interests that make you unique

selfie: a picture you take of yourself, usually with a phone

ACTIVITY 1

THINK - PAIR - SHARE 
When and where do people take "selfies"? Why do you think they take them? Take turns sharing your ideas with your partner. Be ready to tell the class what you and your shoulder partner discussed.

ACTIVITY 2

THIS IS ME!
Assignment:
Selfies are pictures you take of yourself. We are going to create a website of selfies that highlights the personalities of our 3rd grade classes. Everyone will be able to see the website! 

Things to Consider for Your Selfie:
  • Where would you take the selfie?
  • What would you be doing in the selfie?
  • What would you look like in the selfie?
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Instructions:
In the middle of your table you will see an assignment sheet titled, This Is Me," pencils, and colored pencils. You will have 10 minutes to draw a selfie of yourself and color it neatly.

ACTIVITY 3

HOW I SEE YOU!
Think About It:
​Many people can see the things you post on a public website or social media page. Your selfies, photos, and any other types of posts lead people to make assumptions about you. An assumption is something that someone thinks is true, but in reality, may or may not be true. 
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​Assignment:
In this activity, you are going to swap selfies with your shoulder partner and write down your assumptions about your partner's identity based on what you see in their selfie.
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Things to Consider for Your Selfie:
  • Take a minute to examine the picture closely! What things stand out to you in the picture?
  • Use specific adjectives or descriptive nouns to define your assumptions. For example, in the picture to the right, the girl might appear to be excited or brave.
  • Do not just guess random things. Make educated assumptions. To make educated assumptions, you look at something that stands out to you in the picture that might give you a hint about their personality. For example, in the picture to the right, the girl has an excited look on her face and there is a huge ferris wheel in the background. An educated assumption might be that she is a thrill-seeker, because she seems excited about getting on a ride that might be scary for many people.​
  • Be respectful in your assumptions. Do not say things that are unkind.
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Instructions:
Swap selfies with your partner. You will have 5 minutes to complete the, "How I See You Worksheet." Do not share your assumptions until told to do so.

ACTIVITY 4

ANALYZE IT!
Give your partner back their selfie picture and the, "How I See You" handout that you completed for them. Spend a moment reading the assumptions your partner made about you. ​
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  • What did you think about your partner's assumptions about you?
  • Were they mostly right or mostly wrong?
  • How did your partner's assumptions make you feel?
Think About It:
​How you felt about your partner's assumptions may have something to do with whether or not they matched your identity. Your identity is different parts of your culture, experiences, and interests that make you unique -- like your personality, where you live, or where your family is from. What are some other things that make you who you are? 

Assignment:
Think about who you are and what makes you, "you!" You have 5 minutes to complete the Thinking About Me Handout.

ACTIVITY 5

WHAT DID YOU LEARN?
Think About It:
You want to make sure that anything you post online reflects you. You don't want people to make wrong assumptions about you. Sharing things online that show your identity can feel good. It's like showing off who you are to the world! And we all have our own unique combination of things that make us who we are. But we should think carefully about what we share about ourselves online. And remember that others might make assumptions about us. 

​Assignment:
Using what you know about yourself and how people make assumptions based on things they see, how would you change your selfie? What assumptions do you want people to make about you?  Use the "Real Me" handout to redo your selfie so that it shows the most important details about your identity. Remember to be creative and use details that show who you are! We will create a webpage wall by hanging these on the wall outside for everyone to see.
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MISSION ACCOMPLISHED

  • I can consider how posting selfies or other images will lead others to make assumptions about me.

  • I can reflect on the most important parts of my unique identity.
​
  • I can identify ways I can post online to best reflect who I am.
LESSON DEVELOPED USING:
Common Sense Media Lesson for 3rd Grade - This Is Me.
​This is me (August 2018) Common Sense Education. Available at: https://www.commonsense.org/education/digital-citizenship/lesson/this-is-me (Accessed: 15 September 2024). 

STANDARDS MET:
AL DLCS - Citizens of a Digital Culture - Impact of Computing 12: Identify and discuss ways that access to technology helps empower individuals and groups.
AL DLCS - Recurring Standard - Safety, Privacy, and Security 1: Identify, demonstrate, and apply personal safe use of digital devices. 
AL DLCS - Recurring Standard - Legal and Ethical Behavior 2: Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules. 
AL DLCS - Recurring Standard - Impact of Computing 3: Assess the validity and identify the purpose of digital content. 

ISTE 1.1.D - Technology Fundamentals: Students understand fundamental concepts of how technology works, demonstrate the ability to choose and use current technologies effectively, and are adept at thoughtfully exploring emerging technologies.
ISTE 1.2.A - Digital Footprint: Students manage their digital identity and understand the lasting impact of their online behaviors on themselves and others and make safe, legal and ethical decisions in the digital world.
ISTE 1.2.B - Online Interactions: Students demonstrate empathetic, inclusive interactions online and use technology to responsibly contribute to their communities.
ISTE 1.2.D - Digital Privacy: Students take action to protect their digital privacy on devices and manage their personal data and security while online.
ISTE 1.7.A - Global Connections:  Students use digital tools to connect with peers from a variety of backgrounds recognizing diverse viewpoints and broadening mutual understanding.
ISTE 1.7.B - Multiple Viewpoints: Students use collaborative technologies to work with others, including peers, experts and community members, to examine issues and problems from multiple viewpoints.
ISTE 1.7.C - Project Teams:  Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
ISTE 1.7.D - Local and Global Issues: Students explore local and global issues, and use collaborative technologies to work with others to investigate solutions.

ITEEA STEL -3E - Analyze how different technological systems often interact with economic, environmental, and social systems. 
ITEEA STEL-4F - Describe the helpful and harmful effects of technology.
ITEEA STEL-4K - Examine the ways that technology can have both positive and negative effects at the same time.
ITEEA STEL-4N - Analyze examples of technologies that have changed the way people think, interact, and communicate.