"Uma Duck a.k.a. Ugly" is a story about cyber bullying and the potential advantages of social networking. Students determine the central message in the story. They compare the adaptation with the original tale “The Ugly Duckling.” They reflect on the conflicts that they may have experienced online and then write a narrative in which the central character overcomes a conflict or challenge in a unique and positive way.

Story 2: Uma Duck a.k.a. Ugly "Uma Duck a.k.a. Ugly" is a story about cyber bullying and the potential advantages of social networking. Students determine the central message in the story. They compare the adaptation with the original tale “The Ugly Duckling.” They reflect on the conflicts that they may have experienced online and then write a narrative in which the central character overcomes a conflict or challenge in a unique and positive way.

Goldy Locks comes to terms with intellectual property, copyright and plagiarism. Students identify the ethical guidelines that "Goldy" crosses in the both the original story and the 21st century version. They then discuss the consequences that the central character faced in the story. Students write a short skit that illustrates the consequences of violating intellectual property rights, laws and ethical guidelines for creative works found online.

Goldy Locks comes to terms with intellectual property, copyright and plagiarism. Students identify the ethical guidelines that "Goldy" crosses in the both the original story and the 21st century version. They then discuss the consequences that the central character faced in the story. Students write a short skit that illustrates the consequences of violating intellectual property rights, laws and ethical guidelines for creative works found online.

Students read the 21st century tale to discover that Henny Penny thinks the sky is falling because of what she receives in her e-mail inbox. Students conclude that, unlike Henny Penny, they cannot believe everything that they read or hear. They then suggest reasons that people publish biased or fabricated information online and electronic messages. Students identify ways to distinguish between fact and opinion; objective and biased information; valid or false claims. They then list the steps to verify information from online sources and e-mails.

Students read the 21st century tale to discover that Henny Penny thinks the sky is falling because of what she receives in her e-mail inbox. Students conclude that, unlike Henny Penny, they cannot believe everything that they read or hear. They then suggest reasons that people publish biased or fabricated information online and electronic messages. Students identify ways to distinguish between fact and opinion; objective and biased information; valid or false claims. They then list the steps to verify information from online sources and e-mails.

As students determine the central lesson found in modern derivatives of classic children's stories, they are challenged to think critically, creatively and philosophically about the implications in their own lives. At the conclusion of the unit, students reflect on the benefits and drawbacks of modern technology, and they write their own narrative based on a digital citizenship theme.

Students understand the safety and security risks associated with online gaming, and they develop an action plan for informing others of how to safely participate in online games.

Students understand the safety and security risks associated with online gaming, and they develop an action plan for informing others of how to safely participate in online games.

Students explore the concepts of community and citizenship. They understand that a community is comprised of people and places, and they relate online communities to the physical communities in which they live. Students use their critical thinking skills to identify examples of appropriate and inappropriate places for 5th graders to visit online and offline. They conclude that digital citizens make responsible choices regarding the places that they visit online. Students use what they have gained from collaborative discussions to create an online community map.

Students explore the concepts of community and citizenship. They understand that a community is comprised of people and places, and they relate online communities to the physical communities in which they live. Students use their critical thinking skills to identify examples of appropriate and inappropriate places for 5th graders to visit online and offline. They conclude that digital citizens make responsible choices regarding the places that they visit online. Students use what they have gained from collaborative discussions to create an online community map.

Students explore the concepts of community and citizenship. They understand that a community is comprised of people and places, and they relate online communities to the physical communities in which they live. Students use their critical thinking skills to identify examples of appropriate and inappropriate places for 5th graders to visit online and offline. They conclude that digital citizens make responsible choices regarding the places that they visit online. Students use what they have gained from collaborative discussions to create an online community map.

Students explore the concepts of community and citizenship. They understand that a community is comprised of people and places, and they relate online communities to the physical communities in which they live. Students use their critical thinking skills to identify examples of appropriate and inappropriate places for 5th graders to visit online and offline. They conclude that digital citizens make responsible choices regarding the places that they visit online. Students use what they have gained from collaborative discussions to create an online community map.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students identify the characteristics of an effective Acceptable Use Policy (AUP). They then evaluate their school AUP and recommend ways to make the AUP more effective.

Students investigate the safety and security issues surrounding online shopping. They use a set of criteria to evaluate online shopping websites and practice determining whether an online offer or merchant site is safe, secure, and legitimate.

Students investigate the safety and security issues surrounding online shopping. They use a set of criteria to evaluate online shopping websites and practice determining whether an online offer or merchant site is safe, secure, and legitimate.

Students investigate the safety and security issues surrounding online shopping. They use a set of criteria to evaluate online shopping websites and practice determining whether an online offer or merchant site is safe, secure, and legitimate.

Students investigate the safety and security issues surrounding online shopping. They use a set of criteria to evaluate online shopping websites and practice determining whether an online offer or merchant site is safe, secure, and legitimate.

Students investigate the safety and security issues surrounding online shopping. They use a set of criteria to evaluate online shopping websites and practice determining whether an online offer or merchant site is safe, secure, and legitimate.

Students investigate the safety and security issues surrounding online shopping. They use a set of criteria to evaluate online shopping websites and practice determining whether an online offer or merchant site is safe, secure, and legitimate.

Students investigate the safety and security issues surrounding online shopping. They use a set of criteria to evaluate online shopping websites and practice determining whether an online offer or merchant site is safe, secure, and legitimate.

Students learn how prolonged use of the Internet and digital devices impact health. They conduct short research projects, closely read relevant informational text and develop strategies to maintain a healthy lifestyle while using digital technologies. Implementation options are as follows: • Explore Digital Age Health Issues as a Class • Explore Digital Age Health Issues Using a Jigsaw Strategy

Students learn how prolonged use of the Internet and digital devices impact health. They conduct short research projects, closely read relevant informational text and develop strategies to maintain a healthy lifestyle while using digital technologies. Implementation options are as follows: • Explore Digital Age Health Issues as a Class • Explore Digital Age Health Issues Using a Jigsaw Strategy

Students learn how prolonged use of the Internet and digital devices impact health. They conduct short research projects, closely read relevant informational text and develop strategies to maintain a healthy lifestyle while using digital technologies. Implementation options are as follows: • Explore Digital Age Health Issues as a Class • Explore Digital Age Health Issues Using a Jigsaw Strategy

Students learn how prolonged use of the Internet and digital devices impact health. They conduct short research projects, closely read relevant informational text and develop strategies to maintain a healthy lifestyle while using digital technologies. Implementation options are as follows: • Explore Digital Age Health Issues as a Class • Explore Digital Age Health Issues Using a Jigsaw Strategy

Students learn how prolonged use of the Internet and digital devices impact health. They conduct short research projects, closely read relevant informational text and develop strategies to maintain a healthy lifestyle while using digital technologies. Implementation options are as follows: • Explore Digital Age Health Issues as a Class • Explore Digital Age Health Issues Using a Jigsaw Strategy

Students learn how prolonged use of the Internet and digital devices impact health. They conduct short research projects, closely read relevant informational text and develop strategies to maintain a healthy lifestyle while using digital technologies. Implementation options are as follows: • Explore Digital Age Health Issues as a Class • Explore Digital Age Health Issues Using a Jigsaw Strategy

Students learn how prolonged use of the Internet and digital devices impact health. They conduct short research projects, closely read relevant informational text and develop strategies to maintain a healthy lifestyle while using digital technologies. Implementation options are as follows: • Explore Digital Age Health Issues as a Class • Explore Digital Age Health Issues Using a Jigsaw Strategy

Students learn how prolonged use of the Internet and digital devices impact health. They conduct short research projects, closely read relevant informational text and develop strategies to maintain a healthy lifestyle while using digital technologies. Implementation options are as follows: • Explore Digital Age Health Issues as a Class • Explore Digital Age Health Issues Using a Jigsaw Strategy

Students learn how prolonged use of the Internet and digital devices impact health. They conduct short research projects, closely read relevant informational text and develop strategies to maintain a healthy lifestyle while using digital technologies. Implementation options are as follows: • Explore Digital Age Health Issues as a Class • Explore Digital Age Health Issues Using a Jigsaw Strategy

Students learn how prolonged use of the Internet and digital devices impact health. They conduct short research projects, closely read relevant informational text and develop strategies to maintain a healthy lifestyle while using digital technologies. Implementation options are as follows: • Explore Digital Age Health Issues as a Class • Explore Digital Age Health Issues Using a Jigsaw Strategy

Students learn how prolonged use of the Internet and digital devices impact health. They conduct short research projects, closely read relevant informational text and develop strategies to maintain a healthy lifestyle while using digital technologies. Implementation options are as follows: • Explore Digital Age Health Issues as a Class • Explore Digital Age Health Issues Using a Jigsaw Strategy

Students learn how prolonged use of the Internet and digital devices impact health. They conduct short research projects, closely read relevant informational text and develop strategies to maintain a healthy lifestyle while using digital technologies. Implementation options are as follows: • Explore Digital Age Health Issues as a Class • Explore Digital Age Health Issues Using a Jigsaw Strategy

Students learn how prolonged use of the Internet and digital devices impact health. They conduct short research projects, closely read relevant informational text and develop strategies to maintain a healthy lifestyle while using digital technologies. Implementation options are as follows: • Explore Digital Age Health Issues as a Class • Explore Digital Age Health Issues Using a Jigsaw Strategy

Students examine legal trends concerning the Internet. They crirically evaluate laws concerning issues such as cyber bullying, identity theft and malicious code. They collaborate in groups to discuss and evaluate the laws and their implications. Students take action by drafting a letter to their Congressional member to affect change and recommend solutions. A template is provided.

Students examine legal trends concerning the Internet. They crirically evaluate laws concerning issues such as cyber bullying, identity theft and malicious code. They collaborate in groups to discuss and evaluate the laws and their implications. Students take action by drafting a letter to their Congressional member to affect change and recommend solutions. A template is provided.

Students examine legal trends concerning the Internet. They crirically evaluate laws concerning issues such as cyber bullying, identity theft and malicious code. They collaborate in groups to discuss and evaluate the laws and their implications. Students take action by drafting a letter to their Congressional member to affect change and recommend solutions. A template is provided.

Students examine legal trends concerning the Internet. They crirically evaluate laws concerning issues such as cyber bullying, identity theft and malicious code. They collaborate in groups to discuss and evaluate the laws and their implications. Students take action by drafting a letter to their Congressional member to affect change and recommend solutions. A template is provided.

Students examine legal trends concerning the Internet. They crirically evaluate laws concerning issues such as cyber bullying, identity theft and malicious code. They collaborate in groups to discuss and evaluate the laws and their implications. Students take action by drafting a letter to their Congressional member to affect change and recommend solutions. A template is provided.

Students examine legal trends concerning the Internet. They crirically evaluate laws concerning issues such as cyber bullying, identity theft and malicious code. They collaborate in groups to discuss and evaluate the laws and their implications. Students take action by drafting a letter to their Congressional member to affect change and recommend solutions. A template is provided.