Digital Citizenship Identity Map ✨ cross-curricular
Teacher: TeacherAI | Grade: 3 | Subject: Technology, Social-Emotional Learning, Reading/ELA | Duration: 60 minutes
📝 Description: Students create personal identity maps while learning digital privacy basics and gathering information from multiple sources.
Standards
- TECH.3.2.c (Manage screen time and digital wellness intentionally)
- TECH.3.2.d (Protect personal data and practice digital privacy)
- SEL.3.SA.3 (Accurately assess personal strengths and challenges)
- SEL.3.SA.4 (Demonstrate a sense of personal identity and values)
- 3.W.8 (Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories)
Learning Objectives
Students will be able to:
- Identify 3-5 personal strengths and challenges using self-reflection questions
- Create a visual identity map showing personal values, interests, and family connections
- Distinguish between safe-to-share and private information using sorting activities
- Demonstrate healthy screen time choices by creating a daily schedule with balanced activities
- Gather information from 2-3 sources and record key points using a structured note-taking template
Supplies Needed
- Chart paper
- Construction paper
- Crayons/colored pencils
- Scissors (child-safe)
- Glue sticks
- Pencils
Lesson Structure
Opening (5 minutes)
Begin with a think-pair-share: "What makes you uniquely YOU?" Have students share one thing that makes them special with a partner. Introduce the lesson: "Today we'll create identity maps while learning how to protect our personal information and use technology wisely."
Main Activity (50 minutes)
Step-by-step instructions:
- Personal Reflection (8 minutes): Distribute the "Who Am I?" reflection sheet. Students complete prompts about strengths, challenges, values, and interests. Model by sharing 2-3 examples about yourself first.
- Safe vs. Private Information Sort (10 minutes): Using the Information Safety Cards, have students work in pairs to sort information into "Safe to Share" and "Keep Private" categories. Discuss results as a class, emphasizing that full names, addresses, and passwords should never be shared online.
- Screen Time Awareness Activity (10 minutes): Students use the Daily Schedule template to plan a balanced day including screen time, outdoor play, family time, and learning. Discuss what "healthy screen time" looks like for third graders (1-2 hours for entertainment).
- Identity Map Creation - Planning (8 minutes): Students sketch their identity map layout on the planning sheet, deciding where to place different elements like family, hobbies, strengths, and goals. Remind them to only include information they'd be comfortable sharing at school.
- Identity Map Creation - Building (12 minutes): Using chart paper and art supplies, students create their visual identity maps. They cut shapes from construction paper and arrange elements showing who they are while practicing privacy awareness.
- Information Gathering Practice (2 minutes): Students interview one classmate about their identity map elements, taking brief notes using the provided template. This practices gathering information from sources.
Closing (5 minutes)
Students display their identity maps in a gallery walk format. Each student shares one thing they learned about balancing personal sharing with privacy protection.
Quick Check: Ask students: "Name one thing you should never share online," "What does healthy screen time include?" and "What's one personal strength you discovered today?"
Formative Assessment
During the lesson, look for:
- Students correctly categorizing private vs. safe-to-share information during sorting activities
- Identity maps that show self-awareness of personal strengths and interests while maintaining appropriate privacy
- Evidence of understanding balanced screen time through realistic daily schedule planning
Differentiation Strategies
Support for Struggling Students:
- Provide sentence starters for reflection prompts: "I am good at..." and "Something challenging for me is..."
- Offer pre-cut shapes and templates for identity map creation
- Partner struggling readers with stronger readers for information sorting activities
Challenge for Advanced Learners:
- Have them research and add information about digital citizenship careers or role models
- Create additional categories for information sorting (semi-private, context-dependent)
- Design a family digital wellness plan incorporating their screen time learning
ELL/ELD Support:
- Provide visual vocabulary cards for key terms: privacy, screen time, strengths, values
- Allow identity maps to include native language elements and cultural connections
- Offer picture-supported reflection prompts and examples
Printable Materials
Who Am I? Reflection Sheet
Name: _________________ Date: _________________
Three things I'm really good at:
1. _________________________________________________
2. _________________________________________________
3. _________________________________________________
Something that's challenging for me:
_________________________________________________
What I value most (what's important to me):
_________________________________________________
My favorite activities:
_________________________________________________
My family and friends are special because:
_________________________________________________
Information Safety Sorting Cards
Cut out these cards and sort them into "Safe to Share" and "Keep Private"
| Your first name | Your full address |
| Your favorite color | Your phone number |
| Your age | Your school's name |
| Your favorite book | Your password |
| Your pet's name | Your parent's work place |
| Your hobby | Where you go after school |
My Balanced Daily Schedule
Name: _________________
Plan a healthy day! Include screen time, but balance it with other activities.
| Time | Activity | Screen Time? Y/N |
| Morning | ||
| After School | ||
| Evening | ||
| Before Bed |
Total screen time today: _______ hours
Is this a healthy amount? Why? _________________________
Learning About My Classmate
My name: _____________ Classmate's name: _____________
What I learned about them:
• One strength: _________________________________
• One interest: _________________________________
• One goal: ___________________________________
Source of information: Interview with classmate