Educator Guide
© 2018 Common Sense Media
|
www.digitalpassport.org 1
INTRODUCTION
1.1 Making the Most of Digital Passport
Welcome!
Digital Passport is an interactive learning tool for grades three to five that teaches the basics of digital safety,
etiquette, and citizenship. Students learn foundational skills from online games and videos while deepening their
learning through additional wraparound content.
This guide provides an overview of Digital Passport and each mini-game, additional downloadable classroom
materials, and recommendations on aligned Digital Citizenship lessons.
Are you ready to launch Digital Passport in your classroom? Here’s how to get started.
1.2 Preview and Prep
We suggest previewing Digital Passport first to familiarize yourself with the games.
Technical Requirements:
• Games are designed for web browsers on desktop computers (macOS, Windows, Linux, Chrome OS)
• Works on the following internet browsers (minimum versions): Mozilla Firefox 52, Google Chrome 57,
Apple Safari 11, or MS Edge 16
• Sound card, speakers (individual headphones are recommended)
• Scorecards and Passports can be printed via an available printer
• Check with your school/district about firewalls. You may need to clear the URL: www.digitalpassport.org
Note: Digital Passport is not available as a mobile app. For the best experience, we recommend students use
Digital Passport on a laptop or desktop computer.
1.3 Implementation Overview
Digital Passport consists of six topical games:
1. Password ProtectSecurity
2. Twalkers Multitasking
3. Share Jumper Privacy
4. E-volve Upstander
5. Search SharkSearch
6. Mix-n-Mash Creative Credit
Each module takes about 20 minutes for students to complete. It also includes wraparound materials and a
suggested digital citizenship lesson for deeper learning about the game’s topic.
© 2018 Common Sense Media
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In addition to an essential question, learning overview and objectives, and key vocabulary, each module includes
the following components:
• Ice Breaker (5 minutes):
The ice breaker is a whole-class, short activity that orients students to the main idea of the module. It also
includes key vocabulary.
• Game (10 minutes):
Digital Passport’s interactive games are self-guided activities for students to complete individually. Each
game includes educational tips, three rounds of gameplay, and a cartoon “consequence simulator” that shows
students what might result from the choices they make in the game.
• Wrap-Up (5 minutes):
The wrap-up is a whole-class, teacher-led activity for students to reflect on what they have learned in the
game. Teachers also can gauge students’ understanding with these questions.
CURRICULAR CONNECTIONS
2.1 Scope and Sequence
Although there are no hard and fast rules, we recommend the below sequence for Digital Passport. However,
games and modules can be used individually. Additionally, if time permits, we recommend implementing Digital
Passport games in conjunction with the following Common Sense Education Digital Citizenship lessons.
Digital Passport Game Learning Objectives
Suggested Digital Citizenship
Theme & Lesson Recommendations
Password Protect
(Security)
Students learn how to create safe
and secure passwords.
Students will ...
Learn what components make a
password secure
Identify ways they can create a
memorable but secure password
Create a secure password
Privacy & Security
3rd grade: Password Power-Up
Twalkers (Multitasking)
Students reflect on what it’s like
to multitask on a cell phone, and
consider the benefits of focusing on
one task at a time.
Students will ...
Learn that cell phones are powerful,
convenient tools for communication
Experience a simulation on cell phone
multitasking and distraction
Reflect on the benefits of focusing on
one task at a time
Media Balance & Well-Being
4th grade: My Media Choices
5th grade: Finding My Media Balance
Share Jumper (Privacy)
Students evaluate examples of
online messages and decide what
information is appropriate to share,
and when.
Students will ...
Reflect on the benefits of sharing online,
while acknowledging that information
can spread fast and far
Classify information that should be kept
private online
Predict the effect that an online post or
message might have on someone’s
reputation
Privacy & Security
4th grade: Our Online Tracks
4th grade: Private and Personal Information
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E-volve (Upstander)
Students respond to cyberbullying
scenarios and are prompted to make
choices to “evolve” into an upstander.
Students will ...
Compare different forms of cyberbullying
and the roles of those involved
Interpret scenarios that illustrate the
importance of empathizing with targets
of cyberbullying
Identify ways to be an upstander when
cyberbullying occurs
Cyberbullying, Digital Drama &
Hate Speech
3rd grade: The Power of Words
4th grade: Super Digital Citizen
5th grade: What’s Cyberbullying?
Search Shark (Search)
Students learn how to choose effective
keywords for searching online. They
practice selecting keywords that are
most relevant to a search prompt.
Along the way, students discover tips
for narrowing their search results.
Students will ...
Learn how keywords can help them
find information online
Evaluate keywords for their relevance
and helpfulness
Practice identifying the most effective
keywords for different search scenarios
News & Media Literacy
5th grade: Reading News Online
Mix-n-Mash
(Creative Credit)
Students remix media content to
create a new creative piece. Along the
way, they give proper credit to the
artists whose images and sound clips
they use.
Students will ...
Learn about copyright, credit, and
plagiarism, and apply their knowledge
to their own creative work
Reflect on the ethical importance of
giving credit to others for their work
Determine how to receive credit for
their digital creations
News & Media Literacy
4th grade: A Creator’s Rights and
Responsibilities
GETTING STARTED
3.1 Logging In
Have Students Create Their Usernames
Students will be asked to create a generic username. Though we do not collect username information, as a best
practice, we recommend that students do not include personal information in their username. Students will be able to
save their gameplay for subsequent play on the same browser of the same device. They will not be able to return to a
saved game on a different browser or different device.
3.2 In-Game Options
Language
Within each game, students will have the option of selecting to play in English or Spanish.
Accessibility
Text-to-speech feature coming soon!
3.3 Data Privacy
Digital Passport does not collect personal information. Players can enter a short username to begin and continue play,
but this is stored locally and is not collected by or accessible to Common Sense. If directed by teachers, users may choose
to take a screenshot image of their scores. We do not collect such screenshots. We support the Children’s Online
Privacy Protection Act, and we do not collect personal information from children under the age of 13. Click here to read
our privacy policy.
Have questions? Contact us at edsupport@commonsense.org.
1
SECURITY
module guide
© 2018 Common Sense Media
|
www.digitalpassport.org
Password Protect
Objectives:
Students will...
learn•what•components•make•a•password•secure.
identify•ways•they•can•create•a•memorable•but•secure•password.
create•a•secure•password.
Estimated time: 5•minutes•
Students reflect upon the importance of creating strong passwords.
DEFINE the•Key•Vocabulary•term•password.
ASK:•
Think about the key used to open the door of your home. Would
your neighbor’s key be able to open the door to your home, too?
No.
Why not?
The•shape•of•the•key•and•its•grooves•are•unique•to•a•
particular•lock.
SAY:•The little details and specific grooves on a key are what make it impossible for any other key to be used to open up a particular
lock. Creating a digital password is like creating your very own lock and key. Today we will review tips for making sure that password
is strong and secure.
POINT OUT•to•students•that•when•they•create•passwords,•it•should•be•something•they•can•easily•remember•but•that•isn’t•easy
for•other•people•to•figure•out.
Essential Question:
How•do•I•create•a•strong•password?
Recommended time: 20•minutes
Key Vocabulary
Password:
A•secret•string•of•letters,•symbols,•and•
numbers•that•you•can•use•to•restrict•
who•can•access•something•digital
Warm Up
2
© 2018 Common Sense Media
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Estimated time: 10•minutes
Students are guided through the process of creating a strong password.
INVITE•students•to•log•in•to•Digital•Passport™•and•play•Password•Protect.
Estimated time: 5•minutes•
Students review tips for creating a strong password.
EXPLAIN•to•students•that•they•are•going•to•explore•the•do’s•and•don’ts•of•creating•strong•passwords.
SAY:•For each statement I read aloud, you should stand up if you believe it’s something you should do when creating a strong password.
You should stay seated if it’s something you should not do when creating a strong password.
1.•• Make•passwords•eight•or•more•characters•long.• (Answer:•Stand)
2.•• Include•letters,•numbers,•and•symbols•in•your•password.• (Answer:•Stand)
3.•• Use•private•identity•information•in•your•password.• (Answer:•Sit)
4.•• Use•your•phone•number•as•your•password.• (Answer:•Sit)
5.•• Use•your•nickname•as•your•password.• (Answer:•Sit)
6.•• Give•your•password•to•your•parent•or•caregiver.• (Answer:•Stand)
7.•• Share•your•password•with•your•friends.• (Answer:•Sit)
8.•• Create•a•password•that•you•can•remember.• (Answer:•Stand)
SAY:•It’s OK to write down passwords, but remember not to carry them with you, and ask a parent or guardian to help you find a safe
place at home to store them.
OPTIONAL:•Take•a•deeper•dive•into•passwords•by•teaching•the•Password Power-Up•lesson.
Wrap Up
Digital Interactive
1
MULTITASKING
module guide
© 2018 Common Sense Media
|
www.digitalpassport.org
Twalkers
Essential Question:
How can using a cellphone distract you?
Objectives:
Students will ...
learn that cellphones are powerful, convenient tools for communication.
identify situations in which using cellphones can be rude or distracting.
reflect on the benefits of focusing on one task at a time
Estimated time: 5 minutes
Students watch and discuss a short commercial about cellphone distraction.
EXPLAIN to students that while there are many benefits to having a cellphone, there are also some downsides.
One of the downsides is that cellphones can be distracting.
INVITE student volunteers to define the key vocabulary terms distract and multitask. Then follow up with the definitions above.
SHOW students the Jennette McCurdys ‘Chicken’ Commercial for Safe Kids USA” YouTube video
(ww w.youtube.com/watch?v=aWT-BDK PKsY).
ASK:
Why did the chicken cross the road?
Because he was distracted!
What three distractions did Jennette name at the end of
the commercial?
Texting, talking on the phone, and listening to music.
Note: As a low-tech option, you may invite students to share personal stories about being distracted by, or multitasking
with, technology.
EXPLAIN to students that multitasking with a cellphone not only can put their safety at risk, as the commercial showed, but it
also can annoy people around them. Cellphones can distract people from other important tasks.
Recommended time: 20 minutes
Key Vocabulary
Distract:
To make it hard for someone to give
their full attention to something
Multitask:
To do more than one thing at a time
Warm Up
2
© 2018 Common Sense Media
|
www.digitalpassport.org
Estimated time: 10 minutes
Students experience how challenging it is to operate a cellphone and complete another task well.
INVITE students to log in to Digital Passport and play Twalkers independently.
Estimated time: 5 minutes
Students reflect on the different consequences associated with cellphone distraction.
ASK:
How can cellphones distract you from being polite to others?
People might not think that you are paying attention to
them; you might annoy others around you when you talk on
the phone; your texts might make it hard for people to enjoy
or pay attention to something, such as a movie or a speech.
How can cellphones distract you from being safe?
You might do dangerous things that you wouldn’t do if you
weren’t multitasking; you might run into things if you have
your head down.
How can cellphones distract you from focusing on
important things?
Cellphones might keep you awake at night; you might not be
able to do as well on your homework if you are interrupted
by texts or calls.
Wrap Up
Digital Interactive
1
PRIVACY
module guide
© 2018 Common Sense Media
|
www.digitalpassport.org
Share Jumper
Estimated time: 5 minutes
Students reflect on how hard it can be to erase posts once they are online.
EXPLAIN to students that they are going to explore what is safe and smart to put online.
HAVE students write a secret in pencil on a scrap of paper. Let them know that no one else will see what they write. Encourage
them to press down hard with their pencil. Then ask students to try to erase what they have written.
ASK:
Were you able to erase what you wrote?
Guide students to conclude that it was difficult to
completely erase the secret.
If you were to write this secret on the internet and then take it
down a day later, do you think it would be gone?
Guide students to think about the “footprint” the digital
message would make. Point out that someone else could copy
the message and send it to others. They should know that
the message might also be saved in other places on the
internet, so it is almost impossible to make sure the message
goes away forever.
SUMMARIZE for students that the information they put online is like writing in pen:
It’s hard to erase.
Objectives:
Students will ...
reflect on the benefits of sharing online, while acknowledging that information
can spread fast and far.
classify information that should be kept private online.
predict the effect that an online post or message might have on
someone’s reputation.
Essential Question:
What information is safe and smart to put online?
Recommended time: 20 minutes
Key Vocabulary
Private information:
Details about yourself, such as
your date of birth or full name
(that someone could use to pretend to
be you on the internet)
Warm Up
2
© 2018 Common Sense Media
|
www.digitalpassport.org
Estimated time: 10 minutes
Students read a variety of online posts and jump to the ones that seem safe, smart, and respectful.
INVITE students to log in to Digital Passport and play Share Jumper independently.
Estimated time: 5 minutes
Students consider the information they put online in their own lives.
ASK:
What information is safe to put on the internet?
It’s OK to write messages to people you and your parents
know. Avoid sharing private information, though, even with
them. Once you share information online, you lose control
over how it can be used.
What information should you never put on the internet? Why?
Someone can use private information such as your name,
school, age, phone number, or address to pretend to be you.
Why should you think before you post?
Online posts can spread fast and far, which makes them
hard to take down. Rude posts not only can hurt other
people’s feelings, but they can also harm your reputation.
Wrap Up
Digital Interactive
1
UPSTANDER
module guide
© 2018 Common Sense Media
|
www.digitalpassport.org
E
-
volv
e
Essential Question:
How can you become an upstander when you see
cyberbullying occur?
Objectives:
Students will ...
compare different forms of cyberbullying and the roles of those involved.
interpret scenarios that illustrate the importance of empathizing with targets
of cyberbullying.
identify ways to be an upstander when cyberbullying occurs.
Estimated time: 5 minutes
Students imagine what it would feel like if their friends ignored them when they needed help.
INVITE students to close their eyes and imagine the following scenario:
You are playing tag with your classmates at recess. You’re nervous because one of your classmates has been picking on you and treating
you meanly. That classmate pushes you down and says, “Tag, you’re it!” You are hurt, but none of your friends stops to help.
TELL students that they may open their eyes, and invite a few volunteers to share how they would feel in this situation.
EXPLAIN to students that in this situation they are the target of the bullying, and define the key vocabulary term.
ASK students to imagine the same situation again, only this time they see their classmate push someone else down during the
game. What would they do?
EXPLAIN to students that if they decide to support the person who was pushed down, they would be an upstander.
If they didn’t do anything to help, they would be a bystander.
DEFINE the key vocabulary terms upstander and bystander.
Recommended time: 20 minutes
Key Vocabulary
Target:
The person being bullied
Upstander:
Someone who helps a person
being bullied
Bystander:
Someone who sees bullying when it’s
happening but does nothing to help
Cyberbully:
Someone who does something on
the internet, usually again and again,
to make another person feel sad,
angry, or scared
Warm Up
2
© 2018 Common Sense Media
|
www.digitalpassport.org
Estimated time: 10 minutes
Students read scenarios about cyberbullying and make choices about what they would do next. The wiser and braver their choices,
the more their game characters grow and “evolve.
INVITE students to log in to Digital Passport and play E-volve independently.
Estimated time: 5 minutes
Students reflect on the meaning of cyberbullying and what to do if they encounter it.
ASK:
How would you describe cyberbullying to someone who didn’t
know the term?
Cyberbullies use the internet or cellphones to be mean to
other people, often over and over again.
If you are being bullied, what should you do?
Ignore the bully; talk to someone you trust about what’s going
on; save the cyberbullying message as proof.
What are some ways in which you can be an upstander?
Tell cyberbullies to stop what they are doing; support
someone who has been cyberbullied; talk to a trusted
friend or adult for help.
Wrap Up
Digital Interactive
1
SEARCH
module guide
© 2018 Common Sense Media
|
www.digitalpassport.org
Search Shark
Objectives:
Students will ...
learn•how•keywords•can•help•them•find•information•online.
evaluate•keywords•for•their•relevance•and•helpfulness.
practice•identifying•the•most•effective•keywords•for•different•search•scenarios.
Estimated time:•5•minutes•
Students work together to think of five keywords that best describe the Harry Potter books or another book.
EXPLAIN•to•students•that•they•are•going•to•explore•why•using•keywords•when•searching•is•an•effective•way•to•find
information•on•the•internet.•
DEFINE the•key•vocabulary•term•keyword.
EXPLAIN•that•you•are•going•to•write•a•collection•of•keywords•on•the•board.•As•soon•as•students•think•they•know•what•you•are•
“searching”•for,•invite•them•to•raise•their•hands•to•guess.
WRITE the•following•words•anywhere•on•the•board,•in•the•following•order:
1).•the,•2).•and,•3).•by,•4).•book, 5).•wizard, 6).•Hogwarts, 7).•scar
(By•the•time•you•write•“wizard”•or•“Hogwarts,”•students•will•likely•guess•that•you•are•describing•Harry•Potter,•the•book•series.•
Alternatively,•you•may•choose•keywords•for•another•book•that•your•students•know•and•like.)
POINT OUT•that•when•searching•for•information•online,•there•are•certain•words•that•are•better•than•others•to•type•into
a•search•engine.•Explain•that•words•like•“and”•or•“the”•are•not•as•helpful•as•descriptive•words,•because•they•do•not•give•
a•search•engine•any•hints•for•what•you•are•looking•for.•(For•example,•you•could•type•“Winnie•Pooh”•in•a•search•engine•
and•get•the•same•results•as•if•you•typed•“Winnie•the•Pooh.”)
Essential Question:
Why•is•it•important•to•choose•the•right•keywords•when•you•
search•online?
Recommended time:•20•minutes
Key Vocabulary
Keyword:•
A•word•you•use•to•search•for•
information•about•a•topic
Warm Up
2
© 2018 Common Sense Media
|
www.digitalpassport.org
Estimated time:•10•minutes
Students operate a “Search Shark”, who has an appetite for only the best keywords that swim around him.
INVITE•students•to•log•in•to•Digital•Passport•and•play•Search•Shark•independently.
Estimated time:•5•minutes•
Students reflect on how using the right keywords will help them find the information they are looking for online.
ASK:
Why is it important to choose the right keywords?
Some•words•have•multiple•meanings.•To•find•the•information•
you•want,•you•need•to•choose•your•keywordscarefully.
What are some things to remember when you choose keywords?
Avoid•using•words•like•“in”•or•“and.”•The•best•keywords•are
often•found•in•your•questions.•Put•quotation•marks•around
words•if•you•want•to•search•for•them•together.
What is one tip about online searching that you will share
with your family?
Answers•will•vary.
Wrap Up
Digital Interactive
1
CREATIVE CREDIT
module guide
© 2018 Common Sense Media
|
www.digitalpassport.org
Mix
-
n
-
Ma sh
Essential Question:
How do you properly give and receive credit for
creative work?
Objectives:
Students will ...
learn about copyright, credit, and plagiarism, and apply their knowledge to
their own creative work.
reflect on the ethical importance of giving credit to others for their work.
determine how to receive credit for their own digital creations.
Estimated time: 5 minutes
Students reflect on how different types of creators get credit for their work.
EXPLAIN that you are going to explore how people signal to others that creative work is theirs.
ASK:
How would an artist show that she created her painting?
She might write her name on her canvas and perhaps the date
or year she painted it.
How would an author show that he wrote his book?
He would have his name on the cover of his book. He would
also include the name of his publisher, and the year the book
was published, in a copyright section.
POINT OUT that both of these creators gave themselves credit by including their first and last names in their work,
along with the date it was created.
DEFINE the key vocabulary term credit.
ASK:
Why would you want others to know that a work is yours?
So people give you respect for creating it; so people do not
make money from your hard work; so others know whom to
give credit to if they use any of your work; so others can
find you if they want to work with you on future projects.
DEFINE the key vocabulary terms copyright and plagiarize.
SUMMARIZE for students that it is important for them to get credit for the work they do. Putting their names on their work is
one way to get credit. Let them know that others deserve the same respect. Therefore, it is important not to plagiarize the
work of others but to credit them fairly.
Recommended time: 20 minutes
Key Vocabulary
Copyright:
A law that says that only creators
have the right to say what others can
do with their work
Plagiarize:
Using some or all of somebody’s work
or idea and saying that you created it
Credit:
To show in writing that someone has
created a work
Warm Up
2
© 2018 Common Sense Media
|
www.digitalpassport.org
Estimated time: 10 minutes
Students create their own mash-up and learn to give proper credit for artists whose work they remix.
INVITE students to log in to Digital Passport and play Mix-n-Mash independently.
Estimated time: 5 minutes
Students reflect on how to give credit properly.
ASK:
What is plagiarizing, and why is it disrespectful?
Plagiarizing is saying work that someone else made is yours
when it’s not. Not only is it illegal, but it is disrespectful to the
creator since he or she put the time and effort into making it.
Also, creators should get to decide how their work is used.
How can you give someone else credit for their work?
You should always include the author or creator’s name next
to the work that you are using. It is also a good idea to show
when that person’s work was created and where you found it.
What is a good way to get credit for your own work?
Put your name on it. You also can include the date and place
where it was created.
Wrap Up
Digital Interactive
© 2018 Common Sense Media
|
www.digitalpassport.org 1
Students
Password Protect Twalkers Share Jumper E-volve Search Shark Mix-n-Mash
Progress Chart
© 2018 Common Sense Media
|
www.digitalpassport.org 2
Students
Youve earned your Digital Passport.
Now you can protect, share, post,
text, mix, search, and play online
safely and responsibly!
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