NYSED DL - Digital Literacy Activity Ideas by Laurie Guyon

9-12.DL.7

guyonsmile — 2021-04-14 13:04:14 UTC

From NYSED: Students can research student mental health and the impact of
social media and other technologies.

9-12.DL.7

guyonsmile — 2021-04-14 13:04:50 UTC

From NYSED: Students create an individual action plan on how they would prevent
multiple types of cyberbullying and/or a compromise of their digital identity

7-8.DL.7

guyonsmile — 2021-04-14 13:05:15 UTC

From NYSED: Students can research consequences of cyberbullying.

7-8.DL.7

guyonsmile — 2021-04-14 13:05:38 UTC

From NYSED: Student can put up posters on what to do if you are being
cyberbullied. (ARTS)

7-8.DL.7

guyonsmile — 2021-04-14 13:06:05 UTC

From NYSED: Students work in collaborative groups to create action plans to
decrease instances of cyberbullying among teens.

4-6.DL.7

guyonsmile — 2021-04-14 13:06:42 UTC

From NYSED: Students could identify how sharing personal information, clicking on pop-ups/ advertisements/ phish-bait, and allowing access to their camera could be unsafe.

4-6.DL.7

guyonsmile — 2021-04-14 13:07:00 UTC

From NYSED: Students can create a classroom/school/home online safety plan.
Discuss any differences and similarities.

4-6.DL.7

guyonsmile — 2021-04-14 13:07:20 UTC

From NYSED: Students could write original songs about cyberbullying, identifying
it when it happens and what to do when it occurs.

4-6.DL.7

guyonsmile — 2021-04-14 13:07:43 UTC

From NYSED: Students create PSAs on online safety and cyberbullying to include
in district/school newsletters/newspaper or make posters to put up in the middle
school.

2-3.DL.7

guyonsmile — 2021-04-14 13:08:10 UTC

From NYSED: Students could discuss what some of the consequences are for
spreading or using false information, and how to make sure it’s true information.

2-3.DL.7

guyonsmile — 2021-04-14 13:08:26 UTC

From NYSED: : Students can be part of a digital classroom and discuss way to keep
it a safe space like no name calling, or rude comments.

k-1.DL.7

guyonsmile — 2021-04-14 13:08:44 UTC

From NYSED: Students could identify why they should find and use truthful
information online.

k-1.DL.7

guyonsmile — 2021-04-14 13:09:05 UTC

From NYSED: Students as a class can compare appropriate/ inappropriate online
behavior to appropriate/ inappropriate in-person behaviors

K-1.DL.7

guyonsmile — 2021-04-14 13:09:20 UTC

From NYSED: Students hold up red light/green light signs at teacher prompts
about actions with technology/in online environments, such as “Share your
password,” “Go to sites linked from our class webpage,” “Write something mean
about someone,” etc. Actions

9-12.DL.6

guyonsmile — 2021-04-14 13:09:42 UTC

From NYSED: Have students pretend to be college admissions and give them
some sample digital footprints of potential students. Who would get into the
college? Who would not? Why?

9-12.DL.6

guyonsmile — 2021-04-14 13:09:58 UTC

From NYSED: Students create an online portfolio showcasing sample work and
resume that could be shared with potential employers or college admissions
boards.

9-12.DL.6

guyonsmile — 2021-04-14 13:10:15 UTC

From NYSED: Students create diagrams/infographics that illustrate the myriad
sites that might collect data on an individual, the accumulation of which is a
digital footprint.

7-8.DL.6

guyonsmile — 2021-04-14 13:10:32 UTC

From NYSED: Students can research how someone’s digital footprint negatively
impacted their life.

7-8.DL.6

guyonsmile — 2021-04-14 13:10:50 UTC

From NYSED: Have students review the “terms and conditions” of a commonly
used site/app. Have them note anything surprising or confusing.

7-8.DL.6

guyonsmile — 2021-04-14 13:11:07 UTC

From NYSED: Students create guides for an adult (family member, celebrity,
fictional character) on how to manage online identity and actions that affect
someone’s digital footprint.

4-6.DL.6

guyonsmile — 2021-04-14 13:11:24 UTC

From NYSED: Students could analyze school-used digital resources looking at
student privacy and explain why each site is OK or not OK for school.

4-6.DL.6

guyonsmile — 2021-04-14 13:11:44 UTC

From NYSED: Introduce students to “terms and conditions”/rules of websites

4-6.DL.6

guyonsmile — 2021-04-14 13:12:02 UTC

From NYSED: Students use a tool that displays archived versions of websites
(such as “Wayback Machine”) to research how information is available even if it
seems to be deleted.

2-3.DL.6

guyonsmile — 2021-04-14 13:12:18 UTC

From NYSED: The teacher can introduce students to the differences between
blogs, social media, news sources and provide examples of public records, personal web pages, social media posts, etc.

2-3.DL.6

guyonsmile — 2021-04-14 13:12:43 UTC

From NYSED: The teacher leads a discussion about photos found online: how
people post them, how they sometimes let other people see them, and
sometimes they choose to keep them private, and how if the students are playing
a game and the game wants to take their picture, they need to ask a responsible
grown-up if it’s okay.

9-12.DL.5

guyonsmile — 2021-04-14 13:13:09 UTC

From NYSED: Students choose an emerging technology and use it create a simulation of a principle of physics.

7-8.DL.5

guyonsmile — 2021-04-14 13:13:33 UTC

From NYSED: Students familiar with spreadsheets can start to explore database
software.

7-8.DL.5

guyonsmile — 2021-04-14 13:13:47 UTC

From NYSED: Students familiar with a desktop presentation software
(PowerPoint/Keynote) use an online presentation tool to create a presentation.

4-6.DL.5

guyonsmile — 2021-04-14 13:14:02 UTC

From NYSED: Students start to identify similar buttons in word processing programs, or in other applications.

9-12.DL.4

guyonsmile — 2021-04-14 13:14:21 UTC

From NYSED: For a project that allows students to represent learning in different/multiple ways, students choose the tools to use and write a justification why they were the best choices.

7-8.DL.4

guyonsmile — 2021-04-14 13:14:41 UTC

From NYSED: In collaborative groups, students create anti-cyberbullying
commercials and an accompanying infographic for parents on ways they can help kids spot and report cyberbullying.

4-6.DL.4

guyonsmile — 2021-04-14 13:15:04 UTC

From NYSED: Students can show the life cycle of plants or animals using a presentation tool.

4-6.DL.4

guyonsmile — 2021-04-14 13:15:20 UTC

From NYSED: Students create a digital story to demonstrate understanding of a concept, such as the branches of government.

2-3.DL.4

guyonsmile — 2021-04-14 13:15:36 UTC

From NYSED: Students could use a variety of digital tools and resources to create,
revise and/or publish artifacts in multiple subject areas.

2-3.DL.4

guyonsmile — 2021-04-14 13:15:52 UTC

From NYSED: Student can use presentation software for an individual book report or for a group project.

K-1.DL.4

guyonsmile — 2021-04-14 13:16:12 UTC

From NYSED: Students could use a digital camera and other tools to create a project about plant growth.

K-1.DL.4

guyonsmile — 2021-04-14 13:16:30 UTC

From NYSED: Students will begin to use digital tools to create something, like a class presentation or an About Me document.

7-8.DL.3

guyonsmile — 2021-04-14 13:16:49 UTC

From NYSED: Students can experiment with searching with one keyword versus multiple or key phrases.

7-8.DL.3

guyonsmile — 2021-04-14 13:17:03 UTC

From NYSED: : Students can compare web searches and databases searches and
evaluate how databases are going to produce more reliable results compared to web searches that have to process more data.

7-8.DL.3

guyonsmile — 2021-04-14 13:17:21 UTC

From NYSED: Students compare results when they search on multiple engines; conduct a search, clear their cache/cookies and then conduct a search again; and conduct a search on a mobile device versus a desktop.

4-6.DL.3

guyonsmile — 2021-04-14 13:17:39 UTC

From NYSED: Students can use a search to find information on their town history and share with the class.

4-6.DL.3

guyonsmile — 2021-04-14 13:18:00 UTC

From NYSED: Students can create an Explain Anything video to show the steps in a science experiment and display the artifacts in the process.

4-6.DL.3

guyonsmile — 2021-04-14 13:18:16 UTC

From NYSED: Students search for articles published after 2018 and pictures licensed under the Creative Commons Non-Commercial license to create a presentation on endangered ecosystems.

2-3.DL.3

guyonsmile — 2021-04-14 13:18:44 UTC

From NYSED: Students could use search tools in multiple subject areas on a multitude of topics.

2-3.DL.3

guyonsmile — 2021-04-14 13:18:58 UTC

From NYSED: Students can be given a topic and they decide on a short list of key words to search for that topic.

K-1.DL.3

guyonsmile — 2021-04-14 13:19:11 UTC

From NYSED: Students each create 1 page for searched images for an alphabet, or animal book.

K-1.DL.3

guyonsmile — 2021-04-14 13:19:26 UTC

From NYSED: Students use a teacher provided key word to find appropriate picture(s) related to a search.

9-12.DL.2

guyonsmile — 2021-04-14 13:19:43 UTC

From NYSED: Students can create a school PSA video with narration in a group about a current events topic (environment, pet adoption, no smoking, etc.).

9-12.DL.2

guyonsmile — 2021-04-14 13:20:03 UTC

From NYSED: Students identify a local issue of interest/concern, collaborate on a
solution, collaboratively create a digital product, and give presentations to
authentic audiences.

7-8.DL.2

guyonsmile — 2021-04-14 13:20:17 UTC

From NYSED: Students could use communication and collaboration in multiple subject areas to create group presentations, or reports.

7-8.DL.2

guyonsmile — 2021-04-14 13:20:35 UTC

From NYSED: When using a shared online document, students know how to share a document with other students so that they can work on the document
collaboratively.

7-8.DL.2

guyonsmile — 2021-04-14 13:20:59 UTC

From NYSED: Students communicate through digital conferencing tools with
students from other countries about voting rights. Students collaboratively create
an original product (report, presentation, podcast) based on the conversations,
post to a shared site, and provide feedback to peers on their products.

4-6.DL.2

guyonsmile — 2021-04-14 13:21:17 UTC

From NYSED: Students can use email in an appropriate manner to ask a teacher or other school professional a question. They can state when it is appropriate to
email someone versus instant message versus phone call.

4-6.DL.2

guyonsmile — 2021-04-14 13:21:35 UTC

From NYSED: Students use a shared online document to provide feedback on
peers’ work and track changes over time.

4-6.DL.2

guyonsmile — 2021-04-14 13:21:47 UTC

From NYSED: Students use a school-approved digital tool to type a request to an expert (author, zoologist, museum curator), asking him or her to speak to their classroom; collaboratively generate a list of questions to ask; and connect with the expert over a digital conferencing tool.

2-3.DL.2

guyonsmile — 2021-04-14 13:22:01 UTC

From NYSED: Students use a shared online document to add to a graphic organizer about a book read in a Guided Reading lesson.

2-3.DL.2

guyonsmile — 2021-04-14 13:22:18 UTC

From NYSED: Students can each poll the class on different likes/dislikes and present the information to the class.

K-1.DL.2

guyonsmile — 2021-04-14 13:22:43 UTC

From NYSED: Students collaboratively build a list of their favorite books, and the teacher posts the list on their class website.

9-12.DL.1

guyonsmile — 2021-04-14 13:23:01 UTC

From NYSED: Have students try to fill in a blank keyboard from memory.

9-12.DL.1

guyonsmile — 2021-04-14 13:23:14 UTC

From NYSED: Students are able to type on a keyboard with enough automaticity that they can fluently and fluidly transfer thoughts to computer.

7-8.DL.1

guyonsmile — 2021-04-14 13:23:31 UTC

From NYSED: Students could use keyboarding techniques in multiple subject areas to type papers, and create presentations, or reports.

7-8.DL.1

guyonsmile — 2021-04-14 13:23:50 UTC

From NYSED: Students can learn how to write mathematical equations and DBQ’s
for more practice.

7-8.DL.1

guyonsmile — 2021-04-14 13:24:34 UTC

From NYSED: Students can learn how to write mathematical equations and DBQ’s
for more practice.

7-8.DL.1

guyonsmile — 2021-04-14 13:24:55 UTC

From NYSED: Students regularly type on keyboards as they use technology throughout the school day.

4-6.DL.1

guyonsmile — 2021-04-14 13:25:12 UTC

From NYSED: Student analyze their rate progress and letters that are challenging using data produced by the program. They can then create a presentation using those data to show their progress.

4-6.DL.1

guyonsmile — 2021-04-14 13:25:32 UTC

From NYSED: Students use a school-selected online keyboarding program to learn the fundamentals of keyboarding.

2-3.DL.1

guyonsmile — 2021-04-14 13:25:49 UTC

From NYSED: Students use a keyboard to type a narrative written during a writing workshop to create a class book of stories.

K-1.DL.1

guyonsmile — 2021-04-14 13:26:11 UTC

From NYSED: Students can use a keyboard to type words beginning with a letter of the alphabet for a class book or presentation.

K-1.DL.1

guyonsmile — 2021-04-14 13:26:27 UTC

From NYSED: Students can practice spelling their name and sight words.

7-8.DL. Students create a Google Site (as a class) to share out information about a specific event in history or collaborate to create a site about a specific group of people (Incas) and their achievements.

ktrick — 2021-08-11 16:53:17 UTC

Grade Band Activity Books

smilelearning — 2021-08-25 13:38:13 UTC

2-3.DL.6 L. Jelonek

2023-01-06 19:10:23 UTC

Describe ways that information may be shared online.
In the safety lessons for 3-4th grade Health students discuss ways they share information online and decide if it is private or public.

Wakelet Collection

guyonsmile — 2023-06-13 13:01:13 UTC

9-12. DL.4

2023-07-10 12:13:08 UTC

Students prepare a brief presentation that demonstrates their understanding of chemical bonding. Students choose the tools that will best allow them to convey their understanding to their classmates.

9-12.DL.4

2023-07-10 12:33:05 UTC

Students prepare a brief presentation that demonstrates their knowledge of the different types of chemical bonding. Students must choose the tools that best allow them to convey their understanding to their classmates.

STEAM

2023-07-24 15:13:45 UTC

4-6.DL.7
Identify and describe actions in online
spaces that could potentially be unsafe
or harmful.

Students can be given scenerios of online spaces and places to make a judgement about what information is acceptable to share. Also, creating a plan for when something potentially goes wrong or is unsafe.

2-3.CT.3 Present data in multiple visual formats in order to tell a story about the data.

2023-07-25 02:38:35 UTC

Students might collect schoolwide data about what a class gift might be: they could create a graph of student responses based on options such as an outdoor classroom space, a new piece of playground equipment, or a new water bottle filling station.

4-6 DL.1

2023-07-26 16:39:51 UTC

Students can use online keyboarding program for 15 minutes prior to typing their own narratives or responses to writing prompts. Direct instruction provided and modeled to emphasize proper form.

2023-07-28 12:14:38 UTC

Our district has Learning.com, which has lessons for each of these standards per grade level. They even have a typing program built in.

You could use Typetastic with students. It works on an iPad to help teach typing.

Common Sense Media also has great digital citizenship lessons that you can teach as is to students.

Jamboard vs. Padlet 4-6.DL.1 4-6.DL.4

lbieler2 — 2023-08-03 15:37:59 UTC

Students will create post it notes with positive messages in Jamboard and Padlet. Students will explore the features in both digital tools and create ideas where these tools would be best utilized. Finally, students can evaluate these tools and explain his/her preference.

Digital Citizenship

2023-08-09 21:57:14 UTC

Common sense education commonsense.org has a plethora of interactive lessons and activities for grades K-12 broken down into categories that mesh nicely with the NYSED computer science and digital fluency learning standards.

Digital Literacy

2023-08-09 22:01:49 UTC

Charlotte Mecklenburg Library libguides cmibrary.libguides.com offers a digital literacy tool box broken down by "For children, for teens, and for adults" Categories within have read alouds, that would work great with the younger kids where discussion is the main activity - to video lessons to online games teaching about digital citizenship and online safety.

2024-04-23 16:03:56 UTC

Technology

2024-05-23 16:50:24 UTC

7-8 DL.2

Communicate and collaborate with others using a variety of digital tools to great and revise a collaborative product.

Students will use www.learning.com at the beginning of the semester to learn how to be safe on line and use digital etiquette while learning the pros and cons of navigating our digital world.

Typing

2024-05-31 00:20:24 UTC

Karen Brown

2024-06-19 21:46:15 UTC

ELA

From NYSED, students can use familiar text to create a product on ScratchJr, including the setting, characters, problem, and solution.

Deena Przystal: 4-6.DL.1

2024-07-05 18:32:03 UTC

Focus: Typing on a keyboard while demonstrating proper keyboarding technique...students can participate in "Keyboarding Olympics." This activity consists of a series of typing challenges designed to reinforce proper keyboarding techniques. The challenges could include typing races and accuracy drills. To ensure proper technique, provide instruction and visual aids on correct finger placement and posture.

Ali Lucinski 4-6.CT.7 Identify pieces of information that might change as a program or process runs.

2024-07-07 20:12:48 UTC

This could be used to Jeopardy. When we do math game for review. Each of their students actions can change the score, and how the game is going. If one student is not participating, that might effect the outcome of the game. Students are in control of the score and how the game plays out. Changing variables could be something as simple as effort put fourth or changing the group arrangements.

Holly Krupski- 4-6 DL.1

2024-07-12 20:39:07 UTC

Standard: Type on a keyboard while demonstrating proper keyboarding technique. Students can engage in typingclub.com, which is a website which shows an effective way to show students how to type. It is comprised of typing games that help students become better typers, but also keep them engaged in the process.

Music- Amanda Amigone 4-6.DL.2

2024-07-20 13:03:41 UTC

4-6.DL.2 “Select appropriate digital tools to communicate and collaborate while learning with others.” Music students could create a digital performance portfolio and share it with other members of their section or ensemble. What comes to mind is Flipgrid, where students can view one anothers videos and leave feedback. Students would be communicating and collaborating with an authentic audience. What also comes to mind is an “online ensemble” like during the pandemic. Students could each record their tracks and then the recordings could be put together for feedback.

5th Grade ELA

2024-07-22 11:58:37 UTC

Kim Cswaykus

Grade 5 - Standard 2

Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Activity Title: Grade 5 - Digital Story Mapping with Google Docs

Description:
Students collaboratively create a digital story map using Google Docs. They identify the central ideas or themes of a text, summarize key details, and analyze how these ideas develop throughout the story.

Resources Needed:

Computers/tablets with internet access Google Docs

Lesson Plan:

Explain the concept of story mapping and its components. Divide students into small groups. Each group creates a Google Doc for a specific text, where they map out the central ideas, key details, and analyze their development.

Each group presents their digital story map to the class, discussing their findings and analysis

Julie Russo ~ 4-6.DL.2

2024-12-30 21:52:07 UTC

Students could work in pairs or triads to create assessment activities to be used in other classes. They could determine which digital tool would be best for both creating the task and scoring it once it has been assigned and completed.

10 grade ELA: 9-12.DL.6

2025-04-24 17:16:44 UTC

Student's are either given or use the existing profiles of people they follow on a digital media platform. Students are guided to a real on-line job application and description as well as guided through some research on the company posting the job (background, core values, vision statement, etc). Students then use the criteria for the job and company to judge the digital footprint created by the profiles they've been given to assess the likelihood of the that candidate getting hired when just one piece of their digital footprint is examined with any scrutiny or standards applied.

2026-06-10 12:55:21 UTC

Digital Literacy Lesson Plan 2nd Grade

1. Intro (5 minutes)

Introduce the term Keyword Detective. Explain that search bars get confused by big sentences like "Where can I see what the fur of a big yellow cat looks like?"
Teach the "Keyword Rule": Only use the most important names, places, or descriptions.
Write a bad search sentence on the board and physically cross out the "filler" words to leave only the core ideas.

2. Text Coding & Annotation (10 minutes)

Distribute the following short passage to the class:

"Jaguars are large wild cats. They have golden fur with black spots called rosettes. They love to swim in rainforest rivers."

Read the passage chorally to maintain reading fluency.
Direct students to circle the main topic (Jaguars).
Model highlighting specific detail words that describe their appearance. Instruct students to underline fur and rosettes.

3. Live Search Modeling (5 minutes)

Open the Kiddle Homepage on the interactive whiteboard.
Demonstrate Failure: Copy and paste the full sentence: "They have golden fur with black spots called rosettes." Point out the cluttered, confusing web results.
Demonstrate Success: Clear the bar and type exactly what the students underlined: “Jaguar Rosettes”. Show how the image tab immediately fills with clear pictures of jaguar patterns.

4. Independent Practice (10 minutes)

Have students open their KidzSearch.
Challenge them to find an image for the final sentence of the text ("They love to swim in rainforest rivers.").
The Rule: Partners must write down their keywords on their paper before typing them into the computer.
Target Entries: Validate paths like, ”Jaguar Swimming” or “Jaguar River”

5. Reflection & Assessment (5 minutes)

Have students read their chosen words and describe the photo it brought up.
Exit Ticket: Show a prompt on the board: "If I want to find out what food a jaguar hunts, what should I type?" Option A: “Can you show me what Jaguars eat” or Option B: “Jaguar Food”

Resources: Student Devices: Chromebooks, Search Tools: Set student bookmarks directly to the KidzSearch Student Engine.