Educator Guide

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 Protect— Security
2. Twalkers — Multitasking
3. Share Jumper— Privacy
4. E-volve — Upstander
5. Search Shark— Search
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 | www.digitalpassport.org 1

 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.

Suggested Digital Citizenship

Digital Passport Game Learning Objectives
Theme & Lesson Recommendations

Password Protect Students will ... Privacy & Security

• Learn what components make a
(Security) password secure
3rd grade: Password Power-Up
Students learn how to create safe • Identify ways they can create a
and secure passwords. memorable but secure password
• Create a secure password

Twalkers (Multitasking) Students will ... Media Balance & Well-Being

• Learn that cell phones are powerful,
Students reflect on what it’s like 4th grade: My Media Choices
convenient tools for communication
to multitask on a cell phone, and 5th grade: Finding My Media Balance
• Experience a simulation on cell phone
consider the benefits of focusing on
multitasking and distraction
one task at a time.
• Reflect on the benefits of focusing on
one task at a time

Share Jumper (Privacy) Students will ... Privacy & Security

• Reflect on the benefits of sharing online,
Students evaluate examples of 4th grade: Our Online Tracks
while acknowledging that information
online messages and decide what can spread fast and far 4th grade: Private and Personal Information
information is appropriate to share,
• Classify information that should be kept
and when. private online
• Predict the effect that an online post or
message might have on someone’s
reputation

© 2018 Common Sense Media | www.digitalpassport.org 2

 E-volve (Upstander) Students will ... Cyberbullying, Digital Drama &
• Compare different forms of cyberbullying Hate Speech
Students respond to cyberbullying and the roles of those involved
scenarios and are prompted to make 3rd grade: The Power of Words
• Interpret scenarios that illustrate the
choices to “evolve” into an upstander. 4th grade: Super Digital Citizen
importance of empathizing with targets
of cyberbullying 5th grade: What’s Cyberbullying?
• Identify ways to be an upstander when
cyberbullying occurs

Search Shark (Search) Students will ... News & Media Literacy
• Learn how keywords can help them
Students learn how to choose effective 5th grade: Reading News Online
find information online
keywords for searching online. They
• Evaluate keywords for their relevance
practice selecting keywords that are
and helpfulness
most relevant to a search prompt.
• Practice identifying the most effective
Along the way, students discover tips
keywords for different search scenarios
for narrowing their search results.

Mix-n-Mash Students will ... News & Media Literacy

• Learn about copyright, credit, and
(Creative Credit) plagiarism, and apply their knowledge
4th grade: A Creator’s Rights and
Responsibilities
Students remix media content to to their own creative work
create a new creative piece. Along the • Reflect on the ethical importance of
way, they give proper credit to the giving credit to others for their work
artists whose images and sound clips • Determine how to receive credit for
they use. their digital creations

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 [email protected].

© 2018 Common Sense Media | www.digitalpassport.org 3

SECURITY
module guide Password Protect

Essential Question: Recommended time: 20 minutes

How do I create a strong password?
Key Vocabulary
•• Password:
A secret string of letters, symbols, and
numbers that you can use to restrict
Objectives: who can access something digital
Students will...
••learn what components make a password secure.
••identify ways they can create a memorable but secure password.
••create a secure password.

Warm Up
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 No.
your neighbor’s key be able to open the door to your home, too?

The shape of the key and its grooves are unique to a

Why not?
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.

© 2018 Common Sense Media | www.digitalpassport.org 1

 Digital Interactive
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.

Wrap Up
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.

© 2018 Common Sense Media | www.digitalpassport.org 2

MULTITASKING
module guide Twalkers

Essential Question: Recommended time: 20 minutes

How can using a cellphone distract you?
Key Vocabulary
•• Distract:
Objectives: To make it hard for someone to give
Students will ... their full attention to something
••learn that cellphones are powerful, convenient tools for communication. •• Multitask:
••identify situations in which using cellphones can be rude or distracting. To do more than one thing at a time

••reflect on the benefits of focusing on one task at a time

Warm Up
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 McCurdy’s ‘Chicken’ Commercial for Safe Kids USA” YouTube video
(www.youtube.com/watch?v=aWT-BDKPKsY).

ASK:

Why did the chicken cross the road? Because he was distracted!

What three distractions did Jennette name at the end of Texting, talking on the phone, and listening to music.
the commercial?

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.

© 2018 Common Sense Media | www.digitalpassport.org 1

 Digital Interactive

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.

Wrap Up

Estimated time: 5 minutes

Students reflect on the different consequences associated with cellphone distraction.

ASK:
People might not think that you are paying attention to
How can cellphones distract you from being polite to others?
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.

You might do dangerous things that you wouldn’t do if you

How can cellphones distract you from being safe?
weren’t multitasking; you might run into things if you have
your head down.

Cellphones might keep you awake at night; you might not be

How can cellphones distract you from focusing on
able to do as well on your homework if you are interrupted
important things?
by texts or calls.

© 2018 Common Sense Media | www.digitalpassport.org 2

PRIVACY
module guide Share Jumper

Essential Question: Recommended time: 20 minutes

What information is safe and smart to put online?
Key Vocabulary
•• Private information:
Objectives: Details about yourself, such as
Students will ... your date of birth or full name
••reflect on the benefits of sharing online, while acknowledging that information (that someone could use to pretend to
be you on the internet)
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.

Warm Up
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:
Guide students to conclude that it was difficult to
Were you able to erase what you wrote?
completely erase the secret.

Guide students to think about the “footprint” the digital

If you were to write this secret on the internet and then take it
message would make. Point out that someone else could copy
down a day later, do you think it would be gone?
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.

© 2018 Common Sense Media | www.digitalpassport.org 1

 Digital Interactive
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.

Wrap Up
Estimated time: 5 minutes
Students consider the information they put online in their own lives.

ASK:
It’s OK to write messages to people you and your parents
What information is safe to put on the internet?
know. Avoid sharing private information, though, even with
them. Once you share information online, you lose control
over how it can be used.

Someone can use private information such as your name,

What information should you never put on the internet? Why?
school, age, phone number, or address to pretend to be you.

Online posts can spread fast and far, which makes them
Why should you think before you post?
hard to take down. Rude posts not only can hurt other
people’s feelings, but they can also harm your reputation.

© 2018 Common Sense Media | www.digitalpassport.org 2

UPSTANDER
module guide E-volve

Essential Question: Recommended time: 20 minutes

How can you become an upstander when you see
Key Vocabulary
cyberbullying occur? •• Target:
The person being bullied
Objectives: •• Upstander:
Students will ... Someone who helps a person
being bullied
••compare different forms of cyberbullying and the roles of those involved.
•• Bystander:
••interpret scenarios that illustrate the importance of empathizing with targets
Someone who sees bullying when it’s
of cyberbullying. happening but does nothing to help
••identify ways to be an upstander when cyberbullying occurs. •• Cyberbully:
Someone who does something on
the internet, usually again and again,
to make another person feel sad,
angry, or scared
Warm Up
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.

© 2018 Common Sense Media | www.digitalpassport.org 1

 Digital Interactive
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.

Wrap Up

Estimated time: 5 minutes

Students reflect on the meaning of cyberbullying and what to do if they encounter it.

ASK:
Cyberbullies use the internet or cellphones to be mean to
How would you describe cyberbullying to someone who didn’t
other people, often over and over again.
know the term?

Ignore the bully; talk to someone you trust about what’s going
If you are being bullied, what should you do?
on; save the cyberbullying message as proof.

Tell cyberbullies to stop what they are doing; support

What are some ways in which you can be an upstander?
someone who has been cyberbullied; talk to a trusted
friend or adult for help.

© 2018 Common Sense Media | www.digitalpassport.org 2

SEARCH
module guide Search Shark

Essential Question: Recommended time: 20 minutes

Why is it important to choose the right keywords when you
Key Vocabulary
search online? •• Keyword:•
A word you use to search for
information about a topic
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.

Warm Up
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.”)

© 2018 Common Sense Media | www.digitalpassport.org 1

 Digital Interactive
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.

Wrap Up
Estimated time: 5 minutes
Students reflect on how using the right keywords will help them find the information they are looking for online.

ASK:
Some words have multiple meanings. To find the information
Why is it important to choose the right keywords?
you want, you need to choose your keywords carefully.

Avoid using words like “in” or “and.” The best keywords are
What are some things to remember when you choose keywords?
often found in your questions. Put quotation marks around
words if you want to search for them together.

Answers will vary.

What is one tip about online searching that you will share
with your family?

© 2018 Common Sense Media | www.digitalpassport.org 2

CREATIVE CREDIT
module guide Mix-n-Mash

Essential Question: Recommended time: 20 minutes

How do you properly give and receive credit for
Key Vocabulary
creative work? •• Copyright:
A law that says that only creators
have the right to say what others can
Objectives:
do with their work
Students will ...
•• Plagiarize:
••learn about copyright, credit, and plagiarism, and apply their knowledge to
Using some or all of somebody’s work
their own creative work. or idea and saying that you created it
••reflect on the ethical importance of giving credit to others for their work. •• Credit:
••determine how to receive credit for their own digital creations. To show in writing that someone has
created a work

Warm Up
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:
She might write her name on her canvas and perhaps the date
How would an artist show that she created her painting?
or year she painted it.

He would have his name on the cover of his book. He would

How would an author show that he wrote his book?
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:
So people give you respect for creating it; so people do not
Why would you want others to know that a work is yours?
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.

© 2018 Common Sense Media | www.digitalpassport.org 1

 Digital Interactive
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.

Wrap Up
Estimated time: 5 minutes
Students reflect on how to give credit properly.

ASK:
Plagiarizing is saying work that someone else made is yours
What is plagiarizing, and why is it disrespectful?
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.

You should always include the author or creator’s name next

How can you give someone else credit for their work?
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.

Put your name on it. You also can include the date and place
What is a good way to get credit for your own work?
where it was created.

© 2018 Common Sense Media | www.digitalpassport.org 2

Progress Chart

Students Password Protect Twalkers Share Jumper E-volve Search Shark Mix-n-Mash

© 2018 Common Sense Media | www.digitalpassport.org 1

Students

© 2018 Common Sense Media | www.digitalpassport.org 2

You’veear nedyourDi gi
talPassport
.
Now youcanpr otect,share,post,
text,mix,search,andpl ayonline
safelyandr esponsibly!