Level(s): Primary – Cycle 3 (Grade 5-6)
Subject(s): Culture and Citizenship in Québec, English, Social Studies, Civics
Digital Competency Framework Components (QC): 01. Exercising ethical citizenship in the digital age, 02. Developing and mobilizing technological skills, 04. Developing and mobilizing information literacy, 05. Collaborating via digital technology, 06. Communicating via digital technology
This module is part of Engaged Learning’s My Online Safety multimodal series.
Digital technology plays a central role in students’ lives and increasingly shapes their relationships, behaviours, and how they see themselves and others. From an early age, students interact online, leave digital footprints, and contribute, often without fully realizing it, to the development of their digital identity.
However, this identity is partial, interpreted, and long-lasting. Students must learn to think critically about what they see and share, understanding that their online actions can be perceived in different ways and may lead to a range of consequences.
The following activities are designed to support students in developing a nuanced understanding of their digital identity. They encourage students to analyze situations, consider different perspectives, and adopt more thoughtful practices, in alignment with expectations across different curricula.
Support students in understanding and analyzing their digital identity by developing an initial critical awareness of their online footprint.
This activity guide draws on cross-curricular competencies recognized across multiple curricula, including critical thinking, digital literacy, and citizenship education, making it adaptable to a variety of educational contexts.
🧭 Key Concepts
⏱️ Duration
Approximately 4 to 6 periods (60 minutes)
This student Activity Booklet can be used to support the activities.
Present these three fictional profiles.
Use the PDF version to display them easily on the board.
Ask students:
🔍 Comparison
Who seems the most:
🧠 Interpretation
⚠️ Disruption
Can we be mistaken about these individuals?
Add:
What influenced our judgment? (appearance, tone of messages, stereotypes, etc.)
Ask volunteers to explain their thinking by asking:
“What made you think that?”
Model a possible response, for example:
“I thought this person was trustworthy because…, but now I realize that…”
Intended Outcome:
Each student creates a character (similar to a social media profile).
They choose:
Quick review challenge: “What is a digital footprint? Give an example without looking.”
Students analyze a classmate’s fictional profile.
They respond:
Questions:
👉 Introduce the following concepts:
Actions → Digital Traces → Perceptions → Consequences
Provide students with cards showing the following words or expressions. In small groups, they sort them into the categories they think apply:
Click here to print the cut-out cards (one set per group).
Or use this interactive version, where students can also place the cards in the category of their choice.
🔹“Actions” Cards (what someone does)
🔹 “Digital Traces” cards (your digital footprint)
🔹 “Perceptions” Cards (what others think)
🔹 “Consequences” Cards (what it can lead to)
In the printable version, you may also include intentionally ambiguous cards, such as:
With these cards, students will hesitate, discuss, justify their thinking, and actively engage in critical thinking.
Here are some questions to ask students during the activity:
👉 Key moment: Help students understand that:
An action → creates a digital trace → influences a perception → leads to a consequence.
Challenge: Can you create one complete chain using four cards?
Example: Post a photo of yourself → A photo visible on a profile → “She wants attention” → Being judged by others
In small groups, students create a guide or a short media piece:
Format of their choice:
Must include:
👉 Expected example:
“Do not share personal information, as it can affect your safety.”
Optional Challenge: “Your product must be understandable for Grade 4 students.” This encourages students to simplify, clarify, and adapt their communication.
After completing a first draft, invite groups to meet and provide feedback to one another. Example criteria:
Here are some examples of possible tips. The tone should be adapted to the intended audience:
Understanding Digital Identity
This infographic can be presented to students (it is included in the activity booklet) to further deepen their reflection.
💬 Reflection Questions
In other words, here are some sentence starters students can use to respond, while also developing their ability to reflect on their learning:
The following are suggested criteria. Use the final column to adapt them based on your approach (e.g., grades, achievement levels, targets, or other methods).
| Component | Observation | Assessment |
| Critical Thinking | The student justifies their thinking with clear reasons. | |
| Communication | The message is clear and appropriate for the intended audience. | |
| Citizenship | The student demonstrates an understanding of the impact of digital technology. | |
| Collaboration | The student contributed to the group work. |
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