Grade K Digital Citizen

Unit Overview

In the Digital Citizenship unit students will develop the skills and attitudes necessary to become responsible digital citizens. They will identify different types of personal information and ways to responsibly participate on the Internet. Students will understand the difference between online and real-life friends. Throughout the unit, students will access the Internet through different online tools and resources to complete lesson activities.

Content Standards

ISTE Standards for Students 2016

English/Language Arts

Mathematics

STEM Standards of Practice

Transfer

T2 Value change, uncertainty, and risk taking as opportunities to explore identity and refine solutions to problems.

T3 Work effectively with, and learn from, others in a variety of situations, in school and beyond.

T5 Exchange information effectively for varied audiences and purposes using appropriate formats.

Enduring Understandings and Essential Questions

Digital Citizen Enduring Understanding aligned to appropriate Essential Questions.
	Enduring Understandings	Essential Questions
U1	Digital citizens protect private information for themselves and others.	What is personal information? What is the Internet? What tools help us to gain access to the Internet? What does it mean to be online? How do I responsibly participate on the Internet?
U2	Digital citizens respect themselves and others in global communities.	Digital citizens respect themselves and others in global communities. What are the differences between online friends and real-life/face-to-face friends?

Acquisition

Digital Citizen expected knowledge aligned with student skills.
	Students will know...	Students will be skilled at...
1	Ways to keep safe online.	Explaining and demonstrating the ways to keep safe online
2	To keep personal information private online.	Explaining the types of personal information and why it should be kept private.
3	Ways to be a good friend.	Explaining and demonstrating the ways to be a good friend online and in real-life.
4	That different devices and tools connect to the Internet.	Explaining and demonstrating how to connect to the Internet using a variety of devices and tools.

Cornerstone Task

Cornerstone tasks provide students with an opportunity to create authentic products that are based on standards and connect to real-world careers. Students will be empowered to create a product of lasting value by engaging in meaningful tasks facilitated by an educator. Each task will provide equity, differentiation, and student choice to allow students to reach milestones for success.

View Cornerstone Task in Canvas

Assessment Evidence

Students will review ways to stay safe on the internet. They will also collaborate both in person and online. They will have to demonstrate good digital citizenship while collaborating to create their creature in addition to being able to discuss what makes a good friend online.The students will assess their online collaboration using the rubric provided. Students should know what information to share and not to share on the internet and how to be a good friend online.

Performance Task

Digital Citizen Enduring Understandings aligned to Assessment Evidence.
	Understandings/Skills	Assessment Evidence
U1	Digital citizens protect private information for themselves and others.	Students will successfully complete the interactive and work collaboratively online and in person with a classmate.
U2	Digital citizens respect themselves and others in global communities.	Students will successfully complete the interactive and will share one relevant digital citizenship fact.

Curriculum Map

Lesson Seeds

Lesson: Personal Information (Q2)

Focus: Digital Privacy

Essential Questions:

• What is personal information?

• What information should be kept private?

Outcomes:

• Identify what information is safe to share online.

Teacher Preparation

Import Student Facing Module from Commons
Review yellow highlighted content in the SF Module. Create/Update content to meet the needs of your students.
Review the Private & Personal Information Links to an external site. - Google Slides Presentation. Update to meet the needs of your students.
Review the Private & Personal Let's Practice Links to an external site. - Google Slides Pear Deck Interactive Presentation. Make a copy and embed a link to the student paced version in the SF module for students who are out or those who want to review at home. This Pear Deck has been updated to include question types available on the Free version of Pear Deck.
Note that the HCPSS Road to Kindergarten document includes the statement: Be sure your child is aware of his/her full name, parents’ names, home address, telephone number, and birth date. This information is important that they know, but also important that they keep private.
Assessment Activity: Students can complete the Private & Personal Information Wixie activity, collect Pear Deck data, or Observational data can be collected.
- Publish the Pear Deck Submission, Wixie Submission, or Observational Submission assignments in Canvas. Leave the other assignments unpublished unless you are providing for students who are absent.
- Assess assignment using the SBIR Rubric embedded in the Assignment
  - Personal Information Wixie Submission Rubric Links to an external site. - Concepts & Skills
  - Personal Information Pear Deck Rubric Links to an external site. - Concepts & Skills
  - Personal Information Observational Submission Rubric Links to an external site. - Concepts

Optional Teacher Materials:
- Alternate Private & Personal Information Wixie Activity Links to an external site. - This assignment can be used as an alternative to the assignment found in the SF module depending on student needs

Motivation

Review Lesson Overview with students.
Project Private & Personal Information Links to an external site. - Google Slides Presentation to the class. Consider having students join you on the carpet.
- Slide 1 - Tell students that today we are going to talk about some different types of information that we share with others.
- Slide 2 - Review with students types of information. Consider using hand gestures similar to images shown on the slides to reinforce private and personal information.
- Slide 3 - Brainstorm with students on the board or on chart paper types of information that they might share with a new friend they just met.

Included in the Student Facing Module:

Lesson Overview
Private & Personal Information Links to an external site.- Google Slides Presentation

Lesson

Show students Private and Personal Information Links to an external site. video provided in the SF Module. Stop periodically to check for understanding and to discuss with students. Reinforce with students the concept of Personal and Private information by using the hand gestures from the motivation.
Use the Private & Personal Let's Practice Links to an external site. - Google Slides Pear Deck Presentation to review types of information to ensure student understanding. This can be done with or without computers.
- Without Computers - have students use hand gestures to indicate their answer.
- With Computers - have students drag the star to the emoji that matches their response.

Included in the Student Facing Module:

Private and Personal Information Links to an external site.(1:36) - YouTube video
Private & Personal Let's Practice - Links to an external site.Google Slides with Pear Deck Interactive Questions

Assessment

Choose Assessment Measure for your Students

Pear Deck
Wixie
Observational

Pear Deck Submission

Provide students with a copy of the Student Friendly Language for the Assignment
- Personal Information Pear Deck Rubric Links to an external site.
After students have participated in the Private & Personal Let's Practice activity gather the data from Pear Deck Interactive Activity that demonstrates a students ability to identify Private & Personal information using the data collected through the Pear Deck Interactive Activity on the SBIR Rubric.
- Personal Information Pear Deck Rubric Links to an external site.

Wixie

Direct students to the Private & Personal Information Links to an external site. Wixie Assignment Submission in Canvas
Read the directions together as a class.
Provide students with a copy of the Student Friendly Language for the assignment
- Personal Information Wixie Submission Rubric Links to an external site.
Allow students time to sort the types of information into the correct category.
Students should submit their work in Canvas when finished.
Assess students work using the SBIR rubric
- Personal Information Wixie Submission Rubric Links to an external site.

Observational

Provide students with a copy of the Student Friendly Language for the assignment:
- Personal Information Observational Submission Rubric Links to an external site.
Walk around the classroom and assess students ability to identify what information is private information and what information is personal information as M, P, L, on the SBIR rubric.
- Personal Information Observational Submission Rubric Links to an external site.

Included in the Student Facing Module:

Personal Information - Pear Deck Submission
Personal Information - Wixie Submission
Personal Information - Observational Submission

Import "Grade K Q2 Digital Citizen Unit (SF) 24-25" Student Facing Module from Commons

Lesson: What Should I Do? (Q2)

Focus: Digital Rights & Responsibilities

Essential Questions:

•How do I responsibly participate on the Internet?

Outcomes:

•Understand the importance of being safe, responsible, and respectful online.

Teacher Preparation

Import Student Facing Module from Commons.
Review Editor-Only Instructions in the SF Module. Create/Update content to meet the needs of your students. This module is intended for the teacher to model, instruct and guide the students through the module and allow for self-paced work when appropriate.
Review yellow highlighted content in the SF Module. Create/Update content as needed to meet the needs of your students.
This lesson connects to a previous Health Lesson taught earlier in the year called Stranger Safety. Use content students learned in that lesson No! Go! Tell! Keep Telling as prior knowledge when introducing this lesson to students.
Take pictures of familiar adults (teacher, admin, and other staff such as Para or RA staff member) in the school building.
Make a copy of What Should I Do? Sorting Activity Links to an external site. - Google Slides. Add images that you have collected of at least three staff members students know in person. Consider adding additional photos of "strangers" to the document as well.
Print a copy of Keep Safe, Keep Away, Keep Telling Links to an external site. - Images to post on your board for students to refer to.
Assessment Activity: Students can complete the Keep Safe, Keep Away, Keep Telling Wixie activity or Observational data can be collected.
- Publish the Wixie Submission, or the Observational Submission assignments in Canvas. Leave the other assignments unpublished unless you are providing for students who are absent.
- Assess assignment using the SBIR Rubric embedded in the Assignment
  - What Should I Do? Wixie Submission Rubric Links to an external site. - Concepts & Skills
  - What Should I Do? Observational Submission Rubric Links to an external site. - Concepts

Motivation

Review Lesson Overview with students.
Review concepts from the previous lesson on Private and Personal Information by showing students the Private and Personal Information Links to an external site. - YouTube Video from the previous class period.
- Ask students to think about the different types of information that we talked about yesterday that they could share with an online friend.
- Consider inviting students to the front carpet for the video.
Pause the video periodically to check for student understanding.

Included in the Student Facing Module:

Lesson Overview
Private and Personal Information Links to an external site. (1:37) - YouTube video

Lesson

Engage in a classroom discussions about how when students are using the Internet they may come in contact with people that they know in real life and people that they know just online.
Complete a sort using What Should I Do? Sorting Activity Links to an external site. - Google Slides presentation as your guide. Make sure that you have included additional pictures of people students may know from your school as well as people that they may know from the media, and those that are strangers.
- Clarify for students that when we talk about online friends we are talking about people who we don't know in person at all, don't go to our school, and is someone that we may or may not ever meet.
- Provide students with opportunities to talk with peers about how they might sort these pictures. Call on students to come up and sort images one at a time.
- Once pictures have been sorted work together to describe the two groups that they have sorted their pictures into. They should have a group of familiar faces (Real-Life Friends) and people that they have never met in person (Online Friends)
Review with students the hand gestures found in the Keep Safe, Keep Away, Keep Telling Links to an external site. - Image. Practice making the hand motions as a class.
Show students Faux Paw Adventures in the Internet Links to an external site. - YouTube Video. Consider having students join you on the carpet to watch the video.
- Tell students that if they see times when Faux Paw should Keep Safe, Keep Away, or Keep Telling to act out the gestures.
- Stop the video multiple times and elicit from students if that is a moment when Faux Paw should Keep Safe, Keep Away, or Keep Telling. Have students show the appropriate hand gesture.

Included in the Student Facing Module:

What Should I Do? Sorting Activity Links to an external site. - Google Slides
Keep Safe, Keep Away, Keep Telling Links to an external site. - Image of hand gestures
Faux Paw Adventures on the Internet Links to an external site. (4:29) - YouTube Video

Assessment

Select Assessment Measure for your students.

Wixie Submission
Observational

Wixie Submission:

Direct students to the What Should I Do? Links to an external site. Wixie Assignment Submission in Canvas.
Read the directions in Wixie together as a class.
Provide students with a copy of the Student Friendly Language for the assignment.
- What Should I Do? Wixie Submission Rubric Links to an external site.
Demonstrate how to take pictures using Wixie. Remind students that they may need to have a partner help them press the button to take the photo while they are showing the hand gesture.
Allow students time to complete their images for the Wixie poster where they show the hand movements to remember to Keep Safe, Keep Away, and Keep Telling.
Students should submit their work in Canvas when finished.
Assess students using the SBIR rubric
- What Should I Do? Wixie Submission Rubric Links to an external site.

Observational

Provide students with a copy of the Student Friendly Language for the assignment.
- What Should I Do? Observational Submission Rubric Links to an external site.
Walk around the classroom and assess students ability to demonstrate the importance of being safe, responsible, and respectful online as M, P, L, on the SBIR rubric.
- What Should I Do? Observational Submission Rubric Links to an external site.

Included in the Student Facing Module:

What Should I Do? - Wixie Submission
What Should I Do - Observational Submission

Import "Grade K Q2 Digital Citizen Unit (SF) 24-25" Student Facing Module from Commons

Lesson: Devices That Can Access the Internet (Q4)

Focus: Digital Literacy

Essential Questions:

• What does it mean to be online?

• How do I use the Internet?

• How do I know if I'm using the Internet?

Outcomes:

• Identify various digital devices that can connect to the Internet.

Teacher Preparation

Import Student Facing Module from Commons
Review yellow highlighted content in the SF Module. Create/Update content to meet the needs of your students.
Review the Devices That Can Access the Internet Lesson Presentation Links to an external site. - Google Slides Pear Deck Interactive Presentation. Update to meet the needs of your students. Make a copy and embed a link to the student paced version in the SF module for students who are out or those who want to review at home. This Pear Deck has been updated to include question types available on the Free version of Pear Deck.
- Alternative to Pear Deck components. Students can sit or stand to share their responses to allow for student movement.
Take a photo of your school server room to share with students in Slides 8-9 of the Lesson Presentation
Assessment Activity: Students can complete the Devices That Connect to the Internet Wixie activity, Pear Deck / Observational data can be collected.
- Publish the Pear Deck Submission, Wixie Submission, or Observational Submission assignments in Canvas. Leave the other assignments unpublished unless you are providing for students who are absent.
- Assess assignment using the SBIR Rubric embedded in the Assignment
  - Devices That Can Access the Internet Wixie Submission Rubric Links to an external site. - Concepts & Skills
  - Devices That Can Access the Internet Pear Deck Rubric Links to an external site. - Concepts & Skills
  - Devices That Can Access the Internet Observational Submission Rubric Links to an external site. - Concepts

MOTIVATION

Review Lesson Overview with students.
Devices That Connect to the Internet Lesson Presentation - Google Slides with embedded Pear Deck Interactive Slides.
- Slide 1-2 - Ask Students to define the Internet for you. Capture four student responses on Slide 2.

Included in the Student Facing Module:

Lesson Overview
Devices That Connect to the Internet Lesson Presentation - Google Slides with Pear Deck Interactives

LESSON

Devices That Connect to the Internet Lesson Presentation (Links to an external site.) - Google Slides with embedded Pear Deck Interactive Slides.
When leading the presentation be sure to stop periodically for discussion and conversation with students.
- Slide 3-7 - These slides are intended to instruct students about the Internet, what it is and how it works. While the videos contain some detailed descriptions of the Internet, the content on Slide 7 is the key information that students should understand at the conclusion of the lesson.
- Slide 8-9 - Review with students how they connect to the Internet for school. If possible take a photograph of your school server room or take students on a field trip to the server room. This allows them to understand that the wireless router in your classroom connects using wires to the server room in your school which then connects to the Datacenter at HCPSS CO. Take students on a virtual tour of the Datacenter using the grk_dc_HCPSSdatacentertour - Google Doc.
- Slide 10-21 - Review with students to elicit their understanding of devices that connect to the Internet. Share 2-3 (no more than 5) examples. Select examples that would be familiar with your student population.
- Slide 22 - Transition to the Wixie project for Assessment of student understanding.

Included in the Student Facing Module:

Devices That Connect to the Internet Lesson Presentation - Google Slides with Pear Deck Interactives
- Embedded in Presentation:
  - BBC Learning - What is the Internet Links to an external site. (0:58) - YouTube Video
  - Where does the Internet come from? Links to an external site. (2:51) - YouTube Video
  - HCPSS Datacenter Links to an external site.- Google Doc

ASSESSMENT

Choose Assessment Measure for your Students

Pear Deck
Wixie
Observational

Pear Deck Submission

Provide students with a copy of the Student Friendly Language for the Assignment
- Devices that Can Access the Internet - Pear Deck Rubric Links to an external site.
After students have participated in the Devices That Connect to the Internet activity gather the data from Pear Deck Interactive Activity that demonstrates a students ability to identify Devices that Connect to the Internet using the data collected through the Pear Deck Interactive Activity on the SBIR Rubric.
- Devices that Can Access the Internet - Pear Deck Rubric Links to an external site.

Wixie Submission

Direct students to the Connect to the Internet Links to an external site. Wixie Assignment Submission in Canvas.
Read the directions together as a class.
Provide students with a copy of the Student Friendly Language for the assignment
- Devices That Can Access the Internet Wixie Submission Rubric Links to an external site.
Provide directions for students to access the Images. The Technology folder is already selected.
Allow students time to select 3 images that represent digital devices that can connect to the Internet and add them to their project.
Students should submit their work in Canvas when finished.
Assess students using the SBIR rubric attached in Speedgrader.
- Devices That Can Access the Internet Wixie Submission Rubric Links to an external site.

Observational

Provide students with a copy of the Student Friendly Language for the assignment:
- Devices That Can Access the Internet Observational Submission Rubric Links to an external site.
Walk around the classroom and assess students ability to identify three digital devices that can connect to the Internet as M, P, L, on the SBIR rubric.
- Devices That Can Access the Internet Observational Submission Rubric Links to an external site.

Included in the Student Facing Module:

Devices That Can Connect to the Internet - Pear Deck Submission
Devices That Can Connect to the Internet - Wixie Submission

Devices That Can Connect to the Internet - Observational Submission

Import "Grade K Q4 Digital Citizen Unit (SF) 24-25" Student Facing Module from Commons

Lesson: Real Life vs. Online (Q4)

Focus: Digital Privacy

Essential Questions:

• What are the differences between online friends and real-life/face-to-face friends?

• How do I responsibly participate on the Internet?

Outcomes:

• Compare and contrast online friends and real-life, face-to-face friends.

Teacher Preparation

Import Student Facing Module from Commons
Review yellow highlighted content in the SF Module. Create/Update content to meet the needs of your students.
Review the Real-Life vs. Online Lesson Presentation Links to an external site. (Links to an external site.) - Google Slides Pear Deck Interactive Presentation. Update to meet the needs of your students. Make a copy and embed a link to the student paced version in the SF module for students who are out or those who want to review at home. This Pear Deck has been updated to include question types available on the Free version of Pear Deck.
- Alternative to Pear Deck components. Students can sit or stand to share their responses to allow for student movement.
Assessment Activity: Students can complete the Private & Personal Information Wixie activity, collect Pear Deck data, or Observational data can be collected.
- Publish the Pear Deck Submission, Wixie Submission, or Observational Submission assignments in Canvas. Leave the other assignments unpublished unless you are providing for students who are absent.
- Answer Key for Real-Life vs. Online Links to an external site. - Wixie Activity
- Assess assignment using the SBIR Rubric embedded in the Assignment
  - Real Life Vs. Online Wixie Submission Rubric Links to an external site. - Concepts & Skills
  - Real Life Vs. Online Pear Deck Rubric Links to an external site. - Concepts & Skills
  - Real Life Vs. Online Observational Submission Rubric Links to an external site. - Concepts

MOTIVATION

Review Lesson Overview with students
Real Life vs. Online Lesson Presentation - Google Slides with embedded Pear Deck Interactive Slides.
- Slide 1-4 - Establish how we are all part of a Community both online and in person. Use the Pear Deck features to elicit responses from students. Engage in a discussion about ways that we communicate with others.

Included in the Student Facing Module:

Lesson Overview
Real Life vs. Online Lesson Presentation - Google Slides with embedded Pear Deck Interactives

LESSON

Real Life vs. Online Lesson Presentation - Google Slides with embedded Pear Deck Interactive Slides.
When leading the presentation be sure to stop periodically for discussion and conversation with students.
- Slide 5-11 - Lead students through a discussion of the Rings of Responsibility. Starting with Self, the Community and finally the World. Use the talking points in the slide notes to elicit a classroom discussion with students about the key concepts in determining how online vs real life are similar and different for each of the rings of responsibility.

Included in the Student Facing Module:

Real Life vs. Online Lesson Presentation - Google Slides with embedded Pear Deck Interactive Slides.

ASSESSMENT

Choose Assessment Measure for your students.

Pear Deck
Wixie
Observational

Pear Deck Submission

Provide students with a copy of the Student Friendly Language for the assignment
- Real Life Vs. Online Pear Deck Rubric Links to an external site.
After students have participated in the Real-Life vs. Online Lesson Presentation gather the data from the Pear Deck Interactive Activities that demonstrates the students ability to compare and contrast online vs. real-life, face-to-face friends using the data collected through Pear Deck on the SBIR Rubric.
- Real Life Vs. Online Pear Deck Rubric Links to an external site.

Wixie Submission

Direct students to the Real Life vs. Online Links to an external site. - Wixie Assignment Submission in Canvas.
Read the directions together as a class.
Provide students with a copy of the Student Friendly Language for the assignment
- Real Life Vs. Online Wixie Submission Rubric Links to an external site.
Provide directions for students in sorting images.
Allow students time to sort the images using the Venn Diagram.
Students should submit their work in Canvas when finished.
Assess students using the SBIR rubric attached in Speedgrader.
- Real Life Vs. Online Wixie Submission Rubric Links to an external site.

Observational

Provide students with a copy of the Student Friendly Language for the assignment
- Real Life Vs. Online Observational Submission Rubric Links to an external site.
Walk around the classroom and assess students ability to compare and contrast online friends and real-life, face-to-face friends
- Real Life Vs. Online Observational Submission Rubric Links to an external site.

Included in the Student Facing Module:

Real-Life vs. Online - Pear Deck Submission
Real-Life vs. Online - Wixie Submission
Real-Life vs. Online - Observational Submission

Import "Grade K Q4 Digital Citizen Unit (SF) 24-25" Student Facing Module from Commons

Feedback

As always we appreciate feedback from our technology teachers on these documents in terms of format and content. If you have any suggestions for future changes please be sure to visit our feedback form below.

Instructional Technology Feedback Form

Digital Citizenship Resources

Intentional Supports For Access and Opportunity for Multilingual Learners

Native Language Supports

At the beginning of the year and with each newly arriving Multilingual Learners (MLs):

Connect with the ESOL Teacher/s to obtain and discuss students’ English proficiency levels.
Determine with ESOL Teacher if individual students would benefit from native language support (reading/ listening to directions on Canvas) and obtain a list of students’ home languages from Synergy (grades 3-5 may benefit from reading option; K-5 may benefit from listening option)
Arrange to show students how to set a Canvas page to their native language.
- Allow student to use Immersive Reader Links to an external site. in any digital tool, if needed. Immersive Reader allows students to listen to or read information in their native language.
Ensure this feature is active when students are reading/listening when using Canvas.

Throughout the year:

Review native language support periodically and determine if students need or prefer to activate it (check with ESOL Teacher and students.

Instructional Accommodations

*This is not an exhaustive list

Sensory Support (Green)

Real-life objects (realia)
Manipulatives
Pictures & photographs
Illustrations & diagrams
Physical activities
Videos & films
Broadcasts
Tapping (manipulating the screen)

Graphic Support (Yellow)

Charts
Tables
Graphs
Timelines
Word Bank
Bilingual Dictionaries
Visuals
Graphic Organizers
Sentence Starters, Frames,

Interactive Support (Red)

In pairs or partners
In triads or small groups
In whole group
Using cooperative group structures
Using the Internet or software programs
Jamboard/Pear Deck
In the native language
With mentors/paras

Additional ML Support

Instructional Resources

This course content is offered under a CC Attribution Non-Commercial Share Alike Links to an external site. license. Content in this course can be considered under this license unless otherwise noted.