Grade 2 Digital Citizen
Grade 2 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
Digital Citizen Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
2b Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
2c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
2d Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.
English/Language Arts
Reading
RI5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
Writing
W2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
W6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W7 Participate in shared research and writing projects.
Mathematics
MP5 Use appropriate tools strategically.
STEM Standards of Practice
2 Integrate Science, Technology, Engineering and Mathematics Content
4 Engage in Inquiry
5 Engage in Logical Reasoning
7 Apply Technology Strategically
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
| Enduring Understandings | Essential Questions | |
|---|---|---|
| U1 | Digital citizens protect private information for themselves and others. |
|
| U2 | Digital citizens respect themselves and others in global communities. |
|
| U3 | Digital citizens responsibly locate, evaluate, and ethically use information from a variety of digital sources. |
|
Acquisition
| Students will know... | Students will be skilled at... | |
|---|---|---|
| 1 | That materials found online are the intellectual property of others. (Media) | Citing sources collected from the Internet. (Media) |
| 2 | A set of rules that outline the roles and responsibilities within an online community. | Applying rules within an online community and encouraging peers to follow accepted rules. |
| 3 | That the Internet provides a means of communicating with real people in different places. | Explaining and demonstrating how to connect to different people and places, in person and on the Internet. |
| 4 | That different devices and tools connect to the Internet. (Media/Tech) | Explaining and demonstrating how to connect to the Internet using a variety of devices and tools. (Media/Tech) |
| 5 | The components of a quality comment. (Media) | Leaving quality comments online. (Media) |
| 6 | How email messages are sent and received. (Media) | Describing how email messages are sent and received. (Media) |
| 7 | Effective email communication skills. (Media) | Drafting effective, clear, and respectful emails. (Media) |
| 8 | The differences between the format of an email and a friendly letter. (Media) | Explaining and demonstrating the differences between the format of an email and a friendly letter. (Media) |
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
| Understandings/Skills | Assessment Evidence | |
|---|---|---|
| U1 | Digital citizens protect private information for themselves and others. | Students will use a collaborative platform appropriately and demonstrate safe online behavior. |
| U2 | Digital citizens respect themselves and others in global communities. | Students demonstrate through their actions (searches and information included in email) an understanding of safely managing personal data and privacy issues on the internet. |
| U3 | Digital citizens responsibly locate, evaluate, and ethically use information from a variety of digital sources. | Students will do research and demonstrate attribution. |
Curriculum Map
- Elementary Digital Citizen Curriculum Map (Links to an external site.)
- Elementary Digital Citizen Resources Overview - Library Media & Technology
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
- Maryland Assessment, Accessibility, and Accomodations Manual Fact Sheet (Links to an external site.)Links to an external site.
- WIDA Go-TO Strategies for MLs (Links to an external site.)Links to an external site.
Lesson Seeds
Lesson: Online Community Norms (Q1)
Focus: Digital Literacy
Essential Questions:
• How do people communicate online?
Outcomes:
• Develop a set of rules that outline the roles and responsibilities within an online community.
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 Common Sense Media Our Digital Citizenship Pledge Lesson Plan Links to an external site.
- Review Digital Citizenship Pledge Motivation Links to an external site. & Digital Citizenship Pledge Lesson Links to an external site. - Google Slides Presentations
- Consider setting up the interactive slides
- Make copies or provide a digital copy of gr2_dc_OnlineCommunityNormsStudentHandout Links to an external site. to pairs of students.
- Select your Assessment Measure: Students can complete the Online Community Norms Google Assignment or Canvas Quiz.
- Publish the Google Assignment or Canvas Quiz submission assignment. Leave the other assignments unpublished unless you are providing for students who are absent.
- Assess assignment using SBIR Rubric embedded in the assignment
- Online Community Norms Google Assignment Submission Rubric Links to an external site. - Concepts & SkillsLinks to an external site.
- Online Community Norms Quiz Submission Rubric Links to an external site. - ConceptsLinks Links to an external site. to an external site.
- Online Community Norms Observational Submission Rubric Links to an external site. - ConceptsLinks to an external site.
MOTIVATION
- Review Lesson Overview with students.
- Project Digital Citizenship Pledge Motivation
Links to an external site. - Google Slides to the class. Consider having student join you on the carpet.
- Review content on slides 1-3 with students.
- Slide 4 - Ask students how would you describe the people where you live? Do most know each other? Take turns sharing your idea with your partner. Invite students to share using the Pear Deck Interactive Slide with text. Discuss student responses as a class. If necessary, explain to students that where they live is a type of "community." It's their "neighborhood community."
Included in the Student Facing Module:
- Lesson Overview
- Digital Citizenship Pledge Motivation Links to an external site. - Google Slides Presentation with Pear Deck Interactive Questions
LESSON
- Project Digital Citizenship Pledge Lesson
Links to an external site. - Google Slides to the class.
- Slide 2 - Read aloud the definition of a community. Ask students: Another community that you are part of is this classroom. Using our definition, what makes this class a community? Share ideas as a class. Emphasize that a classroom is a community because students all have something in common and they all have a similar goal.
- Slide 3 - Ask students to use the Pear Deck draggable to tell Which classroom community would best reach everyone's shared goal of learning? Allow time for students to respond. Point out the second image: Tell students that everyone in this classroom community have agreed to act in a certain way. These are called norms. Norms are ways of acting that everyone in a community agrees to. Norms help people in the community work toward their shared goals.
- Slide 4 - Ask students: What are some norms that we follow in this class. Allow students an opportunity to share their ideas using the Pear Deck Interactive Question. Capture three to five of the examples provided by the students on the slide.
- Slide 5 - Review the definition of digital citizen. Reinforce how that connects to the idea of online/classroom norms.
- Tell students that Norms are also important for online communities. There are different types of online communities and, depending on their goals, they might have different norms that members are expected to follow.
- Pass out Online Community Norms Student Handout
Links to an external site. or provide a forced copy link for students to complete the work digitally.
- Pair students up with a partner or in a small group to work on the handout.
- Read the directions with students. Tell students that they will read each example and then explain how they think the norm helps the community reach it's goal.
- Review answers Links to an external site. and check work together as a class.
Included in the Student Facing Module:
- Digital Citizenship Pledge Lesson Links to an external site. - Google Slides Presentation with Pear Deck Interactive Questions
- Online Community Norms Student Handout Links to an external site.- Google Doc
ASSESSMENT
Choose Assessment Measure for your Students
- Google Assignment
- Quiz
- Observational
Google Assignment
- Direct students to the Online Community Norms • Google Submission Canvas Assignment.
- Assemble students into small groups
- Read the assignment directions and assist students with getting their copy of the Google Assignment ready to go.
- Say: Knowing how to follow the norms of an online community is important because it's part of being a good digital citizen. A digital citizen is someone who uses technology responsibly to learn, create, and participate. That means you get the rewards of being online -- like seeing cool videos and playing fun games -- without the negatives like people being mean or disrespectful to the community.
- Remind students that a pledge is a promise or an oath that a person makes.
- Assign each group one of these four categories: share, respond, work, or play.
- Allow time for students to agree on a norm and add it to their individual handout. Encourage students to go beyond "being nice" by coming up with specific examples.
- Assist students will submitting their Google Assignment when they finish.
- Provide students with a copy of the Student Friendly Language for the assignment
- Online Community Norms Google Assignment Submission Rubric
Links to an external site.Links to an external site.
Links to an external site.
- Online Community Norms Google Assignment Submission Rubric
Links to an external site.Links to an external site.
- Work will be assessed using the SBIR Rubric attached.
Quiz
- Guide students to open the Online Community Norms • Canvas Quiz
- Read the directions together.
- Provide students with a copy of the Student Friendly Language for the assignment
- Online Community Norms Quiz Submission Rubric
Links to an external site.Links to an external site.
Links to an external site
- Online Community Norms Quiz Submission Rubric
Links to an external site.Links to an external site.
- Allow students time to complete the quiz questions and submit their work.
- Work will be assessed using the SBIR Rubric attached.
Observational
- Provide students with a copy of the Student Friendly Language for the assignment
- Online Community Norms Observational Submission Rubric Links to an external site.Links to an external site.
- Walk around the classroom and assess students understanding of rules that outline the roles and responsibilities within an online community as M, P, L on the SBIR rubric.
Included in the Student Facing Module:
- Online Community Norms • Google Submission - Canvas Assignment
- Online Community Norms - Canvas Quiz
- Online Community Norms - Observational Data
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 (Links to an external site.)Links to an external site.
Instructional Resources
ISTE Standards for Students (Links to an external site.)Links to an external site.
Digital Tools: Best Practices in Instruction (Links to an external site.)Links to an external site.
Digital Citizenship Resources for Staff and Community
Google: Be Internet Awesome Curriculum Links to an external site.
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.