Grade 5 Digital Citizen
Grade 5 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
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 understand the need to be responsible and respectful in global communities. |
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| U2 | Digital citizens communicate with real people using various digital tools. |
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| U3 | Digital citizens make wise decisions regarding online safety and security. |
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Acquisition
| Students will know... | Students will be skilled at... | |
|---|---|---|
| 1 | The scope of one's digital footprint. | Identifying the different ways the internet can be used and appropriate ways to share information. |
| 2 | How one's digital footprint impacts the future. | Protecting online reputations. |
| 3 | Solutions for dealing with cyberbullying. (Media) | Explaining and demonstrating ways to deal with cyberbullying. (Media) |
| 4 | What digital citizen responsibilities are. | Explaining and demonstrating ways to model positive behaviors online. |
Student Learning Objective (Optional)
The Digital Citizen Student Learning Objective is intended to assess students baseline and end of year growth toward proficiency for the Grade 5 Digital Citizen outcomes.
- View Student Learning Objective
- View/Import Grade 5 DC: Digital Citizen Assessment (SF) Module
- View Digital Citizen Assessment Answer Key and Standards Alignment Links to an external site.
- View/Download Digital Citizen SLO Data Collection Spreadsheet Links to an external site.
This module is a sample student facing module consisting of 5 pages of content. This module is intended to be used with the Instructional Technology Grade 5 Digital Citizen SLO, therefore the content of the module should be used in its entirety and not modified. This quiz included utilizes a question bank. There are six possible questions for each of the seven Digital Citizen outcomes for Grade 5 (Links to an external site.). When students take the quiz they will receive two possible questions for each outcome. There are two essay questions that will need to be manually graded. An Answer Key with Standards Alignment and a Data Collection Spreadsheet has been provided below. Rubrics and possible responses for the essay questions are provided.
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 understand the need to be responsible and respectful in global communities. | Students will use their knowledge of digital citizenship to provide advice to peers having problems with online behaviors. |
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U2 |
Digital citizens communicate with real people using various digital tools. |
|
|
U3 |
Digital citizens make wise decisions regarding online safety and security. |
Students will use what they know about positive, safe, legal and ethical behavior in order to respond to peers having problems with online behaviors. |
Curriculum Map
- Elementary Digital Citizen Curriculum Map (Links to an external site.)
- Elementary Digital Citizen Resources Overview - Library Media & Technology
Lesson Seeds
Lesson: What is a Digital Footprint? (Q1)
Lesson: Creating Strong Passwords (Q1)
Lesson: Being a Responsible Digital Citizen (Q3/4)
Lesson: Your Online Reputation (Q3/4)
Lesson: Cyberbullying (Q3/4)
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.)
Digital Citizenship Resources
Digital Citizenship Resources for Staff and Community
ISTE Digital Learning Pathways: Digital CItizen (Links to an external site.)
Common Sense Education: Digital Citizenship Curriculum (Links to an external site.)
Google: Be Internet Awesome Curriculum Links to an external site.
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 ELD Teacher/s to obtain and discuss students’ English proficiency levels.
- Determine with ELD 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 ELD 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.)
- WIDA Go-TO Strategies for MLs (Links to an external site.)
General Resources
ISTE Standards for Students (Links to an external site.)
Digital Tools: Best Practices in Instruction (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.