Grade 1 Digital Citizen

Grade 1 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

Digital Citizen Enduring Understanding aligned to appropriate Essential Questions.
Enduring Understandings Essential Questions
U1 Digital citizens protect private information for themselves and others.

  • What are my responsibilities when I am online? (Media/Tech)
  • How do I spot and handle unwanted advertisements/pop-ups?
U2 Digital citizens respect themselves and others in global communities.
  • How do people communicate online?

Acquisition

Digital Citizen expected knowledge aligned with student skills. 
Students will know... Students will be skilled at...
1 Tools to use for online communication. Using tools for online communication.
2 Many different types of Internet communities where people can collaborate and work together with people all over the world. Contributing to an effective learning environment.
3 The difference between an advertisement and a graphic related to the content. Identifying ads located on a website.
4 Trusted adults to report unwanted content to. (Media) Identifying examples of trusted adults. (Media)
5 Procedures for dealing with unwanted content such as pop-ups. Dealing with unwanted content such as pop-ups.
6 Examples of someone's personal information. (Media) Keeping personal information safe when using the Internet. (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 demonstrate their understanding of digital citizenship concepts by creating questions (with correct answers) about those concepts. They will also play the games they create, using the questions, further reinforcing the concepts. The quality of the questions and answers as well as the students’ performance on the test will indicate the students’ understanding of these concepts. Students should demonstrate that they know how to interact with others online, know not to share personal information, recognize an advertisement, and understand how to respond to inappropriate online behavior.

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 create and answer questions that reflect this knowledge.

U2

Digital citizens respect themselves and others in global communities.

Students create and answer questions that reflect this knowledge.

Curriculum Map

Lesson Seeds

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.
  • 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

General 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.