How will my students develop digital citizenship

My students will develop digital citizenship through engaging in "How Technology Makes You Feel". This activity from Common Sense Media challenges first grade students to pay attention to their feelings while using tech. This is done through students engaging in an emoji game where they learn practical strategies for managing their feelings. The objectives stated in this activity include:

• Recognize the different kinds of feelings they can have when using technology

• Know what to do when they don't have a good feeling when using technology

We will use the following materials: popsicle sticks, tape, crayons, and scissors

The Emoji game will go as follows- students will cut out their Digital Citizen emojis, decorate them, and attach them to their popsicle stick. They will create 5 emojis: happy, curious, uncomfortable, frustrated, and one of their choosing. I will explain that these emojis represent some of the feelings they might have when using technology. Some of the emotions are good and some aren't, and it's important to listen to their feelings. I will then read a couple of situations. The students will hold up one of the emojis they have created of what their feelings would be during that situation. I will then call on some students to explain their answers.

To assess the students I will give them a handout where they can draw a picture to show what they will do if you get an uncomfortable feeling using technology. I will then collect this.

This activity aligns with ISTE Standard for students 1.2 

How I engage culturally relevant/sustaining teaching and learning with technology

First grade students will engage in a learning activity focusing on diversity and justice. This engaging activity from Learning for Justice  will focus on "What is a Family?" The target objectives this activity includes is:

• Understand that families have different structures and compositions

• Read, write and talk about the idea that differences in family structures actually make for a richer community

• Reflect on what makes their own families special and the diversity of families in the community

• Create and reflect on a gallery of classroom family portraits

We will use the following materials during this lesson: 

• Chart paper

• Post-it notes

• Construction paper

• Paints or oil pastels

In a group discussion, I will ask the class “what is a family?” As students shout out answers I will write down students' ideas on an anchor chart. I will also guide students' answers by asking follow up questions like “do we have to be related to family”. Each student will then be given a post it note from the teacher where they can write or draw one thing they think makes their family unique, different, or special. Students will next use the Draw and Tell  app on their class ipads to individually create a family portrait. They can draw their family using different strategies in a way they think best represents them. Once they have created their family drawing how they want it represented, they will use the microphone portion of the app to voice record. What is said in the recording can be up to them. This voice recording will automatically get placed into the portrait so when they click play they will see their drawing with their recording in the background. These portraits will be saved and can be added to the classroom website for families to see. 

The ISTE standards for students this aligns with is 1.1 Empowered Learner and the substandard 1.1d Technology Fundamentals

Learning for Justice Standard: Students will recognize that power and privilege influence relationships on interpersonal, intergroup, and institutional levels and consider how they have been affected by those dynamics. 

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