Education Standards
K-6th scope and sequence
Internet Safety & Media Balance- grade 1
Overview
This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: Internet Safety & Media Balance.
Internet Safety, Citizenship, & Media Balance-Grade 1
Overview
This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: Internet Safety & Media Balance.
Grade
First Grade
Duration
Two lessons, 20-30 minutes each
Standards and Learning Objectives
Washington State Ed Tech Standards:
- 2.a. Students practice responsible use of technology through teacher-guided online activities and interactions to understand how the digital space impacts their life.
- 2.b. With guidance from an educator, students understand how to be careful when using devices and how to be safe online, follow safety rules when using the internet and collaborate with others.
- 2.d. With guidance from an educator, students demonstrate an understanding that technology is all around them and the importance of keeping their information private.
Washington State SEL Standards:
- BENCHMARK 4A - Demonstrates awareness of other people’s emotions, perspectives, cultures, languages, histories, identities, and abilities.
- BENCHMARK 4B - Demonstrates an awareness and respect for similarities and differences among community, cultural and social groups.
- BENCHMARK 4C - Demonstrates an understanding of the variation within and across cultures.
- BENCHMARK 5A - Demonstrates a range of communication and social skills to interact effectively with others.
- BENCHMARK 5B - Demonstrates the ability to identify and take steps to resolve interpersonal conflicts in constructive ways.
- BENCHMARK 5C - Demonstrates the ability to engage in respectful and healthy relationships with individuals of diverse perspectives, cultures, language, history, identity, and ability.
Washington State Computer Science Standards
- 1A-01: Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use.
1A-03: Describe basic hardware and software problems using accurate terminology.
Lesson One: Media Balance (20-30 minutes)
Materials
- FauxPaw video link below
- Music prepped for freeze dance
- Drawing supplies, blocks, or yarn centers
Formative Assessment
Student responses during discussion times will serve as formative assessment and guide the remainder of the lesson, including the possible need for more clarification or continued practice to gain understanding of concepts.
Procedure:
Media Balance Video (10 minutes) Show the following narrated eBook for the students.
- Faux Paw Goes to the Games: Balancing Real Life with Screen Time, a narrated eBook, iKeepSafe, October 2019 (Length: 8:32 minutes)
Discussion Questions (5-10 minutes) Lead a discussion using these questions as a guide & allowing for student comments and participation. You may want to create a place to write student answers.
- How do you think Faux Paw felt after being on the computer for so long?
- How could you tell?
- Have you ever felt this way after being on a screen for too long?
- What things do you like to do that are not on a screen?
Freeze Dance Activity (5-10 minutes)
- Tell students that you are going to do something active and talk about how they feel. Prepare classroom appropriate music to play
- Go over basic rules of Freeze Dance, which can be anything that works for your space. (Consider making a rule that students need to remain in their own foot space.)
- Play music, stopping it at random intervals for students to freeze.
- If you like, you can have students who make a mistake and don’t freeze, sit down, or, you can just laugh and keep on playing.
- Discuss how their bodies feel after playing an active game like Freeze Dance.
Finish-Up Centers (optional 5-10 minutes)
- If you have time and want some center time for the students, consider the following options, or any others you have that don’t involve screen time:
- Stamps and drawing center
- Building with blocks center
- Yarn and finger-weaving center
Lesson Two: Online Safety & Citizenship (15-20 minutes)
Additional Resources
Internet Traffic Light, by Common Sense Media | CC BY NC ND
Materials
- Tell an Adult video link below
- Internet Traffic Light video link below
- Traffic Light Slides
Formative Assessment
Student responses during discussion times will serve as formative assessment and guide the remainder of the lesson, including the possible need for more clarification or continued practice to gain understanding of concepts.
Procedure:
Internet Traffic Light Video and Discussion Questions (5-10 minutes)
- Tell an Adult, Planet Nutshell, Utah Education Network, June 2014, (Length 2:02)
- Internet Traffic Light, Common Sense Media, August 2019 (Length: 1:08)
Discussion Prompting Slides
- Use the following slides to lead a discussion about Green, Yellow, and Red sites. Have the students brainstorm some sites that could fit into the green category. For the other two, you can ask if they have ever experienced anything that felt like a yellow or red site, and have them share what they did to stay safe.
Traffic Light Game
- Play a version of Red Light/Green Light using some of the examples from the traffic light sheets to call out for them to decide if they should stop, proceed slowly, or go.
- Option #1: Play like Musical Chairs. For example: Shift two chairs to the right for green, one chair to the right for yellow, stay where you are for red.
- Option #2: Have kids form teams and give each team print-out copies of the stoplights. When examples are given, have a team captain hold up the appropriate light.
- Some examples: “You click on a site and it has all appropriate words you can read. You click on a site with funny animal videos. You click on a site and a box pops up asking you to type in your email address. You click on a site and someone you don’t know sends you a message. You click on a site and see something that makes you feel uncomfortable.”
Optional Exit Ticket
- On a sticky note or a piece of paper, have students write down, or draw a picture of, at least one site they like to visit that they think is a green site.
Images by Jenny Banker
Attribution and License
License
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This resource was made possible by funding from the Washington State Legislature and administered through the Washington Office of Superintendent of Public Instruction.
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Image by Prashant Sharma from Pixabay