WGU Course D295
Task 1: Fostering Digital Citizenship in an E-Learning Environment
A. Plan a unit of study (suggested length of approximately 1–2
weeks) that incorporates digital citizenship in an e-learning
environment for a K–12 population. The plan should do each of the
following:
1. Identify the grade level, content area, and e-learning
environment for which the unit of study is designed.
- Grade level: 9th Grade
- Content Area: Algebra 1, Solving Linear Equations
- E-Learning Environment: Canvas (this is what I currently use for my math
classes)
2. Describe the learning goals for the unit of study based on K–
12 content standard(s).
Nebraska State Standard:
- MA 9.2.2.a: Solve linear equations and inequalities, including those
with rational number coefficients.
Learning Goals:
- Students will engage in positive behaviors while using technology online to
solve linear equations.
- Students will be safe and use legal practices including online social
interactions while using technology online to solve linear equations.
- Students will be able to successfully solve multistep linear equations
3. Scaffold concepts and skills from the learning goals in part A2
across the entire unit of study within the e-learning
environment.
Days 1-2: Introduction to Linear Equations
- Objective: Students will be able to solve one and two-step linear equations.
, - Activities: Digital warm-up on canvas and class discussion in a forum on
canvas.
Days 3-4: Multi-Step Equations
- Objective: Students will be able to solve multi-step equations involving
variables on both sides of the equal sign.
Activities: Collaborative problem-solving using Google Docs. We will also talk
about how to share their docs with only the people they want to see it rather
than everyone. We will also talk about allowing edit access vs. not allowing
edit access.
Days 5-6: Graphing Linear Equations
- Objective: Students will be able to graph linear equations and interpret the
slope and y-intercept.
- Activities: Graphing practice with Desmos along with online submission of
graphs onto Canvas.
Days 7-8: Real-World Applications
- Objective: Students will be able to apply linear equations to model real-
world situations while also citing sources to avoid copyright.
- Activities: Research project on how they can apply linear equations to the
real world. They will also have to use proper citations of digital sources. As
we are researching, we will address possible safety concerns throughout.
For
example, which websites to trust like, “.gov and .org” sites and which ones to
stay away from.
- Talk about Creative Commons images
Days 9-10: Digital Project
- Objective: Students will be able to present understanding of linear
equations online while using safe practices.
- Activities: Students will create a digital presentation or infographic using
Canva or Flip. We will also discuss that you never put your personal
information online, if a website asks too many questions like where you
live or for financial information, they will need to find a different site.
4. Incorporate relevant principles of digital citizenship, including
alignment with one International Society for Technology in
Task 1: Fostering Digital Citizenship in an E-Learning Environment
A. Plan a unit of study (suggested length of approximately 1–2
weeks) that incorporates digital citizenship in an e-learning
environment for a K–12 population. The plan should do each of the
following:
1. Identify the grade level, content area, and e-learning
environment for which the unit of study is designed.
- Grade level: 9th Grade
- Content Area: Algebra 1, Solving Linear Equations
- E-Learning Environment: Canvas (this is what I currently use for my math
classes)
2. Describe the learning goals for the unit of study based on K–
12 content standard(s).
Nebraska State Standard:
- MA 9.2.2.a: Solve linear equations and inequalities, including those
with rational number coefficients.
Learning Goals:
- Students will engage in positive behaviors while using technology online to
solve linear equations.
- Students will be safe and use legal practices including online social
interactions while using technology online to solve linear equations.
- Students will be able to successfully solve multistep linear equations
3. Scaffold concepts and skills from the learning goals in part A2
across the entire unit of study within the e-learning
environment.
Days 1-2: Introduction to Linear Equations
- Objective: Students will be able to solve one and two-step linear equations.
, - Activities: Digital warm-up on canvas and class discussion in a forum on
canvas.
Days 3-4: Multi-Step Equations
- Objective: Students will be able to solve multi-step equations involving
variables on both sides of the equal sign.
Activities: Collaborative problem-solving using Google Docs. We will also talk
about how to share their docs with only the people they want to see it rather
than everyone. We will also talk about allowing edit access vs. not allowing
edit access.
Days 5-6: Graphing Linear Equations
- Objective: Students will be able to graph linear equations and interpret the
slope and y-intercept.
- Activities: Graphing practice with Desmos along with online submission of
graphs onto Canvas.
Days 7-8: Real-World Applications
- Objective: Students will be able to apply linear equations to model real-
world situations while also citing sources to avoid copyright.
- Activities: Research project on how they can apply linear equations to the
real world. They will also have to use proper citations of digital sources. As
we are researching, we will address possible safety concerns throughout.
For
example, which websites to trust like, “.gov and .org” sites and which ones to
stay away from.
- Talk about Creative Commons images
Days 9-10: Digital Project
- Objective: Students will be able to present understanding of linear
equations online while using safe practices.
- Activities: Students will create a digital presentation or infographic using
Canva or Flip. We will also discuss that you never put your personal
information online, if a website asks too many questions like where you
live or for financial information, they will need to find a different site.
4. Incorporate relevant principles of digital citizenship, including
alignment with one International Society for Technology in
