The Consequences of Being Too Plugged In-- Part 2 of Unplug: The Digital Diet Plan

Learning Resource Type

Learning Activity

Subject Area

Career and Technical Education
Digital Literacy and Computer Science
English Language Arts
Health Education

Grade(s)

6, 7, 8, 9, 10, 11, 12

Overview

Students will be introduced to five negative consequences of a poor "digital device diet." The teacher will lead students in utilizing the jigsaw literacy strategy, in which students will become members of a home group and an expert group as they research and discuss their assigned topic. The activity will culminate with students creating a presentation in the form of a research paper, poster, or slideshow to demonstrate their knowledge of the five consequences of a poor digital diet and their effect on all aspects of health. 

Phase

During/Explore/Explain
Digital Literacy and Computer Science (2018) Grade(s): 6

DLCS18.6.R1

Identify, demonstrate, and apply personal safe use of digital devices.

UP:DLCS18.6.R1

Knowledge

Students know:
  • that some data is considered personal and should be protected.

Skills

Students are able to:
  • classify data as private or public.
  • operate technology devices without sharing personal data.

Understanding

Students understand that:
  • sharing personal data in public forums, even with share settings turned off, can result in dangerous real
  • life consequences.
Digital Literacy and Computer Science (2018) Grade(s): 7

DLCS18.7.R1

Identify, demonstrate, and apply personal safe use of digital devices.

UP:DLCS18.7.R1

Knowledge

Students know:
  • that some data is considered personal and should be protected.

Skills

Students are able to:
  • classify data as private or public.
  • operate technology devices without sharing personal data.

Understanding

Students understand that:
  • sharing personal data in public forums, even with share settings turned off, can result in dangerous real
  • life consequences.
Digital Literacy and Computer Science (2018) Grade(s): 7

DLCS18.7.14

Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.

UP:DLCS18.7.14

Knowledge

Students know:
  • all technologies impact society in some way.

Skills

Students are able to:
  • identify impacts of emerging technologies.

Understanding

Students understand that:
  • emerging technologies can have both positive and negative impacts to societies (Ex: a technology can improve efficiency but reduce the number of jobs available).
Digital Literacy and Computer Science (2018) Grade(s): 8

DLCS18.8.R1

Identify, demonstrate, and apply personal safe use of digital devices.

UP:DLCS18.8.R1

Knowledge

Students know:
  • that some data is considered personal and should be protected.

Skills

Students are able to:
  • classify data as private or public.
  • operate technology devices without sharing personal data.

Understanding

Students understand that:
  • sharing personal data in public forums, even with share settings turned off, can result in dangerous real
  • life consequences.
Digital Literacy and Computer Science (2018) Grade(s): 8

DLCS18.8.14

Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

UP:DLCS18.8.14

Knowledge

Students know:
  • technology will always have positive and negative effects on others; it is important to examine the benefits and costs associated with implementing new technology.

Skills

Students are able to:
  • analyze current events related to computing.
  • analyze the effects of current events related to computing on education, the workplace, individuals, communities, and global society.

Understanding

Students understand that:
  • it is important to examine the benefits and costs associated with implementing new technology.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.R1

Identify, demonstrate, and apply personal safe use of digital devices.

UP:DLCS18.HS.R1

Knowledge

Students know:
  • how to safely use digital devices.
  • that failure to use digital devices safely can have an impact on access at school as well as the protection of personal data.

Skills

Students are able to:
  • identify personal safe use of digital devices.
  • demonstrate personal safe use of digital devices.
  • apply personal safe use of digital devices.

Understanding

Students understand that:
  • it is important to protect personal data when sharing information on the internet.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.11

Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

UP:DLCS18.HS.11

Vocabulary

  • ethics
  • digital world
a.
    cookies
  • virus
  • malware
  • packet sniffing
  • spyware
  • phishing
b.
  • browser history
c.
  • personal data
d.
    data mining
  • digital marketing
  • online wallets
  • personal information
  • data accessibility
  • passwords.
e.
  • cyberbullying
  • harassment
  • sexual communication
f.
  • online safety

Knowledge

Students know:
  • safe, legal, and ethical behaviors for online behavior.
a.
  • tracking methods are often used to improve digital tools and advertising.
  • hazards exist when unknown entities have access to a user's digital habits.
b.
  • methods to counteract the use of tracking.
c.
  • that often, end-user licensing agreements (EULA) are often written to protect the entity that created the digital tool, rather than the user of the digital tool.
  • that EULAs and terms of service agreements can grant access to the user's personal data.
  • that personal data can include images, posts, personal information (phone number, address, birth date, access to friends), and browsing data.
d.
  • often there exists an inverse relationship between online privacy/personal security and convenience.
e.
  • that inappropriate digital behavior can have physical, legal, and ethical consequences.
f.
  • that negative digital behaviors can have lasting consequences.
  • that some behaviors are illegal.
  • strategies to lessen the impact of negative digital behaviors and assess when to apply them.

Skills

Students are able to:
  • interact digitally while exercising safe, legal, and ethical behaviors.
a.
  • identify tracking methods used to gather data.
  • identify hazards that exist when tracking methods are used.
b.
  • list techniques to avoid tracking.
  • apply techniques to avoid tracking.
c.
  • interpret the terms of EULAs and terms of service agreements.
  • make an educated decision to agree to EULAs and terms of service agreements.
d.
  • weigh the risks of using a digital tool to one's personal security.
  • identify potential risks to using various digital tools.
  • evaluate a digital tool's security.
e.
  • identify inappropriate digital behaviors.
  • identify consequences of inappropriate digital behaviors.
f.
  • identify negative digital behaviors.
  • share strategies to to lessen the impact of negative digital behaviors.

Understanding

Students understand that:
  • because the Internet can be such a persisting environment, it is vital to interact with safe, legal, and ethical behaviors.
a.
  • entities use tracking methods to make products more appealing to their users.
  • hazards exists when tracking data can be tied to individual users.
b.
  • privacy can be violated when tracking is used.
  • techniques exist to mitigate the effects of tracking methods.
c.
  • nothing is free—you often give up data to use digital resources for no charge.
  • it is important to educate yourself on EULAs and terms of service agreements.
d.
  • free digital tools can compromise one's privacy and security.
  • it is important to be aware of what one is trading for use of a service.
e.
  • inappropriate digital behavior can have physical, legal, and ethical consequences.
  • consequences of inappropriate digital behaviors can have life-altering consequences.
f.
  • digital identity is tied to online digital behavior.
  • negative digital behaviors can have lasting consequences.
  • some digital activity is illegal.
HE19.6.1.1
HE19.7.1.1
HE19.8.1.1
HE19.8.2.3
HE19.HE.1.2
HE19.HE.2.2
ELA21.6.R1
ELA21.6.11
ELA21.7.R1
ELA21.7.11
ELA21.8.R1
ELA21.8.25
ELA21.9.R3
ELA21.9.24
ELA21.10.R3
ELA21.10.24
ELA21.11.R3
ELA21.11.24
ELA21.12.R3
ELA21.12.24
CTE21.BMA.FBL.FS.4
CTE20.ST1.6
CTE20.ST1.20
CTE21.BMA.BS.14

Learning Objectives

  • Students will identify the safe personal use of digital devices.
  • Students will discuss current events and issues related to technology/computing with their peers.
  • Students will describe how physical, mental, emotional, and social health are related.
  • Students will describe how technology can impact personal health.
  • Students will conduct a short research project and synthesize multiple sources of information to develop a thorough understanding of a topic. 
  • Students will actively engage in collaborative discussions with their peers related to grade-level texts and topics. 
  • Students will collaborate with their peers to create a presentation that analyzes and evaluates the consequences of a poor digital diet.

Activity Details

  1. Introduce students to the digital tool, "Five Consequences of a Poor Diet," by projecting the website or printing the information for students.
  2. The teacher will introduce the jigsaw research method to students (see Advanced Preparation section for additional explanation):
      • Divide students into groups of five. This will be the students' home group.
      • Each student in the home group will be assigned a different topic to research from the five consequences presented in the digital tool: addictions, broken relationships, health issues, emotional stressors, and clinical disorders. 
      • After the teacher assigns each student in the home group a research topic, the students who are researching the same topic will meet in expert groups. These are students across the home groups who are assigned to research the same topic.
  3. After students are placed with their expert groups, they will work collaboratively to research their assigned topic focusing on the following essential questions:
      • How do digital devices/technology lead to this consequence?
      • How might this negative consequence affect people's physical, mental, emotional, and social health?
      • Do they have any personal experience or connection to this consequence?
  4. After students complete their research with their expert groups, students will return to their original home groups. Each student will share their research with their home group. As students discuss their findings, students should take notes on their classmates' research findings. Be sure students know they will be responsible for creating a presentation with information on all five topics. Students can use the previous essential questions to direct their collaborative conversations and notetaking. 
  5. Students will work in their home group to create a presentation that provides information about the five consequences of a poor digital diet. This presentation could be in the form of a research paper, poster, or slideshow presentation (e.g. Google Slides or PowerPoint). The teacher could require all students to complete one type of presentation, or students could be allowed to choose the format of their presentation from the options provided. 
  6. Students could present their final product to the whole class with their home group if desired, or the students can turn in the presentation for teacher review.

Assessment Strategies

  • The teacher can formatively assess student mastery of standards by monitoring students during their research and collaborative discussions. 
  • The teacher can formally assess students' final product using this "Research Project Rubric" from readwritethink.org. The rubric does include criteria for presentations, but this can be omitted if students are not presenting their final products to classmates.

Variation Tips

There are videos included in the digital tool that can be shown to students. 

Background / Preparation

  • This lesson will utilize the "Jigsaw" literacy strategy, in which students will become members of a home group and an expert group as they research and discuss their assigned topic. The following websites will provide additional background information regarding this research-based literacy strategy: "Using the Jigsaw Cooperative Learning Technique" from readwritethink.org and "Jigsaw" from adlit.org.
  • This graphic organizer can be copied for students to record their research findings if desired. 
  • This "Research Project Rubric" from readwritethink.org can be used to assess students' final product. The rubric can be copied and given to students prior to beginning their work on the presentation.

Learning Activity (Before)

How Plugged In Are You?-- Part 1 of Unplug: The Digital Diet Plan

Total Duration

46 to 60 Minutes

Learning Activity (During)

The Consequences of Being Too Plugged In-- Part 2 of Unplug: The Digital Diet Plan

Learning Activity (After)

My Pledge to Unplug-- Part 3 of Unplug: The Digital Diet Plan
Five Consequences of a Poor Diet--Unplug: The Digital Diet Plan
https://digitaldietplan.weebly.com/laurenbradford5-my-platform.html

Approved Date

Owner (Author)

habradley
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