Learning Activity

My Pledge to Unplug-- Part 3 of Unplug: The Digital Diet Plan

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 a five-step action plan to reduce their use of digital devices and decrease the negative consequences of a "poor digital diet." Students will analyze the relationship between all aspects of social and emotional health and describe how the use of digital devices can affect their health. Students will write and present a personal pledge to improve their "digital diet," demonstrating their command of the formal English language and presentation skills.

Digital Literacy and Computer Science (2018) Grade(s): 6

DLCS18.6.R1

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

Unpacked Content

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.

Unpacked Content

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.

Unpacked Content

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.

Unpacked Content

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.

Unpacked Content

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.

Unpacked Content

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.

Unpacked Content

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.
Health Education (2019) Grade(s): 6

HE19.6.1.1

Describe the interrelationship between social and emotional health in adolescence.
Health Education (2019) Grade(s): 7

HE19.7.1.1

Summarize the interrelationship of emotional, social, and physical health.
Health Education (2019) Grade(s): 8

HE19.8.1.1

Explain how emotional, intellectual, physical, spiritual, mental, and social health affect each other.
Health Education (2019) Grade(s): 8

HE19.8.2.3

Analyze the influences of technology on personal and family health.
Health Education (2019) Grade(s): 10 - Health Education

HE19.HE.1.2

Describe the interrelationships of emotional, mental, physical, social, spiritual, and environmental health.
Health Education (2019) Grade(s): 10 - Health Education

HE19.HE.2.2

Describe the pros and cons of the use of technology as it affects personal, family, and community health.
English Language Arts (2021) Grade(s): 6

ELA21.6.R5

Assess the formality of occasions in order to speak or write using appropriate language and tone.

Unpacked Content

UP:ELA21.6.R5

Vocabulary

  • Assess
  • Formality
  • Occasions
  • Appropriate language
  • Appropriate tone

Knowledge

Students know:
  • Some occasions (times and places) call for formal language and tone, while other occasions permit a casual communication.

Skills

Students are able to:
  • Assess the formality of occasions.
  • In formal occasions, speak and write with a formal language and tone.
  • In informal occasions, speak and write with a casual language and tone.

Understanding

Students understand that:
  • Different situations require different types of languages and tones.
English Language Arts (2021) Grade(s): 6

ELA21.6.26

Utilize research findings to communicate relevant details, opinions, and ideas about a topic or text in oral presentations.

Unpacked Content

UP:ELA21.6.26

Vocabulary

  • Relevant details
  • Opinions
  • Oral presentation

Knowledge

Students know:
  • Research strategies.
  • Methods to create an oral presentation on a topic or text that includes relevant details, opinions, and ideas.
  • Oral presentation skills.

Skills

Students are able to:
  • Find research information on a topic or text.
  • Communicate relevant details, opinions, and ideas about a topic or a text in an oral presentation.

Understanding

Students understand that:
  • When orally presenting research findings, they should include relevant details, opinions, and ideas.
English Language Arts (2021) Grade(s): 7

ELA21.7.R5

Assess the formality of occasions in order to speak or write using appropriate language and tone.

Unpacked Content

UP:ELA21.7.R5

Vocabulary

  • Assess
  • Formality
  • Occasions
  • Appropriate language
  • Appropriate tone

Knowledge

Students know:
  • Some occasions (times and places) call for formal language and tone, while other occasions permit a casual communication.

Skills

Students are able to:
  • Assess the formality of occasions.
  • In formal occasions, speak and write with a formal language and tone.
  • In informal occasions, speak and write with a casual language and tone.

Understanding

Students understand that:
  • Different situations require different types of languages and tones.
English Language Arts (2021) Grade(s): 7

ELA21.7.28

Incorporate research into oral presentations, summarizing and supporting opinions and ideas with relevant details.

Unpacked Content

UP:ELA21.7.28

Vocabulary

  • Research
  • Oral presentations
  • Summarizing
  • Supporting
  • Opinions
  • Relevant details

Knowledge

Students know:
  • Strategies to incorporate research into oral presentations.
  • Methods to summarize and support opinions and ideas with relevant details.

Skills

Students are able to:
  • Incorporate research findings into oral presentations.
  • Summarize research findings and support opinions and ideas with relevant details from research.

Understanding

Students understand that:
  • Effective oral presentations include summaries of research findings, with opinions and ideas supported with relevant details.
English Language Arts (2021) Grade(s): 8

ELA21.8.R5

Assess the formality of occasions in order to speak or write using appropriate language and tone.

Unpacked Content

UP:ELA21.8.R5

Vocabulary

  • Assess
  • Formality
  • Occasions
  • Appropriate language
  • Appropriate tone

Knowledge

Students know:
  • Some occasions (times and places) call for formal language and tone, while other occasions permit a casual communication.

Skills

Students are able to:
  • Assess the formality of occasions.
  • In formal occasions, speak and write with a formal language and tone.
  • In informal occasions, speak and write with a casual language and tone.

Understanding

Students understand that:
  • Different situations require different types of languages and tones.
English Language Arts (2021) Grade(s): 8

ELA21.8.27

Synthesize and present information during the research process to answer follow-up questions and participate in both informal and formal discussions about research findings with grade-appropriate command of language.

Unpacked Content

UP:ELA21.8.27

Vocabulary

  • Synthesize
  • Research process
  • Follow-up questions
  • Informal discussion
  • Formal discussion
  • Research findings
  • Command of language

Knowledge

Students know:
  • Research strategies.
  • Strategies to synthesize research findings and incorporate findings into oral presentations.
  • Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
  • Generally accepted rules for discussions.

Skills

Students are able to:
  • Synthesize research information from a variety of sources.
  • Incorporate research findings into oral presentations.
  • Engage in research with the purpose of answering questions about the information.
  • Participate in discussions about research findings.
  • Demonstrate grade-appropriate command of language in speech.

Understanding

Students understand that:
  • Effective oral presentations of research findings require the synthesization of information from multiple sources.
  • When speaking, they should demonstrate their command of standard English grammar and usage.
  • Information obtained through research can be used to answer audience questions about the findings.
English Language Arts (2021) Grade(s): 9

ELA21.9.10

Present research findings to a peer audience, either formally or informally, conveying credible, accurate information from multiple sources, including diverse media.

Unpacked Content

UP:ELA21.9.10

Vocabulary

  • Research findings
  • Peer audience
  • Formally
  • Informally
  • Credible information
  • Accurate information
  • Diverse media

Knowledge

Students know:
  • Research and presentation skills.
  • Strategies to evaluate information from multiple sources.

Skills

Students are able to:
  • Discern credible and accurate sources from a variety of sources.
  • Present research findings to peers in formal and informal contexts.

Understanding

Students understand that:
  • Research findings should only incorporate information from credible, accurate sources.
  • Research findings can be presented formally and informally, depending on the situation.
English Language Arts (2021) Grade(s): 9

ELA21.9.20

Adapt speech to purpose and audience in a variety of contexts and tasks, demonstrating command of formal English conventions as indicated or appropriate.

Unpacked Content

UP:ELA21.9.20

Vocabulary

  • Purpose
  • Audience
  • Contexts
  • Tasks
  • Formal English conventions

Knowledge

Students know:
  • The conventions of standard, formal English.
  • Methods to modify speech to match the purpose and audience in a variety of contexts and tasks.

Skills

Students are able to:
  • Incorporate conventions of standard, formal English into academic and personal speech and oral presentations.
  • Adapt spoken language to the purpose and audience in a variety of situations.

Understanding

Students understand that:
  • The conventions of standard, formal English are necessary for effective academic and workplace communication.
  • Spoken language should be adapted, depending on the audience, purpose, and occasion.
English Language Arts (2021) Grade(s): 10

ELA21.10.10

Present research findings to peers, either formally or informally, integrating credible, accurate information from multiple sources, including diverse media.

Unpacked Content

UP:ELA21.10.10

Vocabulary

  • Research findings
  • Peer audience
  • Formally
  • Informally
  • Credible information
  • Accurate information
  • Diverse media

Knowledge

Students know:
  • Research and presentation skills.
  • Strategies to evaluate information from multiple sources.

Skills

Students are able to:
  • Discern credible and accurate sources from a variety of sources.
  • Present research findings to peers in formal and informal contexts.

Understanding

Students understand that:
  • Research findings should only incorporate information from credible, accurate sources.
  • Research findings can be presented formally and informally, depending on the situation.
English Language Arts (2021) Grade(s): 10

ELA21.10.20

Adapt speech to purpose and audience in a variety of contexts and tasks, demonstrating command of formal English conventions when indicated or appropriate.

Unpacked Content

UP:ELA21.10.20

Vocabulary

  • Purpose
  • Audience
  • Contexts
  • Tasks
  • Formal English conventions

Knowledge

Students know:
  • The conventions of standard, formal English.
  • Methods to modify speech to match the purpose and audience in a variety of contexts and tasks.

Skills

Students are able to:
  • Incorporate conventions of standard, formal English into academic and personal speech and oral presentations.
  • Adapt spoken language to the purpose and audience in a variety of situations.

Understanding

Students understand that:
  • The conventions of standard, formal English are necessary for effective academic and workplace communication.
  • Spoken language should be adapted, depending on the audience, purpose, and occasion.
English Language Arts (2021) Grade(s): 11

ELA21.11.13

Synthesize multiple sources of information (including diverse media), evaluate the credibility and accuracy of each source, and share information orally.

Unpacked Content

UP:ELA21.11.13

Vocabulary

  • Synthesize
  • Diverse media
  • Evaluate
  • Credibility
  • Accuracy

Knowledge

Students know:
  • Strategies to synthesize information from multiple, diverse sources.
  • Presentation skills.
  • Strategies to evaluate information from multiple sources.

Skills

Students are able to:
  • Discern credible and accurate sources from a variety of sources.
  • Synthesize information from multiple, diverse sources.
  • Orally present the synthesized information.

Understanding

Students understand that:
  • Oral presentations should only incorporate information from credible, accurate sources.
  • Information from multiple sources can be combined into an effective presentation.
English Language Arts (2021) Grade(s): 11

ELA21.11.23

Deliver a speech suitable for an authentic audience for a specific purpose, demonstrating command of formal English when indicated or appropriate.

Unpacked Content

UP:ELA21.11.23

Vocabulary

  • Suitable
  • Authentic audience
  • Purpose
  • Command
  • Formal English

Knowledge

Students know:
  • The conventions of standard, formal English.
  • Methods to modify speech to match the purpose and audience in a variety of contexts and tasks.
  • Situations with an authentic audience include student-led conferences, public meetings, or community-based groups.

Skills

Students are able to:
  • Incorporate conventions of standard, formal English into academic and personal speech and oral presentations.
  • Adapt spoken language to the purpose and audience in a variety of situations.

Understanding

Students understand that:
  • The conventions of standard, formal English are necessary for effective academic and workplace communication.
  • Spoken language should be adapted, depending on the audience, purpose, and occasion.
English Language Arts (2021) Grade(s): 12

ELA21.12.13

Evaluate the credibility and accuracy of sources from diverse media and/or formats and then use multiple suitable sources of information to develop an idea or further a position.

Unpacked Content

UP:ELA21.12.13

Vocabulary

  • Evaluate
  • Credibility
  • Accuracy
  • Diverse media

Knowledge

Students know:
  • Presentation skills.
  • Strategies to evaluate the credibility and accuracy of multiple, diverse sources.
  • Synthesize information from multiple sources to develop an idea or further a position.

Skills

Students are able to:
  • Discern credible and accurate sources from a variety of sources.
  • Synthesize information from multiple, diverse sources.
  • Utilize multiple sources of information to develop an idea or further a position.

Understanding

Students understand that:
  • Oral presentations should only incorporate information from credible, accurate sources.
  • Information from multiple sources can be combined into an effective presentation that develops an idea or furthers a position.
English Language Arts (2021) Grade(s): 12

ELA21.12.23

Deliver a speech suitable for a professional audience of college and/or workforce stakeholders for a specific purpose, demonstrating command of formal English.

Unpacked Content

UP:ELA21.12.23

Vocabulary

  • Suitable
  • Professional audience
  • College stakeholders
  • Workforce stakeholders
  • Purpose
  • Command
  • Formal English

Knowledge

Students know:
  • The conventions of standard, formal English.
  • Methods to modify speech to match the purpose and audience in a variety of contexts and tasks.
  • A professional audience includes college and/or workforce stakeholders.

Skills

Students are able to:
  • Incorporate conventions of standard, formal English into a speech suitable for professionals.
  • Adapt spoken language to the purpose and audience in a variety of situations.

Understanding

Students understand that:
  • The conventions of standard, formal English are necessary for effective academic and workplace communication.
  • Spoken language should be adapted, depending on the audience, purpose, and occasion.
Career and Technical Education (2021) Grade(s): 09-12 - Marketing

CTE21.BMA.FBL.FS.4

Advocate and practice safe, legal, responsible, and ethical use of information and technology tools specific to the industry pathway.
Career and Technical Education (2020) Grade(s): 06-08 - Science, Technology, Engineering, and Mathematics (STEM)

CTE20.ST1.6

Identify positive and negative ways the use of technology affects humans.
Career and Technical Education (2020) Grade(s): 06-08 - Science, Technology, Engineering, and Mathematics (STEM)

CTE20.ST1.21

Engage in positive, safe, legal, and ethical behaviors when using technology, including during social interactions online and when using networked devices.
Career and Technical Education (2021) Grade(s): 07-08 - Business Management and Administration

CTE21.BMA.BS.14

Demonstrate personal traits associated with teamwork and good leadership.

Phase

After/Explain/Elaborate
Learning Objectives

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 create a written statement that demonstrates a deep understanding of information from multiple texts and oral presentations. 
  • Students will present information in a clear, coherent manner with appropriate and understandable speech. 

Activity Details

  1. Introduce students to the digital tool, "Five Steps to a Balanced Diet," by projecting the website or printing the information for students. The teacher can read the text, the students can read it independently, or the students can read it with a partner or small group. 
  2. Next, students will write a personal pledge and plan to improve their digital diet, as well as provide their reasoning for wanting to improve their digital diet. This pledge and plan can be written on paper or on the computer, and it should include the following information:

      • Consequence(s) that have been experienced as a result of a poor digital diet. 

Example: When I spend too much time on my phone, I communicate with "real life" friends and family less, resulting in poor relationships. This can make me feel isolated from others. 

      • Personal pledge: Write a personal goal to improve your digital diet.

Example: When I am around my friends and family, I will put my phone down and focus on communicating with them in real life. 

      • Plan for a balanced diet: List specific strategies that will help you achieve the goal in your pledge. 

          1. Digital Detox: When will you complete your detox phase? For how long? How will you tell your friends/family about this plan?

          2. Face Down and Face Forward: When will you put this practice into action? At family dinner? When hanging out with your friends?

          3. Time Limit: What time limit will you put into place on your digital device? How long? Which device? What apps? Are there some apps that you find yourself using more than others that you need to limit for your digital health?

          4. Initiate Face to Face Conversations: When will you initiate a face-to-face conversation with someone? How will this action improve your relationships with others?

          5. The 30 Minute Rule: How will you put this rule into place? Is there somewhere you can put your phone 30 minutes before you go to bed where you will not be tempted to look at it?

3. After students write their personal pledge and plan they should present it to their classmates.

Assessment Strategies

Assessment Strategies

  • The teacher can assess student mastery of the speaking and listening standards by using this rubric from ReadWriteThink.
  • In addition, the teacher should review each student's written response to ensure mastery of the content standards.

Approximate Duration

Total Duration

46 to 60 Minutes

Related Learning Activities

Learning Activity (Before)

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

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

Background and Preparation

Background / Preparation

  • The teacher can print and copy Five Steps to a Balanced Diet.
  • The teacher will need to determine if the final written product will be completed with paper/pencil or using word processing software on the computer. The teacher should gather appropriate materials.
  • If the teacher chooses to use the rubric from ReadWriteThink it should be shared with the students prior to their presentations. 

Digital Tools / Resources

Five Steps to a Balanced Diet--Unplug: The Digital Diet Plan
https://digitaldietplan.weebly.com/laurenbradford5-my-platform-161129.html

Approved Date

Owner (Author)

habradley
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