Time Out on Tech: Part 1

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  HE.4.CEH.1.3-Disucss the impact of internet and social media in the community.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Time Out on Tech.” See CPALMS resource ID#219042.

• Career Connection

  
  

  This lesson practices supporting healthy communication strategies and device usage. Through part 1 of this 2 part unit, students will work on the durable skill of mindfulness as they identify the impacts of device usage on their behavior and the impacts to the community. Additionally, the durable skill of character can be discussed as students explore their own behavior and moods when using devices.

• Learning Objectives

  
  

  Students will be able to:

  • Collect and represent data using a line plot.
  • Evaluate the permanence of content on the internet and how this affects their digital footprint.
  • Discuss the impact of social media on the community.
  • Identify the impacts of device usage on behavior.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • What a digital device is.
  • What social media is.
  • The basics of data representation, how to collect data, and create a chart to represent data.

• Guiding Questions

  
  
  • How can we collect data using a line plot to show our weekly device usage?
  • What is your digital footprint? How does the content you share on the internet become a part of your digital footprint?
  • What are the effects of social media and device usage on your behavior?
  • What positive and negative impacts does device usage have on our community?

• Procedure

  
  
  1. To introduce the lesson, use a chart paper on the board with the title, “Too Much Tech,” and ask students to record ideas on a sticky note. Allow students to address this in several ways to have a variety of answers. Some leading questions you might have them consider for their note:
     • When have you used too much technology?
     • What are your home rules for technology use?
     • What do you think is the right amount of device usage each day? Why?
     • How can device usage be harmful? Helpful?
     • How can you be mindful about your device usage?
  2. Have a brief discussion about their answers, but do not share your opinions. Let students know that there are multiple opinions about what is the right and wrong way to use devices, social media, and the impact of device usage on behaviors.
  3. Pass out the case study, “Time out on Tech.” CPALMS Resource ID# 219042. Allow students to read through the passage individually, encourage note taking, chunking, or other reading strategies you are practicing in class.
  4. When students complete their reading, read together as a class to ensure comprehension for all. In the case study, Maddie uses an app called “Move with Me.” In the app, users watch and post videos of their dancing. Take time during the case study to specifically address how sharing videos online is a part of your permanent digital footprint. Discuss with students how anything shared online can remain online forever. Continue the reading and follow these discussion questions as you read:
     • How does Maddie’s family feel about technology?
     • How does Emma’s family feel about technology?
     • What do you notice about Maddie’s behavior at Emma’s house? How do you think Emma’s family feels?
     • What social media app is Emma using? What is it’s purpose?
     • How could using a social media app cause trouble for Maddie?
     • What are examples or evidence of the way device usage affects other people from this case study?
     • What do you notice about Maddie’s attitude as the case study progresses?
  5. Discuss the durable skill of character with the students, point out that our character is how we take responsibility for our work and behavior. Students may have examples of how they show character with their devices that they should be encouraged to share.
  6. After the class discussion, let students know that they will be collecting data on their own device usage this week. Tell students they will record their data on a line plot. Pass out the Time on Tech line plot form or allow students to create their own form. Explain how to collect data for their device usage at home and how they might track their moods each day.
     • This can be modified to have students collect the data at school. Or track another person’s device usage at home if they do not use a device.
     • Set an agreed upon increment for the data, like 5 or 10 minutes for each line plot point.
  7. After students return with their line plots complete (or allow time in class to complete the line plots with the data they collected at home.) Let students know that the class will analyze the usage among their class. The teacher may choose to share this data in multiple ways. Ask the following discussion questions:
     • Which day did you have the most device usage? Why?
     • Which day did you have the least? Why?
     • Did you use the same device the whole time or switch between different devices?
     • What games, apps, shows were you using/watching?
     • How did you interact with the other people in your home while using a device?
  8. To close the lesson, have students complete a reflection about their usage and how it affected their behavior?
     • The teacher may choose to provide a sentence starter such as “My device usage (did/did not) affect my behavior because…)

• Teacher Notes

  
  
  • The teacher may choose to modify the device usage tracker depending on the abilities of students to complete the data collection at home. A suggestion might be to provide an example of device usage from a made up student and have students practice plotting the data.
  • Additionally, teachers may choose to have students collect data about device usage in the classroom during the school day.
  • The device usage tracker does not have labels intentionally so that the class can determine the time increments and starting day. The teacher may want to provide an example before students complete independently at home.