Time Out on Tech: Part 2

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  SC.4.HS.2.1: Identify the impact of digital device usage on behavior.

  ELA.4.C.1.3: Write to make a claim supporting a perspective with logical reasons, using evidence from multiple sources, elaboration, and an organizational structure with transitions.

• 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. In part 2 of this 2 part unit, students will work on the durable skill of mindfulness as they evaluate the impacts of device usage on their behavior and the impacts to the community. In the domain of critical thinking, students will analyze their device usage, research the effects, and provide a written response to how devices are helpful or hurtful to the community.

• Learning Objectives

  
  

  Students will be able to:

  • Identify the impacts of device usage on behavior.
  • Write to make a claim supporting their perspective using multiple sources.
  • Discuss the impact of social media on the community.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • What a digital device is.
  • What social media is.
  • Grade-level expectations for researching, finding sources, and making a claim.

• Guiding Questions

  
  
  • What effect does device usage have on behavior?
  • What are the positive and negative impacts of social media and device usage on the community?
  • How can I use research to support a claim?

• Procedure

  
  
  1. Start by re-reading the case study, “Time Out on Tech” CPALMS Resource ID#219042 and reviewing the personal device usage and data collected about the personal effects of device usage on behavior from Time out on Tech: Part 1. Share examples of student’s device usage trackers. Ask students the following questions:
     • What surprised you about the data you collected about your device usage?
     • Do you feel you use devices too much?
     • Do you feel people in the community use devices too much?
     • What are the positive and negative effects of using devices in our community?
  2. Let students know they will use additional research to create an action statement supporting a claim for the prompt, “How are mobile devices helpful to people in the community?” and “How are mobile devices not helpful?”
     • This is an opportunity to discuss the durable skill of communication with students. Devices can be helpful in the community in many ways, including facilitating communication between people to quickly communicate and share important information. Devices can be harmful to communication when a person is distracted by their device and not paying attention to the people around them. Let students know they will search for their own sources to prepare their response.
     • Teacher may provide students with appropriate and approved links, videos,or documents that discuss device usage for their research.
     • Students may choose to interview an adult about device usage as one of their sources.
  3. Pass out the research planning page. Students should collect two examples of research to support their claim. Use the research planning page provided to help students with their research claim.
     • Sentence starters can be provided as an accommodation.
     • This section of the lesson may be broken up into multiple classes/days.
  4. After students have completed their research, provide time for students to formulate a written response to the prompt, “How are mobile devices helpful to people in the community?” and “How are mobile devices not helpful?”
  5. Collect responses and assess student understanding of the effects of device usage on behavior as well as their understanding of the durable skill of mindfulness and communication as it pertains to device usage. Use the following discussion questions:
     • When does device usage affect others in the community? How?
     • Would an employer want an employee to be on their device while working? Why?
     • What did you find out about device usage and behavior? Can you give examples?
     • How can you be mindful about your device usage in the future?

• Teacher Notes

  
  
  • This lesson can be broken into multiple days.
  • The research planning page can be edited for usability.
  • If giving the students the option to interview adults on device usage, perhaps provide them with interview questions.