Social Media Life
Overview
This unit will keep students engaged while learning to recognize when someone or something makes them feel uncomfortable on social media. It also allows for students to learn how to handle those situations in the best way.
Social Media Life
Topic ____________________________ Grade(s) _______ Designer(s) ___________________________
Alicia Gerbert
STAGE 1 – DESIRED RESULTS | |
| Unit Title: ____Social Media Life_______________________________________________ Established Goals:Identify the role of social media on their lives Reflect on positive and negative effects on their relationshipsRecognize when you have someone or something that makes you feel uncomfortable and how to handle it. | |
| Essential Questions:• How does social media affect our relationships? | |
| Students will know:• Different types of social media sitesUnderstand positive and negatives while engaging on social media sites | Students will be able to:• Identify how social media affects relationshipsRecognize when someone or something makes you feel uncomfortable and how to handle that situation |
STAGE 2 – ASSESSMENT EVIDENCE | |
| Performance Tasks:Noticing red flag feelings after watching a video students will fill out a worksheet that has a scenario similar to what they watched in the video. They have to explain whether the scenario is negative and if there are red flag feelings that are apparent and provide examples while citing evidence from the short passage. | Other Evidence:Students will take an online quiz after the unit is complete to check for understanding. |
| Key Criteria:To prove that students can identify the effect of social media on their lives, recognize positive and negative effects on relationships and be able to understand when someone or something makes them uncomfortable and how to handle those situations. |
STAGE 3 – LEARNING PLAN |
| Summary of Learning Activities:Students will look at an infographic regarding social media and discuss the percentages of students who use social media. They will then discuss with the teacher that the legal age of registering on a social media site is at least 13, but some require you to be 17 or 18. Students will then watch a video about teen friendships and social media and discuss the negative part of social media. Provide them with the definitions of the words oversharing, and red flag feelings. Reflection activity to follow regarding their views on social media. Lastly we will discuss noticing red flag feelings and what that means. Students will watch a video and then analyze a short passage regarding noticing red flag feelings by identifying the people involved and how they perceive their feelings. |
| Alignment to ISTE StandardsISTE standards 2a, 2b, 2d, and 3bDigital Citizens: Students recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.2.a. Students manage their digital identities and reputations within school policy, including demonstrating an understanding of how digital actions are never fully erasable. Samples of student performance (by the end of grade 8): • Students participate in class discussions about media literacy and online safety. • Students demonstrate knowledge of core concepts and key questions of media literacy. • Students demonstrate knowledge of when to share personal information. • Students identify the differences between ethical and unethical online and digital use behavior. • Students identify the consequences of unethical uses of technology. • Students are aware that what goes online is never completely erased, and can be easily replicated and reused for unintended purposes. 2.b. Students demonstrate and advocate for positive, safe, legal and ethical habits when using technology and when interacting with others online. Samples of student performance (by the end of grade 8): • Students lead or participate in class discussions about media literacy and online safety. • Students identify the differences between ethical and unethical online and digital use behavior. • Students identify the consequences of unethical uses of technology. • Students explain the positive and negative impact the use of technology can have on personal, professional and community relationships. Connected Standards: • Understand differences between reliable and unreliable sources of nutrition information. H3.N1.6 • Determine availability of valid and reliable nutrition information, products, and services. H3.N1.7 • Investigate valid and reliable nutrition information, products, and services. H3.N1.82.a. Students manage their digital identities and reputations within school policy, including demonstrating an understanding of how digital actions are never fully erasable. Samples of student performance (by the end of grade 8): • Students participate in class discussions about media literacy and online safety. • Students demonstrate knowledge of core concepts and key questions of media literacy. • Students demonstrate knowledge of when to share personal information. • Students identify the differences between ethical and unethical online and digital use behavior. • Students identify the consequences of unethical uses of technology. • Students are aware that what goes online is never completely erased, and can be easily replicated and reused for unintended purposes. 2.b. Students demonstrate and advocate for positive, safe, legal and ethical habits when using technology and when interacting with others online. Samples of student performance (by the end of grade 8): • Students lead or participate in class discussions about media literacy and online safety. • Students identify the differences between ethical and unethical online and digital use behavior. • Students identify the consequences of unethical uses of technology. • Students explain the positive and negative impact the use of technology can have on personal, professional and community relationships. Connected Standards: • Understand differences between reliable and unreliable sources of nutrition information. H3.N1.6 • Determine availability of valid and reliable nutrition information, products, and services. H3.N1.7 • Investigate valid and reliable nutrition information, products, and services. H3.N1.8Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.3.b. Students practice and demonstrate the ability to evaluate resources for accuracy, perspective, credibility and relevance. Samples of student performance (by the end of grade 8): • Students create and publish digital stories online for peer review. • Students use their knowledge of media literacy and multiple criteria to evaluate the validity of information found with digital learning tools and resources. • Students understand that media present value messages and have an inherent bias, and question who produced material and what they may have left out. • Students can cite relevant evidence and resources to support or validate accuracy and perspective. Connected Standards: • Analyze validity and reliability of health and wellness information and products. H3.W4.7 • Describe how values, media, and technology influence health decisions and behaviors. H2.W3.8 • Write arguments to support claims with clear reasons and relevant evidence. ELA W1 (6-8) • Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. ELA W2 (6 – 8) • Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. ELA W8 (6) • Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. ELA W8 (7-8) • Evaluate the credibility of a source by determining its relevance and intended use. C3 D3.2 | |
| ResourcesLesson slidesVideos Handouts Quiz |
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)