Social Media Privacy Settings

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Course Title:

  Information & Communications Technology (ICT) Essentials 1

  Course Number:

  9009110

  Career Cluster:

  Information Technology

  CIP Number:

  149009100M

  Course Type:

  Orientation/Exploratory

  CTE Standard(s) or benchmarks:

  Focus

  03.01 Describe risks associated with social networking sites (e.g., FaceBook, Snapchat, Instagram, Twitter) and ways to reduce these risks.

  Supporting

  03.03 Practice cybersafety techniques to protect your personal information when using internet searches, email, chat rooms, and social network websites.

  Integrated benchmarks: ELA or Other:

  Supporting

  ELA.6.C.2.1: Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.

  ELA.7.C.2.1: Present information orally, in a logical sequence, emphasizing key points that support the central idea.

  ELA.8.C.2.1: Present information orally, in a logical sequence, supporting the central idea with credible evidence.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Helping to Keep Friends Safe”. See CPALMS resource ID# 207997.

• Career Connection

  
  

  This lesson supports how social media affects all aspects of life, including workplaces so it is imperative that students understand that their online choices may have an impact on their future employment.

• Learning Objectives

  
  

  Students will be able to:

  • Role-play to discuss the risks and responsibilities associated with social media sites.
  • List ways to protect personal information on social media sites.

• Prior Knowledge

  
  

  Students should be familiar with:

  • Social media platforms.

• Guiding Questions

  
  
  • What privacy risks do you have to consider when using social media sites?
  • How can a stranger find you just by posting on social media sites?

• Procedure

  
  

  1. To introduce the lesson, present a discussion poll to the class. “How many of you think a random person can determine your physical location just by your social media site?”

  • Have students raise their hand if they answered, “Yes”.
  • Then have students raise their hand if they answered, “No”.
  • Take a few minutes of share outs letting students justify their responses.

  2. Set up the purpose of the lesson by referring to the case study, Helping to Keep Friends Safe, (See CPALMS Resource ID# 207997). Each student should have a paper copy of the case study. Use the following questions to briefly review the case study:

  • What could Joy have done differently?
  • What could Joy's friends have done differently?

  3. Ask students to take a moment to decide if they think a 13-year-old is ready to have a cell phone. Pass out the Yes/No Because handout (see attachment). Students will pick either “Yes, a 13-year-old is ready for a cell phone,” or “No, a 13-year-old is not ready for a cell phone." Students will brainstorm their decisions and explain why, thinking about the risks and responsibilities associated with owning a cell phone and being on social media. While students are working, walk around the class and monitor students to make sure they are focusing on privacy issues rather than their personal opinions.

  Ask students to find another student with a different viewpoint. Have them pair up and talk with one another and try to understand why their peer may have a different viewpoint.

  4. Prepare students for a role-play activity in which two students will debate the topic of why a 13-year-old should or should not have social media accounts.

  • Ask for 2 volunteers. One should debate why a 13-year-old should have a cell phone with social media while the other volunteer should debate why a 13-year-old is not ready to own a cell phone and be on social media. They should have valid reasons to back up their positions.

  5. To bring the lesson to a close, create parking lots (posters on the wall). Have students write on post-it notes ways to protect themselves online. Lastly, allow students to get up and do a gallery walk around the room to see peer responses.

• Teacher Notes

  
  
  • At end, teachers can ask if any students changed their minds after listening to the role-playing discussion. Teachers can ask what valid points were made during the debate that made them change their minds.
  • Teachers can also have all the “Yes” students on one side of the room and all the “No” students on the other side. This will allow a visual for students to see what most of the class thinks on this topic.

• Optional

  
  

  Formative Assessment Ideas:

  • Have students write an essay on what they will do differently now that they are aware of some of the common risk factors associated with having social media accounts.