To Post or Not to Post?

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Course Title:

  Computer Science- Grade 5

  Course Number:

  5002035

  Course Type:

  Elective Course

  Course Title:

  Health- Grade 5

  Course Number:

  5008070

  Course Type:

  Elective Course

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Space, Media or Friends?,” See CPALMS resource ID#219726

• Career Connection

  
  

  In this lesson, students will learn ways to use social media profiles safely, especially as it pertains to what they post and what others post about them. Students will brainstorm safe and unsafe social media content and role-play how to respond to a negative post. Finally, students will write a promise to themselves describing what they will not share about others on social media.

• Learning Objectives

  
  

  Students will be able to:

  • determine appropriate digital content to share.
  • share consequences of inappropriate content shared.
  • present/role play a response to an inappropriate social media post.
  • discuss how irresponsible decision making can impact a person’s well-being.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • what is considered personal identifiable information.
  • why personal identifiable information is not safe to share online.
  • what responsible decision making means.

• Guiding Questions

  
  
  • How can you create digital content and still stay safe online?
  • How can sharing personal information online create unsafe situations?
  • What are the consequences of sharing personal information online?
  • How can irresponsible decisions making online impact a person’s well-being?

• Procedure

  
  
  • Begin the lesson by asking students, "What is your digital footprint?", "What online information does it include?"
    • Lead a discussion about student responses.
  • Hand out the attachment, "To Post or Not to Post" and give students a few minutes to define Personal Identifiable Information on their paper.
    • Arrange students into pairs and tell them to discuss their definitions and make adjustments as necessary.
    • Ask student pairs to share their responses and provide time to make adjustments.
  • Next, ask students to work with their partner to fill out the table labeled, "Information to Share Online"
    
    • Tell them to consider information that is unique to them vs information that anyone could have (example: favorite foods vs specific information such as their school name/address).
    • When done, tell students to pair up with another group and share their ideas.
      Tell students to also discuss reasons why certain information should or should not be shared online. For example, "What are the dangers of this information being shared?"
  • Pass out the case study, “Space, Media or Friends?” CPALMS Resource ID# 219726.
    
    • Allow students to read through the passage individually and encourage note taking, chunking, or other reading strategies you are practicing in class.
    • When students have completed reading individually, read the case study together as a class to ensure comprehension for all.
      
      • After reading the background information, discuss what MJ did correctly versus what could lead to a problem. (Correct: He did not use his personal information for his username and password. Worrisome: He was unaware that his digital footprint means anything he does online.)
      • Ask students to think about what information they would not want friends or classmates to post about them online. Provide sticky notes for students to write their ideas down and put on a chart or board to revisit later.
      • Lead a discussion about the main ideas in the case study. (MJ uses his Social Media account to keep in contact with his friends from his old school. On his account, he starts to share pictures of people at his new school and makes comments (some negative) about those people.)
      • Discuss what responsible online usage looks like and how it can impact each student’s well-being.
  • Post the following questions on the board. Tell students they will work in small groups to answer each question on a sticky note and place it under each question.
    
    • Is it acceptable to post pictures of people (without them knowing about it) or items at his new school? Why or why not?
    • What are some items that MJ posted that may be considered unsafe or inappropriate?
    • Which information that MJ posted could be considered unsafe information to share online?
    • By posting pictures of students in class and information about their school, what unsafe situations could develop?
    • What should MJ do in order to keep all of their information safe?
    • How can irresponsible online posting affect MJ’s well being?
  • Lead a class discussion asking groups to share their responses to the questions.
  • Tell students to work with their original partner to write an appropriate script on what to say to MJ if he was one of their classmates. (This can be written on the back of their paper.)
    
    • The script should focus on why the posts were unsafe and consequences MJ should have for sharing about them online.
  • After writing the script, have students role-play and act out a scene where they have a discussion with MJ.
  • After the role-play, students will write a self-reflection as prompted on the attachment.
    
    • Their self-reflection should include an example of a safe profile name and a promise written to themselves describing what they will not share online about themselves or their classmates.
  • To close the lesson, discuss the following questions:
    • How can you use responsible decision making in all areas of your life?
    • How can internet usage and communication impact your future?

• Teacher Notes

  
  
  • The teacher may choose to modify the role play to include more about the consequences or to include information about cyberbullying. A suggestion might be to have a lesson prior about the types of cyberbullying and have students role-play with examples of one.
  • The teacher may choose to have students create a poster of the safe digital media and consequences of unsafe to go with the role-play
  • Additionally, teachers may choose to have students make posters on Personal Identifiable Information vs safe information to share online.