ALEX | Alabama Learning Exchange

Education and Training HUM (2009) Grade: 9-12 Family Wellness	2 ) Analyze cultural influences on health behaviors, including social norms, laws and regulations, family traditions, and stereotypes that impact the health and wellness of individuals and families. Examples: knowledge, attitude, and beliefs related to family eating habits; Alabama's graduated driver license to promote safe driving
Education and Training HUM (2009) Grade: 9-12 Family Wellness	4 ) Evaluate positive and negative impacts of technology on health. Examples: positive—improved diagnosis, prevention, and treatment of diseases and disorders - negative—decreased level of health-enhancing physical activity, inflationary expense of health care services
Education and Training HUM (2009) Grade: 9-12 Family Wellness	9 ) Analyze the relationship of dimensions of health and wellness, including emotional, intellectual, physical, social, environmental, and spiritual factors that impact the health and wellness of individuals and families. • Applying decision-making strategies to achieve and improve personal health goals Example: participating regularly in physical activity, avoiding sexual risk-taking, preventing abuse, practicing water safety, operating motor vehicles safely
Education and Training HUM (2009) Grade: 9-12 Life Connections	18 ) Assess ways technology impacts individuals and families throughout the life cycle.
English Language Arts ELA2015 (2015) Grade: 6	27 ) Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. [W.6.7] Alabama Alternate Achievement Standards AAS Standard: ELA.AAS.6.27- Conduct a short research project and construct a product.
English Language Arts ELA2015 (2015) Grade: 6	31 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.6.1] a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.6.1a] b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. [SL.6.1b] c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. [SL.6.1c] d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. [SL.6.1d]
English Language Arts ELA2015 (2015) Grade: 7	26 ) Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. [W.7.7]
English Language Arts ELA2015 (2015) Grade: 7	30 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.7.1] a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.7.1a] b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. [SL.7.1b] c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. [SL.7.1c] d. Acknowledge new information expressed by others and, when warranted, modify their own views. [SL.7.1d]
English Language Arts ELA2015 (2015) Grade: 8	26 ) Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. [W.8.7] Alabama Alternate Achievement Standards AAS Standard: ELA.AAS.8.26- Ask and answer questions to conduct research on a topic and produce a product.
English Language Arts ELA2015 (2015) Grade: 8	30 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.8.1] a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.8.1a] b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. [SL.8.1b] c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. [SL.8.1c] d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. [SL.8.1d]
English Language Arts ELA2015 (2015) Grade: 9	26 ) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7] Alabama Alternate Achievement Standards AAS Standard: ELA.AAS.9.26- Ask and answer questions about a research topic, including the use of two sources.
English Language Arts ELA2015 (2015) Grade: 9	30 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 9 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.9-10.1] a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.9-10.1a] b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. [SL.9-10.1b] c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. [SL.9-10.1c] d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. [SL.9-10.1d]
English Language Arts ELA2015 (2015) Grade: 10	27 ) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; and synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7] Alabama Alternate Achievement Standards AAS Standard: ELA.AAS.10.27- Ask and answer questions about a research topic, including the use of two sources.
English Language Arts ELA2015 (2015) Grade: 10	31 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.9-10.1] a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.9-10.1a] b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. [SL.9-10.1b] c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. [SL.9-10.1c] d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. [SL.9-10.1d]
English Language Arts ELA2015 (2015) Grade: 11	25 ) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.11-12.7]
English Language Arts ELA2015 (2015) Grade: 11	29 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 11 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.11-12.1] a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.11-12.1a] b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. [SL.11-12.1b] c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. [SL.11-12.1c] d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. [SL.11-12.1d]
English Language Arts ELA2015 (2015) Grade: 12	25 ) Conduct short as well as more sustained research projects to answer a question, including a self-generated question, or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.11-12.7]
English Language Arts ELA2015 (2015) Grade: 12	29 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.11-12.1] a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.11-12.1a] b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. [SL.11-12.1b] c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. [SL.11-12.1c] d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. [SL.11-12.1d]
Digital Literacy and Computer Science DLIT (2018) Grade: 6	R1) Identify, demonstrate, and apply personal safe use of digital devices.
Digital Literacy and Computer Science DLIT (2018) Grade: 7	R1) Identify, demonstrate, and apply personal safe use of digital devices.
Digital Literacy and Computer Science DLIT (2018) Grade: 7	14) Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.
Digital Literacy and Computer Science DLIT (2018) Grade: 8	R1) Identify, demonstrate, and apply personal safe use of digital devices.
Digital Literacy and Computer Science DLIT (2018) Grade: 8	14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.
Digital Literacy and Computer Science DLIT (2018) Grade: 9-12	R1) Identify, demonstrate, and apply personal safe use of digital devices.
Digital Literacy and Computer Science DLIT (2018) Grade: 9-12	11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world. a. Recognize user tracking methods and hazards. Examples: Cookies, WiFi packet sniffing. b. Understand how to apply techniques to mitigate effects of user tracking methods. c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities. d. Explain the relationship between online privacy and personal security. Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information. e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors. Examples: Cyberbullying/harassment, inappropriate sexual communications. f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.
Health Education HE (2019) Grade: 6	6.1.1) Describe the interrelationship between social and emotional health in adolescence. a. . Identify how positive relationships can enhance each dimension of health. b. Explain how stress can affect personal health.
Health Education HE (2019) Grade: 7	7.1.1) Summarize the interrelationship of emotional, social, and physical health. a. Determine how peers may affect the six dimensions of health. b. Illustrate how changing family dynamics can affect health. Examples: divorce, relocating, death
Health Education HE (2019) Grade: 8	8.1.1) Explain how emotional, intellectual, physical, spiritual, mental, and social health affect each other. a. Determine how social influences can affect physical health. b. Describe how risky health behaviors affect the emotional, physical, and social health of adolescents.
Health Education HE (2019) Grade: 8	8.2.3) Analyze the influences of technology on personal and family health. Examples: screen time, video game addictions, activity trackers, diabetes monitor, heart monitor, fitness assessment tools
Health Education HE (2019) Grade: 9-12 Health Education	HE.1.2) Describe the interrelationships of emotional, mental, physical, social, spiritual, and environmental health. a. Identify symptoms and methods of treatment of mental health disorders, including depression, and stress. b. Identify warning signs and prevention strategies for suicide.
Health Education HE (2019) Grade: 9-12 Health Education	HE.2.2) Describe the pros and cons of the use of technology as it affects personal, family, and community health. Examples: positive and negative influences on self-esteem, addiction to technology, personal interactions and relationships

Author:	Hannah Bradley
System:	Dothan City
School:	Carver Magnet School

Activity ID:	2713
Title:	The Consequences of Being Too Plugged In-- Part 2 of Unplug: The Digital Diet Plan
Digital Tool/Resource:	Five Consequences of a Poor Diet--Unplug: The Digital Diet Plan
Web Address – URL:	https://digitaldietplan.weebly.com/laurenbradford5-my-platform.html
Overview:	Students will be introduced to five negative consequences of a poor "digital device diet." The teacher will lead students in utilizing the jigsaw literacy strategy, in which students will become members of a home group and an expert group as they research and discuss their assigned topic. The activity will culminate with students creating a presentation in the form of a research paper, poster, or slideshow to demonstrate their knowledge of the five consequences of a poor digital diet and their effect on all aspects of health.

Phase:	During/Explore/Explain
Activity:	Introduce students to the digital tool, "Five Consequences of a Poor Diet," by projecting the website or printing the information for students. The teacher will introduce the jigsaw research method to students (see Advanced Preparation section for additional explanation): Divide students into groups of five. This will be the students' home group. Each student in the home group will be assigned a different topic to research from the five consequences presented in the digital tool: addictions, broken relationships, health issues, emotional stressors, and clinical disorders. After the teacher assigns each student in the home group a research topic, the students who are researching the same topic will meet in expert groups. These are students across the home groups who are assigned to research the same topic. After students are placed with their expert groups, they will work collaboratively to research their assigned topic focusing on the following essential questions: How do digital devices/technology lead to this consequence? How might this negative consequence affect people's physical, mental, emotional, and social health? Do they have any personal experience or connection to this consequence? After students complete their research with their expert groups, students will return to their original home groups. Each student will share their research with their home group. As students discuss their findings, students should take notes on their classmates' research findings. Be sure students know they will be responsible for creating a presentation with information on all five topics. Students can use the previous essential questions to direct their collaborative conversations and notetaking. Students will work in their home group to create a presentation that provides information about the five consequences of a poor digital diet. This presentation could be in the form of a research paper, poster, or slideshow presentation (e.g. Google Slides or PowerPoint). The teacher could require all students to complete one type of presentation, or students could be allowed to choose the format of their presentation from the options provided. Students could present their final product to the whole class with their home group if desired, or the students can turn in the presentation for teacher review.
Assessment Strategies:	The teacher can formatively assess student mastery of standards by monitoring students during their research and collaborative discussions. The teacher can formally assess students' final product using this "Research Project Rubric" from readwritethink.org. The rubric does include criteria for presentations, but this can be omitted if students are not presenting their final products to classmates.

Advanced Preparation:	This lesson will utilize the "Jigsaw" literacy strategy, in which students will become members of a home group and an expert group as they research and discuss their assigned topic. The following websites will provide additional background information regarding this research-based literacy strategy: "Using the Jigsaw Cooperative Learning Technique" from readwritethink.org and "Jigsaw" from adlit.org. This graphic organizer can be copied for students to record their research findings if desired. This "Research Project Rubric" from readwritethink.org can be used to assess students' final product. The rubric can be copied and given to students prior to beginning their work on the presentation.
Variation Tips (optional):	There are videos included in the digital tool that can be shown to students. Links to Additional Activities: How Plugged In Are You?-- Part 1 of Unplug: The Digital Diet Plan My Pledge to Unplug-- Part 3 of Unplug: The Digital Diet Plan
Notes or Recommendations (optional):	This activity also correlates to the following Career Tech Standards: Foundations of Business Leadership 4. Identify barriers to and methods for improving the communication process in the corporate world. STEM Technologies I 6. Identify positive and negative ways the use of technology affects humans. 21. Engage in positive, safe, legal, and ethical behaviors when using technology, including during social interactions online and when using networked devices. Business Skills Development 14. Identify the potential hazards that misusing social media and other technology may have on one’s future plans.

ALEX Learning Activity

The Consequences of Being Too Plugged In-- Part 2 of Unplug: The Digital Diet Plan