ALEX | Alabama Learning Exchange

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

Five Consequences of a Poor Diet--Unplug: The Digital Diet Plan

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.

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.
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
English Language Arts ELA2021 (2021) Grade: 6	R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
English Language Arts ELA2021 (2021) Grade: 6	11. Utilize written, visual, digital, and interactive texts to generate and answer literal, interpretive, and applied questions.
English Language Arts ELA2021 (2021) Grade: 7	R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
English Language Arts ELA2021 (2021) Grade: 7	11. Compare and contrast the effectiveness of techniques used in a variety of digital sources to generate and answer literal, interpretive, and applied questions and create new understandings.
English Language Arts ELA2021 (2021) Grade: 8	R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
English Language Arts ELA2021 (2021) Grade: 8	25. Produce research writings independently over extended periods of time which encompass research, reflection, and revision and over shorter time frames. Examples: a day or two, a single sitting
English Language Arts ELA2021 (2021) Grade: 9	R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
English Language Arts ELA2021 (2021) Grade: 9	24. Utilize responsible and ethical research practices to write clear, coherent products with a command of language suitable for a particular target audience and purpose.
English Language Arts ELA2021 (2021) Grade: 10	R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
English Language Arts ELA2021 (2021) Grade: 10	24. Utilize responsible and ethical research practices to write clear, coherent products with a command of language suitable for a particular target audience and purpose.
English Language Arts ELA2021 (2021) Grade: 11	R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
English Language Arts ELA2021 (2021) Grade: 11	24. Evaluate the credibility of sources in terms of authority, relevance, accuracy, and purpose. a. Assess the usefulness of written information to answer a research question, solve a problem, or take a position.
English Language Arts ELA2021 (2021) Grade: 12	R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
English Language Arts ELA2021 (2021) Grade: 12	24. Evaluate the credibility of sources in terms of authority, relevance, accuracy, and purpose. a. Assess the usefulness of written information to answer a research question, solve a problem, or take a position.

Students will identify the safe personal use of digital devices.

Students will discuss current events and issues related to technology/computing with their peers.

Students will describe how physical, mental, emotional, and social health are related.

Students will describe how technology can impact personal health.

Students will conduct a short research project and synthesize multiple sources of information to develop a thorough understanding of a topic.

Students will actively engage in collaborative discussions with their peers related to grade-level texts and topics.

Students will collaborate with their peers to create a presentation that analyzes and evaluates the consequences of a poor digital diet.

During/Explore/Explain

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.

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.

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.

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

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.

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