ALEX Learning Activity

My Pledge to Unplug-- Part 3 of Unplug: The Digital Diet Plan

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

  This learning activity provided by:  
Author: Hannah Bradley
System:Dothan City
School:Carver Magnet School
  General Activity Information  
Activity ID: 2714
Title:
My Pledge to Unplug-- Part 3 of Unplug: The Digital Diet Plan
Digital Tool/Resource:
Five Steps to a Balanced Diet--Unplug: The Digital Diet Plan
Web Address – URL:
Overview:

Students will be introduced to a five-step action plan to reduce their use of digital devices and decrease the negative consequences of a "poor digital diet." Students will analyze the relationship between all aspects of social and emotional health and describe how the use of digital devices can affect their health. Students will write and present a personal pledge to improve their "digital diet," demonstrating their command of the formal English language and presentation skills.

  Associated Standards and Objectives  
Content Standard(s):
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
34 ) Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.6.4]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.34- Present a claim, using a beginning, middle, and end and including relevant facts and details.


English Language Arts
ELA2015 (2015)
Grade: 6
36 ) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 6 Language standards 37 and 39 for specific expectations.) [SL.6.6]

English Language Arts
ELA2015 (2015)
Grade: 7
33 ) Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.7.4]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.33- Present a claim that includes a beginning, middle, and end, and using relevant facts and details.


English Language Arts
ELA2015 (2015)
Grade: 7
35 ) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 7 Language standards 36 and 38 for specific expectations.) [SL.7.6]

English Language Arts
ELA2015 (2015)
Grade: 8
33 ) Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.8.4]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AA.8.33- Present a claim, which includes a beginning, middle, and end, and use relevant facts and details.


English Language Arts
ELA2015 (2015)
Grade: 8
35 ) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 8 Language standards 36 and 38 for specific expectations.) [SL.8.6]

English Language Arts
ELA2015 (2015)
Grade: 9
33 ) Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. [SL.9-10.4]

English Language Arts
ELA2015 (2015)
Grade: 9
35 ) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 9 Language standards 36 and 38 for specific expectations.) [SL.9-10.6]

English Language Arts
ELA2015 (2015)
Grade: 10
34 ) Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. [SL.9-10.4]

English Language Arts
ELA2015 (2015)
Grade: 10
36 ) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 10 Language standards 37 and 39 for specific expectations.) [SL.9-10.6]

English Language Arts
ELA2015 (2015)
Grade: 11
32 ) Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. [SL.11-12.4]

English Language Arts
ELA2015 (2015)
Grade: 11
34 ) Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See Grade 11 Language standards 35 and 37 for specific expectations.) [SL.11-12.6]

English Language Arts
ELA2015 (2015)
Grade: 12
32 ) Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. [SL.11-12.4]

English Language Arts
ELA2015 (2015)
Grade: 12
34 ) Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See Grade 12 Language standards 35 and 37 for specific expectations.) [SL.11-12.6]

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

Learning Objectives:

  • 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 create a written statement that demonstrates a deep understanding of information from multiple texts and oral presentations. 
  • Students will present information in a clear, coherent manner with appropriate and understandable speech. 
  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

  1. Introduce students to the digital tool, "Five Steps to a Balanced Diet," by projecting the website or printing the information for students. The teacher can read the text, the students can read it independently, or the students can read it with a partner or small group. 
  2. Next, students will write a personal pledge and plan to improve their digital diet, as well as provide their reasoning for wanting to improve their digital diet. This pledge and plan can be written on paper or on the computer, and it should include the following information:

      • Consequence(s) that have been experienced as a result of a poor digital diet. 

Example: When I spend too much time on my phone, I communicate with "real life" friends and family less, resulting in poor relationships. This can make me feel isolated from others. 

      • Personal pledge: Write a personal goal to improve your digital diet.

Example: When I am around my friends and family, I will put my phone down and focus on communicating with them in real life. 

      • Plan for a balanced diet: List specific strategies that will help you achieve the goal in your pledge. 

          1. Digital Detox: When will you complete your detox phase? For how long? How will you tell your friends/family about this plan?

          2. Face Down and Face Forward: When will you put this practice into action? At family dinner? When hanging out with your friends?

          3. Time Limit: What time limit will you put into place on your digital device? How long? Which device? What apps? Are there some apps that you find yourself using more than others that you need to limit for your digital health?

          4. Initiate Face to Face Conversations: When will you initiate a face-to-face conversation with someone? How will this action improve your relationships with others?

          5. The 30 Minute Rule: How will you put this rule into place? Is there somewhere you can put your phone 30 minutes before you go to bed where you will not be tempted to look at it?

3. After students write their personal pledge and plan they should present it to their classmates.

Assessment Strategies:

  • The teacher can assess student mastery of the speaking and listening standards by using this rubric from ReadWriteThink.
  • In addition, the teacher should review each student's written response to ensure mastery of the content standards.

Advanced Preparation:

  • The teacher can print and copy Five Steps to a Balanced Diet.
  • The teacher will need to determine if the final written product will be completed with paper/pencil or using word processing software on the computer. The teacher should gather appropriate materials.
  • If the teacher chooses to use the rubric from ReadWriteThink it should be shared with the students prior to their presentations. 
Variation Tips (optional):
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.

  Keywords and Search Tags  
Keywords and Search Tags: communicate, communication, digital device, personal health, pledge, technology, unplugged