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.

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  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.

Digital Literacy and Computer Science
DLIT (2018)
Grade: 6
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • participate in online activities while protecting personal data and will alert a trusted adult if they encounter a questionable situation.
Knowledge:
Students know:
  • that some data is considered personal and should be protected.
Skills:
Students are able to:
  • classify data as private or public.
  • operate technology devices without sharing personal data.
Understanding:
Students understand that:
  • sharing personal data in public forums, even with share settings turned off, can result in dangerous real
  • life consequences.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • participate in online activities while protecting personal data
  • alert a trusted adult if they encounter a questionable situation.
Knowledge:
Students know:
  • that some data is considered personal and should be protected.
Skills:
Students are able to:
  • classify data as private or public.
  • operate technology devices without sharing personal data.
Understanding:
Students understand that:
  • sharing personal data in public forums, even with share settings turned off, can result in dangerous real
  • life consequences.
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.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify emerging technologies and share impacts to society.
Knowledge:
Students know:
  • all technologies impact society in some way.
Skills:
Students are able to:
  • identify impacts of emerging technologies.
Understanding:
Students understand that:
  • emerging technologies can have both positive and negative impacts to societies (Ex: a technology can improve efficiency but reduce the number of jobs available).
Digital Literacy and Computer Science
DLIT (2018)
Grade: 8
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • participate in online activities while protecting personal data and will alert a trusted adult if they encounter a questionable situation.
Knowledge:
Students know:
  • that some data is considered personal and should be protected.
Skills:
Students are able to:
  • classify data as private or public.
  • operate technology devices without sharing personal data.
Understanding:
Students understand that:
  • sharing personal data in public forums, even with share settings turned off, can result in dangerous real
  • life consequences.
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.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • research current events related to computing.
  • analyze possible effects of current events on education, the workplace, individuals, communities, and global society.
Knowledge:
Students know:
  • technology will always have positive and negative effects on others; it is important to examine the benefits and costs associated with implementing new technology.
Skills:
Students are able to:
  • analyze current events related to computing.
  • analyze the effects of current events related to computing on education, the workplace, individuals, communities, and global society.
Understanding:
Students understand that:
  • it is important to examine the benefits and costs associated with implementing new technology.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • demonstrate personal safe use of technology.
Knowledge:
Students know:
  • how to safely use digital devices.
  • that failure to use digital devices safely can have an impact on access at school as well as the protection of personal data.
Skills:
Students are able to:
  • identify personal safe use of digital devices.
  • demonstrate personal safe use of digital devices.
  • apply personal safe use of digital devices.
Understanding:
Students understand that:
  • it is important to protect personal data when sharing information on the internet.
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.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • model behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.
a.
  • be able to identify user tracking methods and hazards.
b.
  • present strategies to mitigate effects of user tracking methods.
c.
  • explain how end-user license agreements and terms of service agreements serve to protect corporations not individuals.
  • explain the ramifications that may exist when one enters into a end-user licensing agreement or terms of use agreement.
  • explain how personal data may be shared by permissions agreed to in terms of service or end-user license agreements.
d.
  • explain online privacy.
  • explain personal security.
  • explain the relationship between online privacy and personal security.
e.
  • identify physical consequences of inappropriate digital behaviors.
  • identify legal consequences of inappropriate digital behaviors.
  • identify ethical consequences of inappropriate digital behaviors.
f.
  • identify impacts of negative digital behaviors.
  • explain strategies to lessen the impact of negative digital behaviors.
  • assess when to apply various strategies to lessen the impact of negative digital behaviors.
Teacher Vocabulary:
  • ethics
  • digital world
a.
    cookies
  • virus
  • malware
  • packet sniffing
  • spyware
  • phishing
b.
  • browser history
c.
  • personal data
d.
    data mining
  • digital marketing
  • online wallets
  • personal information
  • data accessibility
  • passwords.
e.
  • cyberbullying
  • harassment
  • sexual communication
f.
  • online safety
Knowledge:
Students know:
  • safe, legal, and ethical behaviors for online behavior.
a.
  • tracking methods are often used to improve digital tools and advertising.
  • hazards exist when unknown entities have access to a user's digital habits.
b.
  • methods to counteract the use of tracking.
c.
  • that often, end-user licensing agreements (EULA) are often written to protect the entity that created the digital tool, rather than the user of the digital tool.
  • that EULAs and terms of service agreements can grant access to the user's personal data.
  • that personal data can include images, posts, personal information (phone number, address, birth date, access to friends), and browsing data.
d.
  • often there exists an inverse relationship between online privacy/personal security and convenience.
e.
  • that inappropriate digital behavior can have physical, legal, and ethical consequences.
f.
  • that negative digital behaviors can have lasting consequences.
  • that some behaviors are illegal.
  • strategies to lessen the impact of negative digital behaviors and assess when to apply them.
Skills:
Students are able to:
  • interact digitally while exercising safe, legal, and ethical behaviors.
a.
  • identify tracking methods used to gather data.
  • identify hazards that exist when tracking methods are used.
b.
  • list techniques to avoid tracking.
  • apply techniques to avoid tracking.
c.
  • interpret the terms of EULAs and terms of service agreements.
  • make an educated decision to agree to EULAs and terms of service agreements.
d.
  • weigh the risks of using a digital tool to one's personal security.
  • identify potential risks to using various digital tools.
  • evaluate a digital tool's security.
e.
  • identify inappropriate digital behaviors.
  • identify consequences of inappropriate digital behaviors.
f.
  • identify negative digital behaviors.
  • share strategies to to lessen the impact of negative digital behaviors.
Understanding:
Students understand that:
  • because the Internet can be such a persisting environment, it is vital to interact with safe, legal, and ethical behaviors.
a.
  • entities use tracking methods to make products more appealing to their users.
  • hazards exists when tracking data can be tied to individual users.
b.
  • privacy can be violated when tracking is used.
  • techniques exist to mitigate the effects of tracking methods.
c.
  • nothing is free—you often give up data to use digital resources for no charge.
  • it is important to educate yourself on EULAs and terms of service agreements.
d.
  • free digital tools can compromise one's privacy and security.
  • it is important to be aware of what one is trading for use of a service.
e.
  • inappropriate digital behavior can have physical, legal, and ethical consequences.
  • consequences of inappropriate digital behaviors can have life-altering consequences.
f.
  • digital identity is tied to online digital behavior.
  • negative digital behaviors can have lasting consequences.
  • some digital activity is illegal.
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
R5. Assess the formality of occasions in order to speak or write using appropriate language and tone.
Unpacked Content
Content Area:
Expression
Teacher Vocabulary:
R5.
  • Assess
  • Formality
  • Occasions
  • Appropriate language
  • Appropriate tone
Knowledge:
R5. Students know:
  • Some occasions (times and places) call for formal language and tone, while other occasions permit a casual communication.
Skills:
R5. Students are able to:
  • Assess the formality of occasions.
  • In formal occasions, speak and write with a formal language and tone.
  • In informal occasions, speak and write with a casual language and tone.
Understanding:
R5. Students understand that:
  • Different situations require different types of languages and tones.
English Language Arts
ELA2021 (2021)
Grade: 6
26. Utilize research findings to communicate relevant details, opinions, and ideas about a topic or text in oral presentations.

a. Answer questions in discussions about their research findings.
Unpacked Content
Content Area:
Expression
Focus Area:
Speaking
English Language Arts
ELA2021 (2021)
Grade: 7
R5. Assess the formality of occasions in order to speak or write using appropriate language and tone.
Unpacked Content
Content Area:
Expression
Teacher Vocabulary:
R5.
  • Assess
  • Formality
  • Occasions
  • Appropriate language
  • Appropriate tone
Knowledge:
R5. Students know:
  • Some occasions (times and places) call for formal language and tone, while other occasions permit a casual communication.
Skills:
R5. Students are able to:
  • Assess the formality of occasions.
  • In formal occasions, speak and write with a formal language and tone.
  • In informal occasions, speak and write with a casual language and tone.
Understanding:
R5. Students understand that:
  • Different situations require different types of languages and tones.
English Language Arts
ELA2021 (2021)
Grade: 7
28. Incorporate research into oral presentations, summarizing and supporting opinions and ideas with relevant details.

a. Collect information through the research process to answer follow-up questions and participate in discussions about their research findings.
Unpacked Content
Content Area:
Expression
Focus Area:
Speaking
English Language Arts
ELA2021 (2021)
Grade: 8
R5. Assess the formality of occasions in order to speak or write using appropriate language and tone.
Unpacked Content
Content Area:
Expression
Teacher Vocabulary:
R5.
  • Assess
  • Formality
  • Occasions
  • Appropriate language
  • Appropriate tone
Knowledge:
R5. Students know:
  • Some occasions (times and places) call for formal language and tone, while other occasions permit a casual communication.
Skills:
R5. Students are able to:
  • Assess the formality of occasions.
  • In formal occasions, speak and write with a formal language and tone.
  • In informal occasions, speak and write with a casual language and tone.
Understanding:
R5. Students understand that:
  • Different situations require different types of languages and tones.
English Language Arts
ELA2021 (2021)
Grade: 8
27. Synthesize and present information during the research process to answer follow-up questions and participate in both informal and formal discussions about research findings with grade-appropriate command of language.
Unpacked Content
Content Area:
Expression
Focus Area:
Speaking
English Language Arts
ELA2021 (2021)
Grade: 9
10. Present research findings to a peer audience, either formally or informally, conveying credible, accurate information from multiple sources, including diverse media.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
10.
  • Research findings
  • Peer audience
  • Formally
  • Informally
  • Credible information
  • Accurate information
  • Diverse media
Knowledge:
10. Students know:
  • Research and presentation skills.
  • Strategies to evaluate information from multiple sources.
Skills:
10. Students are able to:
  • Discern credible and accurate sources from a variety of sources.
  • Present research findings to peers in formal and informal contexts.
Understanding:
10. Students understand that:
  • Research findings should only incorporate information from credible, accurate sources.
  • Research findings can be presented formally and informally, depending on the situation.
English Language Arts
ELA2021 (2021)
Grade: 9
20. Adapt speech to purpose and audience in a variety of contexts and tasks, demonstrating command of formal English conventions as indicated or appropriate.
Unpacked Content
Content Area:
Language Literacy
Focus Area:
Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
Teacher Vocabulary:
20.
  • Purpose
  • Audience
  • Contexts
  • Tasks
  • Formal English conventions
Knowledge:
20. Students know:
  • The conventions of standard, formal English.
  • Methods to modify speech to match the purpose and audience in a variety of contexts and tasks.
Skills:
20. Students are able to:
  • Incorporate conventions of standard, formal English into academic and personal speech and oral presentations.
  • Adapt spoken language to the purpose and audience in a variety of situations.
Understanding:
20. Students understand that:
  • The conventions of standard, formal English are necessary for effective academic and workplace communication.
  • Spoken language should be adapted, depending on the audience, purpose, and occasion.
English Language Arts
ELA2021 (2021)
Grade: 10
10. Present research findings to peers, either formally or informally, integrating credible, accurate information from multiple sources, including diverse media.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
10.
  • Research findings
  • Peer audience
  • Formally
  • Informally
  • Credible information
  • Accurate information
  • Diverse media
Knowledge:
10. Students know:
  • Research and presentation skills.
  • Strategies to evaluate information from multiple sources.
Skills:
10. Students are able to:
  • Discern credible and accurate sources from a variety of sources.
  • Present research findings to peers in formal and informal contexts.
Understanding:
10. Students understand that:
  • Research findings should only incorporate information from credible, accurate sources.
  • Research findings can be presented formally and informally, depending on the situation.
English Language Arts
ELA2021 (2021)
Grade: 10
20. Adapt speech to purpose and audience in a variety of contexts and tasks, demonstrating command of formal English conventions when indicated or appropriate.
Unpacked Content
Content Area:
Language Literacy
Focus Area:
Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
Teacher Vocabulary:
20.
  • Purpose
  • Audience
  • Contexts
  • Tasks
  • Formal English conventions
Knowledge:
20. Students know:
  • The conventions of standard, formal English.
  • Methods to modify speech to match the purpose and audience in a variety of contexts and tasks.
Skills:
20. Students are able to:
  • Incorporate conventions of standard, formal English into academic and personal speech and oral presentations.
  • Adapt spoken language to the purpose and audience in a variety of situations.
Understanding:
20. Students understand that:
  • The conventions of standard, formal English are necessary for effective academic and workplace communication.
  • Spoken language should be adapted, depending on the audience, purpose, and occasion.
English Language Arts
ELA2021 (2021)
Grade: 11
13. Synthesize multiple sources of information (including diverse media), evaluate the credibility and accuracy of each source, and share information orally.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
13.
  • Synthesize
  • Diverse media
  • Evaluate
  • Credibility
  • Accuracy
Knowledge:
13. Students know:
  • Strategies to synthesize information from multiple, diverse sources.
  • Presentation skills.
  • Strategies to evaluate information from multiple sources.
Skills:
13. Students are able to:
  • Discern credible and accurate sources from a variety of sources.
  • Synthesize information from multiple, diverse sources.
  • Orally present the synthesized information.
Understanding:
13. Students understand that:
  • Oral presentations should only incorporate information from credible, accurate sources.
  • Information from multiple sources can be combined into an effective presentation.
English Language Arts
ELA2021 (2021)
Grade: 11
23. Deliver a speech suitable for an authentic audience for a specific purpose, demonstrating command of formal English when indicated or appropriate.

Examples: student-led conference, public meeting, community-based group
Unpacked Content
Content Area:
Language Literacy
Focus Area:
Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
Teacher Vocabulary:
23.
  • Suitable
  • Authentic audience
  • Purpose
  • Command
  • Formal English
Knowledge:
23. Students know:
  • The conventions of standard, formal English.
  • Methods to modify speech to match the purpose and audience in a variety of contexts and tasks.
  • Situations with an authentic audience include student-led conferences, public meetings, or community-based groups.
Skills:
23. Students are able to:
  • Incorporate conventions of standard, formal English into academic and personal speech and oral presentations.
  • Adapt spoken language to the purpose and audience in a variety of situations.
Understanding:
23. Students understand that:
  • The conventions of standard, formal English are necessary for effective academic and workplace communication.
  • Spoken language should be adapted, depending on the audience, purpose, and occasion.
English Language Arts
ELA2021 (2021)
Grade: 12
13. Evaluate the credibility and accuracy of sources from diverse media and/or formats and then use multiple suitable sources of information to develop an idea or further a position.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
13.
  • Evaluate
  • Credibility
  • Accuracy
  • Diverse media
Knowledge:
13. Students know:
  • Presentation skills.
  • Strategies to evaluate the credibility and accuracy of multiple, diverse sources.
  • Synthesize information from multiple sources to develop an idea or further a position.
Skills:
13. Students are able to:
  • Discern credible and accurate sources from a variety of sources.
  • Synthesize information from multiple, diverse sources.
  • Utilize multiple sources of information to develop an idea or further a position.
Understanding:
13. Students understand that:
  • Oral presentations should only incorporate information from credible, accurate sources.
  • Information from multiple sources can be combined into an effective presentation that develops an idea or furthers a position.
English Language Arts
ELA2021 (2021)
Grade: 12
23. Deliver a speech suitable for a professional audience of college and/or workforce stakeholders for a specific purpose, demonstrating command of formal English.
Unpacked Content
Content Area:
Language Literacy
Focus Area:
Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
Teacher Vocabulary:
23.
  • Suitable
  • Professional audience
  • College stakeholders
  • Workforce stakeholders
  • Purpose
  • Command
  • Formal English
Knowledge:
23. Students know:
  • The conventions of standard, formal English.
  • Methods to modify speech to match the purpose and audience in a variety of contexts and tasks.
  • A professional audience includes college and/or workforce stakeholders.
Skills:
23. Students are able to:
  • Incorporate conventions of standard, formal English into a speech suitable for professionals.
  • Adapt spoken language to the purpose and audience in a variety of situations.
Understanding:
23. Students understand that:
  • The conventions of standard, formal English are necessary for effective academic and workplace communication.
  • Spoken language should be adapted, depending on the audience, purpose, and occasion.
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