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https://www.pinterest.com/pin/261771797068582593/
We will begin this lesson by giving students a cut out of a foot that we have in the link above.
Using that foot, students will be asked to write down the names of their own social media
accounts they have currently. If they do not have any accounts, they can write down accounts
that they know of or have heard about. At each seat, there will be a cut out for the student to
write down their social media accounts. They will be given resources to create their own
meaningful footprint. Students will be given a cut out picture of a footprint and markers to write
down their own accounts they have or accounts they might wish to have one day. This will get
students engaged in the lesson because they can connect the lesson to their personal lives. We
will talk as a class about the social media accounts that they know of world wide. Ask students
“What accounts did you write down?” and “What accounts would you want to create at some
point in the future?”. Then follow up with an explanation about all ideas that cover the importance
of a digital footprint. Explain to students that a digital footprint is important to positively maintain
because it is a trace of ones activity on the internet that can be seen for a long period of time.
Make sure students know that what they put on the internet can affect their future, which is why it
is important to think about what is posted on social media. This explanation is important because
these students are creating their own personalized digital footprint with these social media
accounts.
Lesson Main:
After completing the digital footprint activity (the hook), we will incorporate Jeopardy, in the style
of a board game. There will be four categories in total with five questions in each category.
Students can choose questions from any category to answer for points. If students answer the
question correctly, they will move their character up the thermometer that is designated to their
team. Whoever reaches the top of the thermometer first has become a digital footprint genius!
This trivia based game will help students learn, retain, and share important information about
leaving a digital footprint.
1. Follow up with the previous attention grabber/hook and ask the students what social
media accounts they have (1 minute)
2. At this point, it is evident most students already have a digital footprint, so dive right into
explaining the definition of a digital footprint (1 minutes)
3. Talk through the lesson and Infographic with the students on all important information
pertaining to the topic of a digital footprint (8 minutes)
4. Show students the video in the resource part below which gives them instructions on how
to play the board game, Jeopardy (2 minutes)
5. Students will play Jeopardy (10 minutes)
6. After finishing the game, students will contribute their knowledge of this topic by
participating in a Kahoot quiz (8 minutes)
Lesson Ending:
As students wrap up their game of Jeopardy, they will come back together as a class and grab
iPads. They will then be assessed with a short “quiz” on Kahoot. The questions will be related to
such topics: Social Media Accounts, Privacy, Self Image & Identity, and Behavioral
Communications. By individually quizzing students, this will display their own competence of the
main ideas in the overall topic about digital footprints. This will help the teacher gather data on
how well the students are understanding the ideas focused on during the main lesson.
Assessment Quiz:
Kahoot
https://play.kahoot.it/#/k/e12df155-13ee-4411-9b0e-0b1f328d0916
Resources / Artifacts:
Board Game
https://www.commonsense.org/education/lesson/the-power-of-words-3-5- use in the
behavioral communications questions for board game
https://play.kahoot.it/#/k/e12df155-13ee-4411-9b0e-0b1f328d0916- use as assessment
https://docs.google.com/presentation/d/15oG1JdELn7HV8CD5Dm8c_g15k32FzE5vfIYErVt5qcc/e
dit#slide=id.p- use in the main lesson
https://create.piktochart.com/output/28027205-new-piktochart- use in the main lesson to
give students more background information on how many people use social media and how
many people have the chance to see their social media posts (their digital footprint)
https://www.pinterest.com/pin/261771797068582593/- use as the hook
https://www.youtube.com/watch?v=OfUzBkGPtF8- show this video to students so they can
learn how to play the board game
Differentiation:
This section should describe how you could to differentiate your lesson for learners with diverse
needs. Some ideas would be to offer differentiated solutions for English Language Learners,
students with mobility challenges, students on the autism spectrum, students with emotional or
behavioral challenges, students with auditory or visual impairments, gifted students, etc. You
should address
Anticipated Difficulties:
This section should describe any anticipated difficulties this lesson may have and how you plan
on preparing for (or overcoming) those difficulties.
● A difficulty students might face is the lack of technology available to them. However, if
technology were to be available, it could crash or fail which would result in a messy issue.
If this were to be a difficulty, it would be important to overcome the obstacle and turn to
paper. Printing out the lesson would be the first step in overcoming such a difficulty
because then all students have access to the lesson without having to worry about the
use of technology.
● Another difficulty could be that students may not want to participate or pay attention
during the lesson. Students should be learning and conversing with the class to get the
best experience. If this happened to be an issue, one could overcome this by
implementing more group work because some students act out on embarrassment to
share their personal ideas independently. A group effort could make these students feel
more responsible to pay attention so they are able to share their ideas with their
classmates
Board game questions
20 boxes, infographic questions, QR codes, videos/ photos
1 QR code per column
Privacy:
1. Which one is the stronger password?
a. Ex 1: 12345 Ex 2: Digitalid1!
2. What personal information should you not share on social media?
a. Anything that will portray you poorly. Everyone has their own opinions so be
careful with what is posted.
3. QR code- video will be played, ask students two things they learned from the video
4. Since it is easy to search individual names on Google, it is likely that people will find
personal information. What percent of people have found personal information about
themselves?
a. 60%
5. Why can people still view certain things you post?
a. Because your account might not be private.
Self-Image and Identity:
1. True or False? When people are anonymous, it's easier to behave irresponsibly, cruelly, or
unethically.
a. True
2. QR code- picture of good/bad digital footprint posts, ask students which side is good and
which side is bad
3. What are the 5 P’s of a positive online footprint?
a. Positive, profile, permission, privacy, protect
4. Out of all of the five P’s of a positive digital footprint, which is the most valuable in your
opinion?
a. Own Response
5. If a friend were to tag you in an inappropriate post, what should you do?
a. Own Response
Behavioral Communications:
1. Suppose you’re on Facebook and you have been chatting with someone you don’t know
but they seem safe to talk to, they have been friendly towards you but then ask you
where you live so they can meet up with you. In this situation, would you consider this a
green (okay), yellow (iffy), or red (risky) light?
a. Yellow (Iffy)
b. https://www.commonsense.org/education/lesson/the-power-of-words-3-5
2. QR code- video will be played, ask students two things they learned
a. Own Response
3. __ in ten internet users have a job that requires them to market their name online.
a. 1 in 10
4. If you get a friend request with your friend’s picture, but their name is different which
should you do? A) accept the request, B) notify your friend
a. B
5. Give an example of a yellow light situation.
a. Own Response
Jeopardy Instructions: