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Lesson Plan: Technology, Ethics, and Security 

Overview 
In ​Technology, Ethics, and Security, ​students research a topic related to technology safety, create a project, and 
present their findings. 
 
Lesson Objectives 
 
By the end of these lessons, students will be able to: 
● Explore all sides of the topic they choose related to technology, ethics, and security 
● Explain technology’s risks and dangers, and consider solutions to keep users safe 
● Plan and employ effective research strategies to locate information and other resources for their 
intellectual or creative pursuits 
● Publish or present content that customizes the message and medium for their intended audiences 
 

Total Duration  Materials 

● 2-5 hours  ● Computer with internet access (per student) 

● Headphones (per student) 
● A Google account (create an account at 
accounts.google.com/signup​) 

 
Lesson Outline 

  Lesson  Duration  Description 

1  Choose a Topic to Research  45-90 min  Students choose a topic to research, then create a 
document to organize findings. 

2  Explore the Topic and Create a Project  45-90 min  Students explore a topic using the exploration 
guide, then choose a Google app and build a 
project. 

3  Communicate to Teach the Class  45-90 min  Students prepare to present their research, then 
use their project to teach the class what they have 
learned. 
 
   

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Prep 
 
Before introducing the lesson to students: 
● set up a class account at g ​ .co/applieddigitalskills 
● create and distribute the class code to the students 
 
Assessments 
 
● Technology, Ethics, and Security Reflection​ at the end of Lesson 3 to assess what students have learned 
about technology safety 
 
 
Tip: A lesson can be completed over the course of a few classes.​ Each lesson has multiple videos for 
students to watch and varies in duration. 
 
Tip: Before teaching: I​ n these lessons, each student or group chooses one topic to explore. A set of topics is 
provided to start. In your “Teacher Dashboard” click into a class you’ve added. From there, you can edit topic 
choices and assign topic choices to your students. ​Refer to the T
​ eacher Dashboard​ section in the appendix to 
learn more. 
 
 
   

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Lesson 1: Choose a Topic to Research 

Overview  
Students choose a topic to explore, then create a document to organize research. 
 
Learning Objectives 

By the end of this lesson, students should be able to: 

● Build knowledge by actively exploring real-world issues and problems, developing theories, and pursuing 
answers and solutions 
● Use technology and other information tools to analyze and organize information 
● Demonstrate mastery of technology tools for accessing information and pursuing inquiry 
● Develop and refine a range of questions to frame the search for new understanding 
● Display initiative and engagement by posing questions and investigating answers beyond the collection 
of superficial facts 
 

Resources  Outcomes 

● Research Topics  ● Students identify if they’re working alone or in a 

● Technology Practices  group 
● Exploration Guide - Wearable Technology   ● Students select a topic and exploration question 
● Exploration Guide - Digital Etiquette   ● Students start an exploration document and copy 
● Exploration Guide - Drones  and paste their topic information 
● Teacher Dashboard  ● Students open the Exploration Guide at their own 
● Appendix  computer and start to research 
 

Procedures  
 
1. Describe how students will select, research, and present a topic (see ​Appendix​ for suggested prompts). 
2. Describe the lessons and outcomes: Exploration Guide and Final Project.  
3. Provide context about technology, ethics, and security (see A
​ ppendix​ for suggested prompts). 
4. Check in with students. Meet 1:1 or in small groups as students watch videos 1-2 (see ​Appendix​ for 
suggested prompts). Approve any topics submitted by students 
● Video 1: Explore Create Communicate Introduction 
● Video 2: Introduction to the Topics 
5. Wrap Up 
Tip: S​ tudents can work on these lessons independently, or be assigned to groups of 2 or 3. Students 
will identify whether they will work in groups before they select their topic. Ensure students are 
  sitting next to their partners, then have all students watch the first two videos.  

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Example Student Outcome - Choose a Topic 

Students work alone or in groups to choose a topic. The student sees four choices, which you can modify or edit; 
see the T
​ eacher Dashboard​ section of this document to learn more about how to manage topics and 
assignment. Students also have the option of submitting a custom topic, which you must approve using the 
Teacher Dashboard​ before the student can continue working. 
 

 
   

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Example Student Outcome - Write an Exploration Question 

   

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Example Student Outcome - Review Topics then Create a New Document 

Students review their topic, and then click Copy & Continue. A new document automatically opens in a new tab.  
 

 
Example Student Outcome - Create an Exploration Guide  
Click on the new tab to access the document. Students use the menu or command keys to paste the copied 
contents for the topic into the document; then, they title it “Exploration Guide.” Remind students to share the 
Exploration Guide with all members of the group and you. After the document is shared, students can return to 
their own computers to open the document from their Gmail Inbox or using their My Drive. Then they can start 
researching independently and add what they find to the Guide. 
 

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Research Topics  
Technology can pose ethical and safety risks. In this lesson, students research technology risks and dangers by 
selecting, researching, and presenting on one of the following topics. 
 

Topics  Possible Research Questions 

Being a good digital citizen  How can you be a good “digital citizen”? What is internet bullying, and what should 
you do when you spot it? What are “bad manners” on the internet? 

Drones and Privacy  How are drones used in different careers today? How does flying a drone affect 
other people’s privacy? What are some practical uses for drones? 

Collecting Data with Wearable  How can wearable technology affect your privacy? Who should be able to access the 
Technology  data collected by wearable technology? What are the benefits of wearable tech? 

Passwords and Personal  How can you create a strong password to keep your data safe? How do businesses 
Security  respond when a hacker accesses their customers’ passwords or information? 

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Interacting Through  How does the constant availability of technology affect our lives? What are benefits 
Technology  of interacting anonymously?  

The World of Online Gaming  Does bullying occur while gaming? Is excessive gaming an addiction? What are the 
risks of online gaming?  

Protecting Your Information  How do you build a “reputation” with your internet behavior? How can you ensure 
from Strangers--and Friends  that you have a good internet reputation? How can irresponsible use of technology 
or social media follow you for the rest of your life? 

Social Media and Mental  Can social media use cause depression, anxiety, or mental health and emotional 
Health   issues? How can people ensure that social media benefits their lives? 

Building Relationships  What skills can you learn from online interactions that you wouldn’t develop 
through Technology   face-to-face? How are online relationships different from in-person ones? 

What data are you leaving  What online activities affect your “digital footprint”? What are “cookies”? How can 
behind?  you limit the amount of information people can access about you? 

 
   

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Technology Practices Students will Apply 

By the end of these lessons, students will be able to apply the technology skills learned in previous lessons while 
using these technology practices. 
 
Skill Area  Technology Practice 

Ethics  Identify and assess the capabilities and limitations of emerging technologies. 
 
Explain responsible use of technology and digital information, and describe the 
possible consequences of inappropriate use. 

Analysis:   Ask questions to define a problem or information need. 

Collaboration:    
Work with others to conduct research, solve a problem, or develop digital artifacts. 

Research:  Evaluate and select the best sources of information for credibility, accuracy, and 
  relevance. 

Creativity:   Build artifacts, or computational projects with practical, personal, or social intent. 

Connections:  Describe the impact of computing on society, economies, laws, and histories. 

Communication:   Evaluate various digital tools for best expression of a particular idea or set of 
  information. 

Computational thinking:   Use the writing process, media and visual literacy, and technology skills to create 
products that express new understandings. 
 
 
 
 
   

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Lesson 2: Explore the Topic and Create a Project 

Overview  
Students research the topic using the exploration guide. They will then choose a Google app and build a project. 
 
Learning Objectives 

By the end of this lesson, students should be able to: 

● Build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and 
pursuing answers and solutions. 
● Evaluate information for accuracy, validity, and suitability  
● Choose appropriate tools to analyze and organize information 
● Seek divergent perspectives during information gathering and assessment 
● Monitor information-seeking processes for effectiveness, and adapt as necessary 
 

Resources  Outcomes 

● Example project 1 - Drones  ● Students complete research about their topic 

● Example project 2 - Technology Culture  ● Students select a Google application to use to 
● Example project 3 - Wearable Technology  build their research project 
● Appendix  ● Students open a new project and share it if 
working as a group 
● Students add content from the Exploration Guide 
to the new project 
 

Procedure 
 
1. Introduction / Review (see ​Appendix​ for suggested prompts) 
2. Check in with students. Meet 1:1 or in small groups as students research their topic and add content to 
the exploration guide (see ​Appendix​ for suggested prompts) 
● Students complete ​Lesson 1, webpage 3, step 5: Create your project 
3. Wrap-Up / Discussion (see A ​ ppendix​ for suggested prompts) 
 

Tip: S
​ tudents should spend up to 5 minutes choosing a Google application for their project. 
 
 
 
   

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Example Student Outcome - Create a Project 

“Step 5 - Create your project” instructs students to choose a Google application (Sites, Sheets, Slides, Docs) to 
use to build their research project 
 

 
   

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Lesson 3: Communicate to Teach the Class 

Overview  
Students prepare to present their research, then use their project to teach the class what they have learned. 
 
Learning Objectives 

By the end of this lesson, students should be able to: 

● Demonstrate leadership and confidence by presenting ideas in both formal and informal settings 
● Distinguish between ethical and unethical practices with respect to safe and responsible use of 
information, data, media, and computing devices; 
● Use knowledge and information skills and dispositions to engage in public conversation and debate 
around issues of common concern 
● Conclude an inquiry-based research process by sharing new understandings and reflecting on learning 
● Develop personal criteria for gauging how effectively own ideas are expressed 
● Connect learning to community issues based on cultural and social context 
 

Resources  Outcomes 

● Example projects  ● Students will review the Communication Step 

○ Project Example - Doc with Pop-Up -  and prepare to present their project 
Digital Etiquette  ● Students will present their research project as a 
○ Project Example - Sites - Drones  subject matter expert 
○ Project Example - Sheets - Wearable  ● Students will take an assessment survey 
Technology 
● Appendix 
 

Procedure 
 
1. Introduction / Review (see ​Appendix​ for suggested prompts) 
2. Check in with students. Meet 1:1 or in small groups as students prepare to present (see A
​ ppendix​ for 
suggested prompts) 
● Students complete ​Lesson 1, webpage 3, step 5: Create your project 
3. Students complete the ​Reflection​ after they have presented their final projects 
4. Wrap-Up / Discussion: Summarize the lessons, and celebrate that students created an exciting project 
using the skills they learned. (see ​Appendix​ for suggested prompts) 
 
   

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Example Student Outcome - Create Your Project 

Students review the Communicate advice on the website (Lesson 1, Web Page 3, Step 6) 
 

 
Example Student Outcome - Reflection 
Students complete the reflection on the website: 
 

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Appendix 
 
Using the Instructor Dashboard 
The Instructor Dashboard includes tools to: 
● Check student progress 
● View and manage topic assignment on the Research Topics tab 
● View student groups and students working independently 
● Edit topics 
● Approve custom topics submitted for review by students 
● Auto-assign topics for students to choose 
 
Once you click into a class, check student progress: 

1.  Use the ​Student Progress tab​ i​ n the dashboard to see your students’ progress: 
 

2.  Confirm all students have selected a topic and submitted an Exploration Question about their topic. A 
check appears for students who have submitted their question: 
 

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Lesson 1 Suggestions 
Choose a Topic to Research 
 
Describe how students will select, research, and present a topic: 
Say  In these lessons, you’ll research a topic related to ethics, security, and technology. Then, you’ll 
create a project to present your research to the class. You’ll work on these lessons over the next 
three days. Today, you’ll watch videos to introduce the topics, select a topic, and create a 
document to organize your research. In the next class, you’ll continue researching your topic, 
and create a website, document, or presentation to organize your research. Then on the last 
day, you’ll present what you’ve made to teach others about your topic. 
 
Provide context about technology, ethics, and security: 
 
Say  Technology is ​always​ changing. Some of the gadgets and devices we love to use everyday, like 
FitBits, Smartphones, and drones, did not exist just a few years ago. Now that these 
technologies are available, we are becoming more aware of their issues and risks, or how they 
might be abused. Today is your chance to think about these new inventions and what we should 
do to use technology safely. Hackers, stolen identities, online bullying, and drone disasters are 
just some of the risks and dangers you might research over the next few days. On the last day, 
you’ll present your findings and advice by teaching the class about technology risks and ways 
to stay safe. 

Say  Go to ​g.co/applieddigitalskills​ and select “Sign In” to log into your profile. Use the Curriculum 
drop down menu in the upper left corner to find Technology, Ethics, and Security. When you see 
“Lesson Introduction to Explore Create Communicate,” you are ready to begin watching the first 
video. Watch the two videos, then identify if you are working in a group. Next, choose a Security, 
Ethic and Tech topic, and then begin your research. By the end of today’s class, you should have 
selected a topic, created a document to organize your research, and have started your research. 
 
Lesson 2 Suggestions 
Explore the Topic and Create a Project 
 
Intro /  At the start of class, inform students how much time they have to research and when they 
Review  should move on to creating their project. Students will research their topic from their own 
computers, and will add content about their topic to the exploration guide. Remind students that 
they will create their project using materials they find now and add to the guide. 

Engage  ● What is your exploration question? 

● What have you added to the exploration guide? 
● Why did you select this Google application for your project? 
● What is most important for people to know about your topic? 

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Lesson 3 Suggestions 
Communicate to Teach the Class 
 
Intro /  At the start of class, inform students how much time they have to present their projects. If 
Review  working in groups, all students should speak about a part of the project. When students present, 
you can display their project to the class, so they can use it to teach their peers what they 
learned. Please note, if you have a large class, consider having students present their projects to 
each other instead of to the entire class. 

Engage  ● What part of the project are you presenting? 

● Do you get nervous when speaking in front of others? 
● What tips did you learn from the website to help you stay calm and focused? 
● Will you take questions from your audience? 

Questions  ● What did you like the most about presenting your project to your peers? 
after  ● How did you use public speaking skills while presenting? 
Presenta-  ● What is one example from your presentation where your research helped you to explain 
tions  something about your topic?  
● What did you like about the project you made?  
● What was something new you learned during your project? 

Wrap-Up  Summarize the lessons, and celebrate that students created an exciting project using the skills 
they learned.  

Say  In these lessons, you learned from your own research and from your peers about some of the 
risks and dangers associated with technology. Each of you thought about the topic, researched 
it, then built a project using a Google application to communicate with your peers about the 
topic. 

Ask  ● How does your topic relate to the real world?  

● How can a person protect themselves from some of the risks and dangers associated 
with technology? 
● What is a new idea you had because of a classmate’s presentation?  
● Did you learn new information that helps you better understand how technology has 
shaped social activism?  
● What tips did you learn from your classmates that you plan to use? 
 

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