Title: The Impact of your Digital Footprint

Alexis Methner, Shelby Ayers, Claire Hilgemann

Grade: Sixth Grade
Overall Goal: The objective of this unit is for students to be able to define and recognize the
better use of their own digital footprint. This is important because students need to be aware of
how impactful social media is in their future. The main ideas taught in the lesson will help
students connect what they have learned to their own personal lives, which will keep them
engaged. All of these concepts are important for sixth graders to understand because they are
exposed to technology at a young age and they need to know how to remain safe in their actions
or posts.

Standards Learning Objective Assessment

3d The students will be able to respond See Kahoot Quiz

Model and promote on how they should personally
management of personal data manage and protect their data and
and digital identity and protect identity.
student data privacy.

2b The students will be able to See Kahoot Quiz

Students engage in positive,
safe, legal and ethical behavior
when using technology,
including social interactions
online or when using networked
devices
successfully use technology during
the board game while participating
in a safe, positive manner. Students
should be able to identify how to
correctly use internet safety when
on Kahoot.

2d The students will be able to See Kahoot Quiz

Students manage their personal recognize how to keep their data
data to maintain digital privacy private and safe online.
and security and are aware of
data-collection technology used
to track their navigation online.
Key Terms & Definitions:

● Digital footprint- information about a person that exists on the internet

● Personal data- any information that relates to a person
● Privacy- not open for public viewing
● Online security- process that create rules and actions to take to protect against attacks
over the Internet
● Anonymous- a person not identified by name, or of an unknown name

Lesson Introduction (Hook, Grabber):

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

1. Differentiation for ability levels

● High ability learners
These learners could be provided with articles about social media accounts and how they affect
digital footprints. This resource would require students to read and think in depth on the topic
which would give them more to work on while they are ahead of other students.
● Low ability learners
These learners could work in small groups to gain knowledge from their peers. Stepping back
from a big group discussion gives these students a break from the possible overwhelming
information in which they are receiving from their teacher and peers.

2. Differentiation for demographics

● Gender, race, culture, and/or sexual identity
Multicultural students will feel welcomed and comfortable when the teacher emphasizes the
differences in many cultures. The teacher will go into detail about how different cultural
backgrounds affect digital citizenship qualities. The teacher will be sure to emphasize the cultural
backgrounds that are represented in their present classroom.

3. Differentiation for languages

● ESL, EFL, ENL
A solution for these students could possibly be to record audio of the lesson and have it play
along with each slide. Students that have English as a second language might find it difficult to
read words that they are unfamiliar with, but listening to audio of the teacher reading the slides
could help them follow along.
 4. Differentiation for access & resources
● Computers, Internet connection, and/or Wifi access
Printing out the lesson plan and activities for students would be beneficial if technology were to
quit. Printing out such things might be easier for students to visualize and work with for
themselves.

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

Social Media Accounts:

1. QR code- picture of “Think before you post”, ask students what are some things that they
should think about before posting on social media (is this true, who might be able to read
this, could this be misinterpreted, am i revealing too much?)
2. Which social media account do people spend the most time on, which makes it easier &
accessible for them to view your ongoing digital footprint?
a. Facebook
3. Since Snapchat has 150, 000, 000 users, how should you adjust your settings to prevent
too many strangers from viewing your content?
a. Make your content available only to those friends that you know
4. Which social media account do you use the most? Give one example of a good post that
represents your footprint.
a. Own response
5. True or False: Even if you delete your social media account, what you have posted will
still exist.
a. True

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:

1. There are four categories with five questions in each.

2. Pick a character piece and place piece on
thermometer.
3. Make sure to have phones or iPad ready to scan QR
codes.
4. The oldest person will go first.
5. Pick a category and a number.
6. Take the paper and read the question or scan the
code.
7. If you answer the question correctly, move your
piece up one space on the thermometer.
8. Repeat until all questions are gone.
9. They person who answered the most questions
correctly wins.