1

Running head: THE EFFECTS OF SOCIAL MEDIA

The Effects of Social Media

Ashley Fivecoat

Arizona State University

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The Effects of Social Media

The project I am having my students work on gives them insight into all the ways social

media can affect them and society. The end goal of the project is for the students to create a

podcast with their group. The podcast will help them have discussions with their peers and have

them understand how not only they feel after doing the research for this project, but also how

their peers feel. The first day of the project I will introduce the inquiry-based lesson plan I have

created to get them started. As we continue through the 10-day project, students will use

technology to research information and be taught direct instruction. Most of their work will be

done in groups. During this project we will also be requesting major classroom technology we

will need to create the podcasts.

Applicant and School Narrative

My name is Ashley Fivecoat and I am a first-year 10th grade English teacher. I am a very

organized and caring person. I believe I have great instructional abilities, work ethic, and social

skills. These skills have helped me learn how to work with various personalities and individuals

with different learning techniques.

I have worked in one 8th grade classroom and two high school classrooms. While

working in these classrooms I worked with students in small groups, one on one, and taught the

entire class. Teaching multiple facets has taught me multiple learning methods to reach kids that

learn in various ways.

I believe all students should be treated with fairness, dignity, and compassion. All

students should be able to have equal educational opportunities that fit their own learning

abilities. The opportunities given to students by the school and within their community should

instill in them skills and knowledge that helps them reach their personal goals even long after
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high school. The role of the student is to get enough sleep and be at school every day, ready to

learn. Students should come prepared with the materials and mentality to be successful for the

school day. The role of the parent is to talk to their child regarding how their day at school went

and if there is anything with which need help. They should ensure their child attends school each

day. Parents and students should check their ParentVue/StudentVue at least once a week. My

role as their teacher is to give students a safe learning environment where every student feels

they can be themselves and learn to the best of their ability. I will encourage students to feel

confident in themselves through different events and opportunities. I hope to be a role model for

students and inspire them to grow into important members of their communities. The students

should push themselves to do their absolute best. When they are striving to meet their goals, the

community should come together to help the students in various ways. Whether this is by doing

fundraisers, creating parent clubs, or doing potlucks for different clubs or groups in school. With

the community coming together as one, it can boost the morale of the school.

The classroom I have been placed in has great potential to be a space that students look at

as their second home. When I was in high school, one of my favorite teacher’s classroom was

that space for me. I want my classroom to have that same feel for my students. With most of my

classes containing about 30 students, my main goal for the classroom is to empower my students

to lead and make decisions. A classroom of 30 teenagers can be a lot. If I encourage the students

to own what they learn, it can lead to them being willing to make various decisions on how to

show they grasped the content. They will then be able to help their peers master the content. The

community around Trevor Browne high school is extremely transient and a lot of students enroll,

then drop, then re-enroll. The majority of the student population is Hispanic with over 350

students being in the ESL program.

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The Phoenix Union high school district’s mission is “Preparing every student for success

in college, career, and life”. The goals are to “Increase student achievement” and “Use human

and fiscal resources effectively and responsibly”. The district and its schools offer multiple

different resources to their community. We offer food and clothes boxes to families in need,

provide individual and group services and emotional support, provide college representatives for

students and their parent/guardian to speak to, and much more.

Summary of Project and Impact

This project is needed within the Phoenix Union High School District because social

media takes up many teenagers’ time. Their whole life is on social media and they do not know

the side effects of what social media can do to their minds. A podcast is a positive way to use

technology to speak about all their findings on social media and release it for the entire district to

hear. Many students at Trevor Browne High School need to focus more on school rather than

their phones, and this project could help with that. Some of the learning activities students will

do is work in groups to fill out worksheets and talk about research and participate in Kahoot!.

They will then be placed in groups with mini lessons to watch videos on what they were

questioned on.

Student Impact

I suspect this project to start with impacting the number of students within my class,

which is about 32 students. Once the podcasts are uploaded onto the district website, I would like

to believe that it will continue to impact students throughout the whole district. The pupils will

be able to hear about the effects of social media and many will be intrigued to hear more topics.

Podcasts are a popular thing to listen to and if my project can turn into a club or elective for
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students at each high school, we can impact many more teens. We can create podcasts about

most anything school appropriate, from motivating students to school lunches.

Teacher Impact

This project can potentially impact me by creating a different environment in my

classroom. Podcasts are a new assignment that teachers are incorporating into their classrooms so

I am not sure how it will look. If the project becomes as big as I think it can, I can see myself

being in charge of a club for creating podcasts and instructing other teachers how to incorporate

this into their instruction. This project can help me understand my students more by listening to

their discussions between each other on important topics such as this one.

Community Impact

The podcasts being uploaded for the entire district and more to hear can impact the entire

community in a huge way. Other schools can get involved or community members could want to

guest star or contribute to the DonorsChoose for the project and club. The different schools

within the district could even guest star on different schools’ podcasts to collaborate on thinking

and create new friendships. The podcasts can also address issues, events, or activities happening

in the community.

Project Narrative

Each day throughout this project, my students will be working diligently to create their

podcast. The content found in the 10-day project calendar, ‘Table 2” that is found at the end of

this paper, contains the daily activities students will do, what technology they will use, and how

that relates to the standards and objectives for the day. The calendar also shows how I will be

testing their knowledge at the end of each class period. The first-class period of this project will

be dedicated to the inquiry-based plan, found in the “Appendix” at the end of this document.
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Sustaining The Project and Innovation

Technology

This project includes having to use technology to get the finished project. During this

unit, the students use some type of technology almost every day. The students will need access

the technology to support their learning by using apps to collaborate with classmates, present

knowledge to each other, and support their research and learning. At Trevor Browne High

School, each teacher in the core subjects has their own laptop cart. Therefore, all my students

have access to a computer. The district cares deeply about giving students the best opportunities

to learn and try their best to provide us with the technology needed. The students have their own

cell phones, which means the only other technology I need to find for my students are

microphones and recorders. Classes and clubs such as AV clubs, journalism, etc. could have

these tools and like to share them with us for this project. The library could also have these tools

on hand to rent out. If all else fails, a phone or computer does voice memos.

After Proposal Period

After this project is posted for the entire district to hear, I think it could become a popular

activity that students would want to participate in. I could continue the project by creating a

podcast club where any student could join. Students would be able to speak on how they feel

with other students and share it with everyone. The podcasts would be on important or relatable

subjects. People from the community, other schools, or even kids not in the club could make

guest appearances on the podcast and bring an outside perspective.

Innovation

This project includes a lot of innovation throughout the process to get to the final product.

Many assignments are usually based on facts about a topic such as this one, but the podcast lets
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students speak about their own opinion and stories, while also bringing in facts to back them up.

With the podcast, they are allowed to collaborate with their group members while conversating

and build on top of each other’s ideas. This lets students think about different aspects of the topic

and you can also see their ideas and thoughts change as their peers give their own outlook. The

students get to the driving question by using facts, but by also hearing how everyone else feels

about social media and how it affects each person differently. This project will transform student

learning by letting them learn from their peers. It will transform my teaching by being able to see

the thoughts in the student’s minds go back and forth and change into a concept they hadn’t

thought of before.

Budget Narrative

For the class project, my students will need access to a few different items that exceed the

planned school budget at Trevor Browne High School. Since the Phoenix Union High School

District has distributed class laptop carts to each educator that teaches a core subject, I do not

need to worry about obtaining the most expensive technology needed for the project.

The one thing students will need to be able to record their podcast is a headset with

microphone. On Amazon, there is a pack of 16 Logitech headsets with microphones for $549.

These headsets are perfect for people who are just beginning to podcast and should last quite a

while if taken care of properly. The headsets can be plugged straight into the laptop where

students can then began recording, listening, and editing their audio. To fund this item, I will use

DonorsChoose to let the school, parents, and community know what we are doing and how much

it would mean to the students to be able to get their hands on this item.

The other items I need for this project are mainly consumables. Students will need

journals to write in throughout the 10 days to keep track of their project and at times, journal
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down thoughts, exit tickets, and answers to questions. They will also need index cards to write

down their scripts and main points for the podcast. Students will also use index cards for exit

tickets they need to turn in. I will fund the journals through Adopt A Classroom and buy the

index cards with money raised by fundraisers the parents hold.

The headsets with microphones can be used after this project is over. This project can

lead into creating a podcasting club or even an elective. If enough students want to join, we can

create podcasts about anything school appropriate that we might think the students in the district

will find interesting.

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References

Phoenix Union High School District. (2020). Retrieved December 04, 2020, from

https://www.pxu.org/

Support a classroom. Build a future. (2020). Retrieved December 04, 2020, from

https://www.donorschoose.org/

Support Teachers and Schools. (2020, November 24). Retrieved December 04, 2020, from

https://www.adoptaclassroom.org/?

gclid=EAIaIQobChMI4O35opOz7QIVRQnnCh0iOAUZEAAYASAAEgIeufD_BwE

Logitech. (2020). Retrieved December 04, 2020, from

https://www.amazon.com/dp/B08H77SCQZ/ref=twister_B08LYBHRBF?

_encoding=UTF8

Collaborative Learning. (2020). Retrieved December 04, 2020, from

https://www.edutopia.org/topic/collaborative-learning
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Table 1

Item # and Cost Where to Funding Source

Purchase
Logitech H390 Pack of 16 @ Amazon https://www.donorschoose.org/

USB Headset $569

with Microphone
Notecards 5 sets of 100ct @ Target PTO Fundraising

$0.49 ea
Journals 9 packs of 4 @ Staples https://www.adoptaclassroom.org/

$10.79 ea

Table 2

Day Standards & Learning Activities Assessment Technology Used

Learning
Objective(s)
1 Content Standards Brief description of Describe briefly the Technology used
9-10.W.8 the learning formative and Standards for
Gather relevant activities in which assessment Teacher & Student
information from the students will strategies that you
multiple participate. will use to measure Padlet
authoritative print the learning Google Docs
and digital The students will objective and offer
sources, using watch two videos students
advanced searches and read two opportunity to
effectively; assess articles. They will measure daily
the usefulness of then fill out an success in reaching
each source in observation goal.
answering the worksheet. Each
research question student will post The students will
their answers in assess their own
ISTE Educator Padlet and respond social media. After
3a to at least two they assess
classmates’ posts. themselves, they
ISTE Student will pick one friend
1c Describe and one celebrity to
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instructional assess. They will do

Learning strategies used and this on the
Objective(s) connection to the provided worksheet
SWBAT analyze learning objective. and turn it in as an
how social media EX: Differentiation, exit ticket.
affects people Cooperative
daily. Learning, etc.
Discussion groups
Essential Question online will be used
for Student when students post
direction: their answers to
How does social Padlet and then
media affect comment on their
people daily? classmates’ posts.

2 Content Standards Brief description of Describe briefly the Technology used

9-10.SL.1 Initiate the learning formative and Standards for
and participate activities in which assessment Teacher & Student
effectively in a the students will strategies that you Google Docs
range of participate. will use to measure Class Website
collaborative The students will the learning
discussions (one‐ work in groups and objective and offer
on‐ one, in groups, bounce ideas off students
and teacher‐led) one another on opportunity to
with diverse questions and measure daily
partners on grades topics I talk about success in reaching
9–10 topics, texts, in class. They will goal.
and issues, be assigned roles in The students will
building on others' their groups: a not only share what
ideas and timekeeper, a they came up with
expressing their facilitator, a note out loud, but they
own clearly and keeper, and a will also type up a
persuasively. spokesperson. summary of their
findings. They will
ISTE Educator Describe share it with me
3c instructional through Google
strategies used and Docs so I can
ISTE Student connection to the upload them to the
6a learning objective. class website for all
EX: Differentiation, classmates to see.
Learning Cooperative
Objective(s) Learning, etc.
SWBAT Explain Cooperative
how society/social Learning will be
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media affects our used while students

perceptions. work in groups to
answer the
Essential Question essential question.
for Student
direction:
How does
society/social
media affect our
perceptions?

3 Content Standards Brief description of Describe briefly the Technology used

9-10.SL.1 Initiate the learning formative and Standards for
and participate activities in which assessment Teacher & Student
effectively in a the students will strategies that you Videos
range of participate. will use to measure Padlet
collaborative The students will the learning Kahoot!
discussions (one‐ start off playing a objective and offer
on‐ one, in groups, game on Kahoot! students
and teacher‐led) that I created. It will opportunity to
with diverse ask opinion-based measure daily
partners on grades questions so success in reaching
9–10 topics, texts, students can see goal.
and issues, what the entire Students will turn in
building on others' class thinks. After the assessments
ideas and Kahoot!, students from the mini
expressing their will be placed into centers.
own clearly and mini centers with
persuasively. different
assessments at
ISTE Educator each center. One
5a will have a video
and worksheet on
ISTE Student being popular.
7a Another will have a
worksheet where
Learning students answer
Objective(s) simple questions,
SWBAT Explain and so on.
why a person is
"popular". Describe
instructional
Essential Question strategies used and
for Student connection to the
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direction: learning objective.

What makes a EX: Differentiation,
person “popular”? Cooperative
Why are they Learning, etc.
“popular”? Differentiation will
be used while
students move
from one center to
another.
4 Content Standards Brief description of Describe briefly the Technology used
9-10.RI.8 Delineate the learning formative and Standards for
and evaluate the activities in which assessment Teacher & Student
argument and the students will strategies that you Computers
specific claims in a participate. will use to measure
text, assessing I will go step by the learning
whether the step through the objective and offer
reasoning is valid, process of finding students
and the evidence peer reviewed opportunity to
is relevant and articles. Then the measure daily
sufficient; identify students will find at success in reaching
false statements least one resource goal.
and fallacious that help answer The students will fill
reasoning. the essential out a journal at the
question. They will end of class
ISTE Educator then start on explaining what
2a summarizing those they found and
articles. how they will
ISTE Student incorporate that
5b Describe into their final
instructional project: a podcast.
Learning strategies used and
Objective(s) connection to the
SWBAT Support learning objective.
their standing on EX: Differentiation,
how TV/social Cooperative
media influences Learning, etc.
the public. Inquiry-based
learning will be
Essential Question used while students
for Student are finding a peer
direction: reviewed article
How does that best answers
TV/social media the essential
influence the question.
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public?

5 Content Standards Brief description of Describe briefly the Technology used

9-10.SL.1 Initiate the learning formative and Standards for
and participate activities in which assessment Teacher & Student
effectively in a the students will strategies that you Computers
range of participate. will use to measure Video
collaborative We will begin class the learning Phone
discussions (one‐ by watching a video objective and offer
on‐ one, in groups, on the essential students
and teacher‐led) question. I will then opportunity to
with diverse provide a lecture measure daily
partners on grades that incorporates a success in reaching
9–10 topics, texts, Pear Deck goal.
and issues, presentation. The The students will
building on others' students will be answer questions
ideas and able to engage with about the
expressing their the presentation presentation on an
own clearly and from computers or exit ticket.
persuasively. phones.

ISTE Educator Describe

3a instructional
strategies used and
ISTE Student connection to the
1c learning objective.
EX: Differentiation,
Learning Cooperative
Objective(s) Learning, etc.
SWBAT Describe Direct Instruction
how social media with student
can act as a drug. engagement will be
used while I provide
Essential Question a lecture on the
for Student essential question.
direction:
Is social media
considered a drug?

6 Content Standards Brief description of Describe briefly the Technology used

9-10.SL.1 Initiate the learning formative and Standards for
and participate activities in which assessment Teacher & Student
effectively in a the students will strategies that you Phones
range of participate. will use to measure
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collaborative The students will be the learning

discussions (one‐ put into groups for objective and offer
on‐ one, in groups, their final project. students
and teacher‐led) They will discuss opportunity to
with diverse what they will be measure daily
partners on grades speaking about in success in reaching
9–10 topics, texts, their podcast and goal.
and issues, what topics about The students will
building on others' the effects of social track their time
ideas and media they want to spent on different
expressing their cover. In the apps throughout
own clearly and podcast, they will their day. They can
persuasively. also touch on how either track the
social media affects time themselves or
ISTE Educator them. use the battery
6c usage setting on
Describe their phone. They
ISTE Student instructional will write this down
3c strategies used and in their journal for
connection to the me to check the
Learning learning objective. next school day.
Objective(s) EX: Differentiation,
SWBAT Identify Cooperative
their use of social Learning, etc.
media and the Cooperative
affects it has on Learning will be
them. used while students
discuss their
Essential Question project.
for Student
direction:
How does social
media effect YOU
daily?
7 Content Standards Brief description of Describe briefly the Technology used
9-10.SL.5 Make the learning formative and Standards for
strategic use of activities in which assessment Teacher & Student
digital media in the students will strategies that you Microphone
presentations to participate. will use to measure Headphones
enhance The students will the learning Recorder
understanding of put together the objective and offer Phones
findings, content they came students Computers
reasoning, and up with the school opportunity to
evidence and to day before and put measure daily
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add interest. it all into one script. success in reaching

Then the group will goal.
ISTE Educator record their The students will
7b podcast. journal what they
liked about what
ISTE Student Describe they added in their
5b instructional podcast and what
strategies used and they wished they
Learning connection to the would have spoken
Objective(s) learning objective. about.
SWBAT Combine EX: Differentiation,
ideas with Cooperative
classmates to Learning, etc.
create a script for Cooperative
the final project. Learning will be
used while ideas
Essential Question are being shared
for Student within the group.
direction:
What ideas will
your group decide
on using for the
podcast?

8 Content Standards Brief description of Describe briefly the Technology used

9-10.SL.5 Make the learning formative and Standards for
strategic use of activities in which assessment Teacher & Student
digital media in the students will strategies that you Headphones
presentations to participate. will use to measure Computers
enhance Groups will share the learning
understanding of their podcast with objective and offer
findings, one or two other students
reasoning, and groups to collect opportunity to
evidence and to feedback. measure daily
add interest. success in reaching
Describe goal.
ISTE Educator instructional Groups will type up
3a strategies used and their feedback for
connection to the each group they
ISTE Student learning objective. listen to on the
1c EX: Differentiation, google doc shared
Cooperative with the class.
Learning Learning, etc.
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Objective(s) Cooperative
SWBAT Evaluate Learning will be
their classmates’ used while students
podcasts and give are in groups giving
meaningful feedback to other
feedback. groups.

Essential Question
for Student
direction:
How will you give
meaningful
feedback to your
peers?

9 Content Standards Brief description of Describe briefly the Technology used

9-10.SL.5 Make the learning formative and Standards for
strategic use of activities in which assessment Teacher & Student
digital media in the students will strategies that you Microphone
presentations to participate. will use to measure Headphones
enhance The groups will the learning Phones
understanding of rerecord and edit objective and offer Computers
findings, their podcast to students Recorder
reasoning, and add in anything opportunity to
evidence and to they missed or fix measure daily
add interest. any feedback they success in reaching
were given. This is goal.
ISTE Educator the last time to The students will
3a polish the final journal what they
project before the hope their peers
ISTE Student podcasts are posted and anyone else
1b on the school listening will learn
website for peers to from their podcast.
Learning listen to.
Objective(s)
SWBAT Prepare Describe
their final draft of instructional
the podcast with strategies used and
their group connection to the
members. learning objective.
EX: Differentiation,
Essential Question Cooperative
for Student Learning, etc.
direction: Cooperative
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Is the final draft of Learning will be

your project ready used while students
for the entire work in groups to
school to listen to? finish the final draft
of the project.
10 Content Standards Brief description of Describe briefly the Technology used
9-10.SL.5 Make the learning formative and Standards for
strategic use of activities in which assessment Teacher & Student
digital media in the students will strategies that you Computers
presentations to participate. will use to measure Headphones
enhance The groups will be the learning
understanding of able to listen to objective and offer
findings, their own podcasts students
reasoning, and plus their opportunity to
evidence and to classmates’ measure daily
add interest. podcasts online. success in reaching
They can view goal.
ISTE Educator comments on their The students will
3a podcasts or leave try and have five
comments for their different people
ISTE Student classmates. The listen to their
1c students will create groups project
flyers to post before the next
Learning around school school day. We will
Objective(s) advertising the also have a
SWBAT Summarize podcasts. classroom
what they have discussion on what
learned from this Describe they have learned
project. instructional from this project.
strategies used and
Essential Question connection to the
for Student learning objective.
direction: EX: Differentiation,
What has this Cooperative
project made you Learning, etc.
realize about social A classroom
media? About discussion will be
yourself? used to have the
students share their
answers to the
essential question.

Appendix
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The Effects of Social Media

Engage
To engage students at the beginning of a lesson, insert video, image,
quote, or another inspirational hook in this box. 
The Goal:  Reveal Pre-existing ideas, Beliefs, Preconceptions. Pose
questions that students will begin to answer in “Explore”

Impact of Social Media on Youth

How long do you spend on social media a day?

What are the positive impacts the speaker talks about in the video? The
negatives?
Did you relate to what the speaker was saying?
How do you think social media affects your daily life?

The Driving Question: How does social media affect people daily?

Explore
Curate a collection of resources (articles, videos, infographics, text
excerpts, etc.) for students to explore the topic. 
The Goal: Students may be gathering data, sharing ideas, looking for
patterns, making conjectures, and developing further questions and
problem solving considerations with the use of the information/activity
provided

Assignment for the first day:

Make a copy of the Observation Worksheet, then fill it out. When you
are done, post your google doc to Padlet.

Explain 
Use this section to allow students to explain their thinking and move
towards demonstrating mastery of the lesson’s objective. 
The Goal: Provide opportunity for students to compare ideas, construct
explanations, justify in terms of observations and/or data collected in a
collaborative large group environment.
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In the Padlet, respond to at least two classmates' posts. Compare your

ideas/answers, move the idea forward in your responses. 

Apply/Elaborate
Use this section for students to apply information from the previous
sections to new circumstances or elaborate on a particular aspect at a
deeper level usually coming in the form of “What if” questions.  
The Goal: Allowing students the opportunity to discuss how their
thinking has changed or been solidified.

Assess your own social media by using the Social Media Assessment
Worksheet. After you assess yourself, go on to assess a friend and a
celebrity.
When done, answer the questions on the same worksheet.

Reflect/Evaluate
Include an opportunity for face-to-face or digital reflection to guide
students along their learning progression, evaluating progress and
setting new goals for continued exploration.
The Goal: Refine initial answer to the “driving question” and reflect on
ideas, goals and beliefs concerning their progress.

Reflect on how learning this information has made you look at social
media. Did it change your initial thinking?

After the assessment, what do you think of your own social media?

Record these answers on a half sheet of notebook paper and turn it in at

the end of class as your exit ticket.