CEP Lesson Plan Form

In EDUC 350, you will dig into the Content Standards, Understandings, Inquiry Questions,
Evidence Outcomes, and List of Assessments (page 1).
These do NOT need to be completed for the #DigCit Lesson Plan Group Project in EDUC 331.

Only complete the items that are highlighted.

Teacher(s): Lauren Wagner, Eliza Hamilton, Garrett Fong Date:Feb 16,

2022

Content Area: Digital Citizenship - Media Balance & Well Being

Common Sense Source: https://www.commonsense.org/education/digital-citizenship/lesson/social-

media-and-how-you-feel

Title: Media Balance and Well Being - Social Media and How You Feel

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the ISTE Student
standards)

1a, 1d, 2b, 3a, 3b, 3d, 4a, 4b, 6a, 6b, 7a, 7b, 7c, 7d

Understandings: (Big Ideas) [see Enduring Understandings]

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard) [see Inquiry Questions]

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD
format, using student voice)

I can [see Writing I Can Statements]:

This means [see Success Criteria]:

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CEP Lesson Plan Form

List of Assessments: (Write the number of the learning target associated with each assessment)

Colorado State University College of Health and Human Sciences Page 2

CEP Lesson Plan Form
Name and Purpose of Lesson
Should be a creative title for you and the students to
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and what
materials will you need?
Include links to resources that will be used
throughout the lesson.
Anticipatory Set
The “hook” to grab students’ attention. These are
actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
● To focus student attention on the lesson.
● To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures
(Include a play-by-play account of what students and
teacher will do from the minute they arrive until the
minute they leave your classroom. Indicate the
Colorado State University College of Health and Human Sciences
Planned Lesson Activities
Corner Your Feelings:
The purpose of this lesson is to talk about how social impacts our outlook on life and
impact on our moods. Social media can be a beneficial outlet source that brings
connection with others and positivity but can also become a negative space with
unrealistic expectations, violence, and negativity.
The purpose of the activity is to allow students to take individual feelings towards a
specific scenario on how social media makes you feel and move to a corner on how
strongly you resonate with each scenario. Following a small inner corner group
discussion why you feel that particular way. Then regrouping as a class group to have
each corner share why they feel the way they feel.
Have a brief introduction to the activity, introduce students' questions and have them
place their stickies where they agree, then horseshoe discussion. = 25 minutes
Materials needed: Preset questions that are on the slide show provided and sticky notes
with each one having a number from 1-4 marked on them.
Alright, so today we are talking about y’alls social media and how it can make you feel
and connect with people in a rich way as well as a harmful way.
Have students get out their devices (ipad or phone) and look up their screen time for the
week.
Share our own screen time and introduce the concepts of positive screen time and
harmful screen time.
TikTok has educational videos for instance, but also harmful content.
Teacher Actions Student Actions
Lesson: Scenario Actions/Questions for Students:
-Teacher (Eliza) introduces topics on
positive uses of social media [3-4 min] -Vocab questions:
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CEP Lesson Plan Form
length of each segment of the lesson. List actual -[questioning strategies] Teacher engages
minutes.) class in a minor discussion on the positive
Indicate whether each is: uses of social media
-teacher input -Teacher (Lauren) introduces topics on the
-modeling negative uses of social media [3-4 min]
-questioning strategies -[questioning strategies] Teacher engages
-guided/unguided: class in a minor discussion on the negative
-whole-class practice aspects of social media
-group practice -Teacher (Garrett) introduces vocab:
-individual practice Active Usage, and Passive Usage [2-4 min]
-check for understanding -Teacher (Garrett) begins activity with the
-other social media scenarios [group practice]
[take 7-10 min to discuss scenarios]
-Scenario #1 is introduced to students by
teacher
-Teacher directs students to go to a corner
in the room based on how they feel on a
scale from one to four (1 being worst, four
being the best)
-Teacher leads the whole class in
discussion on the impact (positive or
negative) and what the students would do
in scenarios (Active or Passive). Students
answer questions in the groups they’ve
been separated into
-Scenario #2 is introduced to students by
teacher
-Teacher directs students to go to a
corner in the room based on how they feel
on a scale from one to four (1 being worst,
four being the best)
-Teacher leads the whole class in
discussion on the impact (positive or
negative) and what the students would do
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>What makes you more likely to contribute
to something on social media?
>Do you contribute more on positive posts
or negative posts?
>Do you contribute more to posts you
agree with or posts that you disagree with?
-After reading the first scenario and
students have gone to a corner:
-Scenario questions (ask for each scenario):
>How does this Scenario _ make you feel?
>Would you be more likely to participate in
active usage or passive usage?
-After reading the second scenario and
students have gone to a corner:
-Scenario questions (ask for each scenario):
>How does this Scenario _ make you feel?
>Would you be more likely to participate in
active usage or passive usage?
-After reading the third scenario and
students have gone to a corner:
-Scenario questions (ask for each scenario):
>How does this Scenario _ make you feel?
>Would you be more likely to participate in
active usage or passive usage?
CEP Lesson Plan Form

in scenarios (Active or Passive). Students -[Check for understanding]

answer questions in the groups they’ve >Did your answer from the beginning hold
been separated into up after the scenarios? Why or why not?

-Scenario #3 is introduced to students by > Did you feel like it was easier to not
teacher contribute if you felt good or bad?
-Teacher directs students to go to a
corner in the room based on how they feel > How easily was social media able to
on a scale from one to four (1 being worst, affect you?
four being the best)
-Teacher leads the whole class in
discussion on the impact (positive or
negative) and what the students would do
in scenarios (Active or Passive). Students
answer questions in the groups they’ve
been separated into

-Teacher ends with a guided discussion

on the scenarios [check for understanding].

-begin assessment [5 min]

Closure
Those actions or statements by a teacher that are As we reach a close on this topic, we now are aware of the positive and negative impacts
designed to bring a lesson presentation to an that social media plays in our daily lives but as future educators we also can now see
appropriate conclusion. Used to help students bring through the lens of our students. Technology is something they are fully immersed in and
things together in their own minds, to make sense it will be our responsibility to think of these scenarios in our classrooms and the impacts
out of what has just been taught. “Any Questions? they may have on our students. Take the knowledge you have learned from this lesson
No. OK, let’s move on” is not closure. Closure is used: and reflect on how social media impacts your life and how it can fit in your classroom.
● To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
● To help organize student learning
● To help form a coherent picture and to
consolidate.

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CEP Lesson Plan Form
Differentiation
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.
Colorado State University College of Health and Human Sciences
TO MODIFY: If this activity is too advanced for a child our group could modify this to a
place where students could work in a space they are familiar with. Majority of students
are familiarized in technology usage but the assumption that they are is not always true.
But if students are uncomfortable to physically show their stance on some of these
questions about social media our group could easily take these scenario questions and
put them into a Google Survey that could be printed out to students that don’t have
access to technology or could be done online. This allows for those students that might
be uneasy about this activity to have some privacy while still engaging in the material.
TO EXTEND: If our activity is too easy for a child our group could extend this activity to
extend their learning by having students do some research on their own on how
technology can impact our mental health and perception of reality. Self guided learning
for students with the addition of communicating with their peers is one way could level
up this activity. This also allows for students to share their research and bring some facts
and research to their stances that they take on the scenarios that we will provide. This
will also contribute to shared learning opportunities with the information that they
found.
Our assessment will be a group discussion as a class to reflect and drive home the key
points of our lesson. Social media usage and impacts are not factual but rather opinion
based scenarios in this lesson. We will ask the class to group discuss and share their
thoughts on the following reflective questions through an educator lens.
1. How do you think you will manage social media and technology in your
classroom to promote a health environment?
2. How would you assist a student that may be experiencing a negative impact on
social media, like bullying, addictive habits, or seeing a lack of self identity?
3. How would you utilize social media with your students as a way to connect with
their classmates and peers?
Google Survey
https://docs.google.com/forms/d/e/1FAIpQLSf8SG6-SuudbmSjr6v7Q82isX2zhHC2-
6ppG16B7PGSKVmTGg/viewform?vc=0&c=0&w=1&flr=0
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CEP Lesson Plan Form

These reflection questions will be set up as a Canvas assignment that you can complete after
you have facilitated your Digital Citizenship Lesson. Therefore, you do not need to answer
these questions when you turn in the lesson plan. I am leaving them in the lesson plan
template so that you are aware that these are the reflection questions after teaching.

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

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