Digital Footprint Detectives: Two Students, Two Footprints

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Health and Physical Education · Health
SP-HLTH-009  ·  Free to print and use in your classroom  ·  substituteplans.com
Page 2
Digital Footprint Detectives: Two Students,
Two Footprints
Health and Physical Education · Health · Grades 8-10 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). No board writing is needed.
Technology
None. Students do not use devices in this lesson.
Student
independence
High. Students work alone and then compare with a partner.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet
Goal for today: Students will explain what a digital footprint is and apply a before-you-post checklist to sample online
situations.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Tell students in advance that no devices are needed. Everything is on paper.
☐ Keep the answer key on your desk. The post sorting has a few judgment calls, and the key explains the
expected answers.
Say this to start
Good morning! Today in health class you are looking at digital citizenship, which means using the internet and social
media in a smart, respectful way. You will read about two made-up students, do a short word activity, sort some
sample posts, and write your own checklist for thinking before you post. You do not need any devices today.


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Run of show
Minutes
What you do
What students do
0–5
Take attendance the way the school requires. Hand out the
worksheet and ask students to put away devices.
Settle in, write their names and put devices
away.
5–15
Tell students to read the case study silently. Then ask one
student to read it aloud while the others follow along.
Read along.
15–25
Tell students to complete the word bank fill-in (questions
1–5) and the multiple-choice questions (6–7).
Work alone to fill in the blanks and answer
the two questions.
25–37
Tell students to complete the Post Sorter table. Let
partners compare answers when finished. Remind them
that a few posts have more than one reasonable answer if
they explain why.
Write Post, Think twice or Don’t post for
each item.
37–46
Tell students to answer the last two questions (8 and 9),
including the three-question checklist.
Write the checklist and a short reflection.
46–50
Collect the worksheets and place them in a stack for the
teacher.
Hand in the worksheet.
If things go wrong
• If students ask to look up their own accounts, remind them that today is paper-only and they should not share
account names or passwords on the worksheet.
• If a student says a sample post is “no big deal,” ask, “Who could see it, and how long could it last?”
• If a student starts naming a real person in class, redirect them to the made-up examples.
• If a student shares something that worries you, follow your school’s reporting procedure and tell the office
right away.
Early finishers
• Write two tips for a younger student who is about to get a first phone or account.
• List three positive things a person can add to their digital footprint, such as sharing a school project or
supporting a cause.
Support and challenge
• Support: Let students do the fill-in and the Post Sorter, and write just one question for the checklist.
• Challenge: Ask students to explain how a future coach, employer or college might see a footprint differently
from a friend.


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Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: