Your Digital Footprint: Active, Passive and Permanent

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Technology and Computer Science · Digital Literacy / Keyboarding
SP-DIGLIT-003 · Free to print and use in your classroom · substituteplans.com
Page 2
Your Digital Footprint: Active, Passive and
Permanent
Technology and Computer Science · Digital Literacy / Keyboarding · Grades 8-11 · 45 minutes
Time needed
45 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). Write the pause test on the board.
Technology
None.
Student
independence
High. Individual work with a short class discussion.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet, Whiteboard or chalkboard
Goal for today: Students will distinguish active from passive digital footprints and apply a pause test to decide
whether sample posts are safe to share.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Write on the board: PAUSE TEST: Would I be okay if a future boss, a grandparent and a stranger all saw this?
☐ Keep the answer key on your desk. No technology knowledge is needed.
Say this to start
Today is about the trail we leave online. Every post, comment and search can leave a trace, and some traces are
collected without us doing anything. You will sort examples, judge some sample posts, and write a personal rule.
Please do not write any private details about yourself, such as your address or phone number. Use made-up examples
only.
Run of show
Minutes
What you do
What students do
0–5
Take attendance. Hand out the worksheet. Read the pause
test on the board aloud.
Listen and settle in.
5–12
Ask students to read the passage silently.
Read and underline the difference between
active and passive.
12–20
Tell students to complete the first table (active or passive).
Write active or passive for each action.
20–28
Tell students to complete the second table (would you post
it?).
Decide post or do not post and explain.
28–38
Tell students to answer questions 1–6, then write questions
7 and 8. Remind them not to include private details.
Answer the questions and write a rule and
sample posts.
38–45
Read the table answers and items 1–6 from the key. Collect
worksheets and stack them.
Check their work and hand it in.

SubstitutePlans.com
Technology and Computer Science · Digital Literacy / Keyboarding
SP-DIGLIT-003 · Free to print and use in your classroom · substituteplans.com
Page 3
If things go wrong
• If students start sharing personal stories about being targeted online, thank them, keep the class focused on
the worksheet, and tell the office or counselor after class if you are worried.
• If students say they do not use social media, tell them the lesson still applies to searches, apps and games.
• If students argue about whether a post is okay, tell them to explain the reasoning in writing. Several answers
can be reasonable.
• If a student finishes early, use the early finisher list.
Early finishers
• Write a short list of five things a classmate could do today to make their footprint more positive.
• Write a message you could send to a friend who posted something risky, in a kind and respectful tone.
Support and challenge
• Support: Let students complete only the first table and questions 1–3, using the passage for hints.
• Challenge: Ask students to explain why a passive footprint can matter even when a person never posts
anything.
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: