# Slides 3.9: Digital Footprint, Online Relationships, and the Stress Plan Slide outline for Lesson 3.9. Twelve slides. Slide 8 carries the who-to-tell list; Sal fills in names and rooms and checks the list against the school's technology policy. Slide 11 shows the two example stressors from the Lesson 3.7 exit strips; Sal fills those in the morning of the lesson. The Stress Plan runs in the last 10 minutes. ## Slide 1: Digital Footprint, Online Relationships, and the Stress Plan - Lesson 3.9: Self-Concept, Peers, and Stress - Unit 3: Growing Up, Getting Along - Do now, private: about how many things did you post, send, or like yesterday? Now guess: how many of those could a stranger find or be shown? Two numbers Notes: Hands if the second number was zero. A few will go up. ## Slide 2: Sand and cement - Footprints in sand wash away - Footprints in wet cement do not - Everything you send online is closer to cement, because anyone can screenshot it - Today: what is public, who is real, and when to log off Image: two side-by-side panels described in words: footprints on a beach at the waterline; footprints pressed into a gray sidewalk square. ## Slide 3: Digital footprint - Everything about you online, including what others post about you - Lasts, or close to it: posts, comments, photos, likes - And any private message the other person screenshots - Deleting removes your copy, not theirs Notes: Students fill Part 1. ## Slide 4: The image you send, online version - Appearance: your photos - Words: what you type - Nonverbal: emojis, timing, what you like - Behavior: what you do when someone is being picked on - Same four channels as Lesson 3.5. The screen does not change them Notes: The one people forget they are sending is the nonverbal channel: likes and timing. ## Slide 5: Two applicants - Two students apply for the same volunteer job. The coordinator looks both up - One feed shows a person who helps: a team photo, a thank-you comment, a post about a food drive - The other shows a person who mocks: a joke at a classmate's expense, a pile-on comment, a laughing emoji under a fall video - The second student is kind in person. The feed did not show it - Was it fair? Did fair matter to the coordinator? Notes: Both students are fictional. Do not let the room guess who "it really is." ## Slide 6: Online friends, offline friends - Both are real when they have the same things: honesty about who they are, respect, the freedom to say no - Red flags: will not video call; says they are your age but the details do not add up - Asks you to keep the friendship secret from adults - Asks for photos, or to meet - Any of those is a "tell an adult," today Notes: A question you did not plan for will come. Answer the general version; send the specific one to the counselor with you. ## Slide 7: Group chats - They move fast. Jokes land wrong without a face. A pile-on can start in thirty seconds - Read it twice before you send it - If you would not say it in the cafeteria, do not type it - Leaving a chat is allowed - Six scenarios on Part 2: healthy, unhealthy, or log off and tell Notes: 8 minutes with Part 2. Grade 6 and IEP/504: four scenarios. ## Slide 8: When to log off. Who to tell - Log off when: the chat is setting off your body signals (3.7); it is past your sleep window (2.6); an argument has gone three messages with no one calmer; someone is being hurt - Tell an adult when: anyone asks to meet or for photos; a screenshot of someone is going around; anyone talks about hurting themselves or others; you are scared - Who: the counselor [Sal: name, room]; the technology coordinator [Sal: name]; any teacher; the office; an adult at home Notes: Reveal the scenario key: 1 healthy; 2 log off and tell; 3 healthy; 4 log off; 5 unhealthy pattern, notice it; 6 log off and tell, do not forward. Thumbs for five or six right. Whiteboard: "A screenshot of a classmate going around: which category?" Log off and tell, with a person. ## Slide 9: The Stress Plan - The check for this topic. 10 minutes. On your own. Quiet - One stressor (by category or general description; no names) - Two tools from your toolkit card, and when each fits - One person to talk to (a role) - One boundary with your phone, and why it would lower your number - [Sal: if the school has a phone policy, say it here and ask for a boundary outside school] Notes: Read the rubric on slide 10 aloud before they start. ## Slide 10: The mini rubric - Stressor and tools: one stressor, two tools from the card, each with a situation (3). Add your before and after ratings for a 4 - Person to talk to: a role, with one sentence on why that person for that stressor (3). Name a backup person for a 4 - Phone boundary: a specific time, chat, notification, or place, with one sentence on why (3). Add what will make it hard and what you will do for a 4 - 12 points. One retake after a conversation Notes: The rubric is printed on page 2 of the handout. Say: check your plan against it before you hand it in. ## Slide 11: Two example stressors (from your exit strips) - Most common category in this class: [Sal: fill from the 3.7 strips, for example "S: school, a test week"] - Second: [Sal: for example "F: friends, a group chat argument"] - These are examples. Your stressor can be any category - Sentence starters: "When ___ stresses me, I will ___." "I can talk to ___ because ___." "My phone will ___ at ___" Notes: Start the 10-minute timer. Collect at the timer. ## Slide 12: Closure and next week - On the back of page 1, turned in with the plan: "The one thing from this topic I will actually use is ___" - Next: Topic 3.3. Listening, I-messages, and how to fix a fight without losing the friend - Keep the toolkit card. It comes back in the babysitting lessons too Notes: Ask in Lesson 3.10's do now whether the phone boundary held.