Name: ______________________________ Date: ______________ Period: ______
Directions: Page 1 is the digital footprint check: the definition, what lasts, how you project an image online, and six scenarios to classify. Page 2 is the Stress Plan, the formal check for this topic. It is done in the last 10 minutes, on your own, quietly. The rubric is printed on it so you can check your plan before you hand it in. Use roles, not names, for any person. Nothing on these pages asks for your account names or for you to show a screen.
Word bank in other languages
| English | Turkish | Portuguese | Spanish |
|---|---|---|---|
| footprint | ayak izi | pegada | huella |
| public | herkese açık | público | público |
| private | özel | privado | privado |
| screenshot | ekran görüntüsü | captura de tela | captura de pantalla |
| to log off | çıkış yapmak | sair | cerrar sesión |
| to tell (an adult) | söylemek | contar | contar, decir |
Page 1: Digital footprint check
Part 1: The footprint
Digital footprint means: ______________________________________________________________________
Four things that are public forever, or close to it: ____________________________________________________
Deleting removes ______ copy, not ______.
How you project an image online (the four channels from Lesson 3.5, online version). One example each:
| Channel (picture cue) | Online version | Example |
|---|---|---|
| Appearance (a mirror) | your photos | |
| Words (a speech bubble) | what you type | |
| Nonverbal (an eye) | emojis, timing, what you like | |
| Behavior (a footprint) | what you do when someone is picked on |
The two-applicant story: what did the coordinator see in the first feed? ______________________________________
In the second? ____________________ Was the second student a mean person in real life? ______ Did that matter to the coordinator? ______
Part 2: Six scenarios
Online friends are real friends when they have what offline friends have: honesty about who they are, respect, and the freedom to say no. Classify each scenario as healthy, unhealthy, or log off and tell. For each "tell," write the person (a role).
| # | Scenario | Healthy, unhealthy, or log off and tell | Person to tell (a role) |
|---|---|---|---|
| 1 | A group chat with your team. Someone posts a joke about a teammate's mistake in the game. Two people laugh. One person writes "come on, they feel bad enough." The chat moves on. | ||
| 2 | Someone you have gamed with for two months, who says they are 13, asks you to keep your friendship a secret from your parents and wants to meet at the mall. | ||
| 3 | A friend from school and you video call to do homework together three nights a week. Sometimes you argue about answers. You always say goodbye. | ||
| 4 | It is 11:40 p.m. An argument in a group chat has gone eight messages. Nobody is calmer. Your stomach hurts. | ||
| 5 | A post you made got almost no likes. You delete it and post a different one. You feel bad for an hour and then you do not. | ||
| 6 | A screenshot of a classmate's private message is going around three group chats. People are adding comments. Someone sends it to you. |
Grade 6 and IEP/504: scenarios 1, 2, 4, and 6.
Part 3: When to log off, and who to tell (copy from the slide; keep this)
Log off when: ________________________________________________________________________________
Tell an adult when: ____________________________________________________________________________
Who: _______________________________________________________________________________________
Grade 8 stretch (private, not collected): the three things you would want a coordinator to see if they looked you up, and one line on what you would need to change to make that true.
Closure line (turned in with the plan): The one thing from this topic I will actually use is ___________________
Page 2: My Stress Plan (the Topic 3.2 check; 10 minutes; 12 points)
Name: ______________________________ Date: ______________ Period: ______
Use your toolkit card. Use roles, not names. Check the rubric before you hand this in.
1. One stressor. By category (school, friends, home, phones, money) or a general description. No names.
When ______________________________________________________ stresses me,
2. Two tools from my toolkit card, and when each fits.
Tool 1: ______________________________ I will use it when: _____________________________________
Tool 2: ______________________________ I will use it when: _____________________________________
Grade 8 (Exceeds): my before and after ratings from the test: Tool 1 ____ to ____; Tool 2 ____ to ____
3. One person to talk to. A role, not a name.
I can talk to ______________________________ because ___________________________________________
Grade 8 (Exceeds): if that person is not available, I can talk to ______________________________
4. One boundary with my phone. A time it goes away, a chat I leave, a notification I turn off, or a place it does not go.
My phone will ______________________________________ at / in / when ______________________________
This would lower my stress number because __________________________________________________________
Grade 8 (Exceeds): what will make this boundary hard to keep, and what I will do about it: ____________________
Grade 6: one tool; choose the boundary from this list: phone out of the bedroom at night / leave one group chat / turn off notifications for one app / no phone at the dinner table.
Sentence starters: "When ___ stresses me, I will ___." "I can talk to ___ because ___." "My phone will ___ at ___."
Mini rubric (the teacher scores; check your plan against it first)
| Criterion | Not Yet (1) | Approaching (2) | Meets (3) | Exceeds (4) |
|---|---|---|---|---|
| Stressor and tools | The stressor is missing or the tools are not from the toolkit | One stressor and one tool, or two tools with no situation | One stressor (by category or description) and two tools from the toolkit card, each with the situation it fits | Meets, and the two tools are ranked with the student's own before and after ratings from Lesson 3.8 as evidence |
| Person to talk to | No person named | A person named with no reason, or "nobody" | One person (a role) named, with one sentence on why that person for that stressor | Meets, and a second person named for the case where the first is not available |
| Phone boundary | No boundary, or a boundary that is not about the phone | A boundary with no reason | One specific boundary (a time, a chat, a notification, a place) and one sentence on why it would lower the stress number | Meets, and one sentence on what will make the boundary hard to keep and how to handle that |
Total: ______ / 12. Topic assessments category. One retake after a conversation; best score counts. A plan with a real name on it is handed back to change before it is scored.