Lesson Plan

Essential Question: How does social media affect people in a psychology related way?

Opening Move/Do Now:What is Social Media?

This Lesson Overview is provided as a quick and easy lesson plan format for teachers.
Lesson Procedures are located at bottom of lesson for individuals/groups/pairs. Print Lesson and complete as needed.


Lesson Overview
Utilized	Activity	Time Allocated	Mode of Activity
____	Do Now	_________ / 2-5 Min	(Individual / Think-Pair-Share / Pair / Group #____)
____	Mini Lesson	_________/ 15-20 Min	(Individual / Think-Pair-Share / Pair / Group #____)
____	Activity	_________ / 20-30 Min	(Individual / Think-Pair-Share / Pair / Group #_____)
____	Discussion/Exit Ticket	_________ / 5-10 Min	(Individual / Think-Pair-Share / Pair / Group #____)
____	Assessment	_________ / 10-40 Min	(Individual / Think-Pair-Share / Pair / Group #____)
____	Conferencing	_________ Min	(Individual / Pair / Group #____ / Throughout Class Period)

Overview of Content

Social media are interactive technologies that facilitate the creation and sharing of information, ideas, interests, and other forms of expression through virtual communities and networks. While challenges to the definition of social media arise[3][4] due to the variety of stand-alone and built-in social media services currently available, there are some common features:

Social media are interactive Web 2.0 Internet-based applications.
User-generated content—such as text posts or comments, digital photos or videos, and data generated through all online interactions—is the lifeblood of social media.
Users create service-specific profiles for the website or app that are designed and maintained by the social media organization.
Social media helps the development of online social networks by connecting a user's profile with those of other individuals or groups.

The term social in regard to media suggests that platforms are user-centric and enable communal activity. As such, social media can be viewed as online facilitators or enhancers of human networks—webs of individuals who enhance social connectivity.

Sources:

Kietzmann, Jan H.; Hermkens, Kristopher (2011). "Social media? Get serious! Understanding the functional building blocks of social media". Business Horizons (Submitted manuscript). 54 (3): 241–251. doi:10.1016/j.bushor.2011.01.005. S2CID 51682132.
Obar, Jonathan A.; Wildman, Steve (2015). "Social media definition and the governance challenge: An introduction to the special issue". Telecommunications Policy. 39 (9): 745–750. doi:10.2139/ssrn.2647377. SSRN 2647377.
Tuten, Tracy L.; Solomon, Michael R. (2018). Social media.marketing. Los Angeles: Sage. p. 4. ISBN 978-1-5264-2387-0.
Aichner, T.; Grünfelder, M.; Maurer, O.; Jegeni, D. (2021). "Twenty-Five Years of Social Media: A Review of Social Media Applications and Definitions from 1994 to 2019". Cyberpsychology, Behavior, and Social Networking. 24 (4): 215–222. doi:10.1089/cyber.2020.0134. PMC 8064945. PMID 33847527.
Kaplan, Andreas M.; Haenlein, Michael (2010). "Users of the world, unite! The challenges and opportunities of social media". Business Horizons. Bloomington, Indiana: Kelley School of Business. 53 (1): 61, 64–65, 67. doi:10.1016/j.bushor.2009.09.003. S2CID 16741539. Retrieved 2019-04-28. "Social Media is a very active and fast-moving domain. What may be up-to-date today could have disappeared from the virtual landscape tomorrow. It is therefore crucial for firms to have a set of guidelines that can be applied to any form of Social Media [...]."
Boyd, Danah M.; Ellison, Nicole B. (2007). "Social Network Sites: Definition, History, and Scholarship". Journal of Computer-Mediated Communication. 13 (1): 210–30. doi:10.1111/j.1083-6101.2007.00393.x.

Dijck, Jose van (2013-01-02). The Culture of Connectivity: A Critical History of Social Media. Oxford University Press. ISBN 978-0-19-997079-7.

Classwork & Homework

Lesson Activity:

Video:

The Social Dilemma

Exit Ticket

Exit Ticket

Homework

Jupiter Ed


Danielson Framework
Domain 1: Planning and Preparation	Domain 2: Classroom Environment
1a Demonstrating Knowledge of Content and Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessments Rubric: Domain 1	2a Creating an Environment of Respect and Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Organizing Physical Space
Domain 3: Instruction	Domain 4: Professional Responsibilities
3a Communicating With Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility and Responsiveness	4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in the Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism Rubric: Domain 4