How do we separate fact from fiction in the fast-paced world of social media?
In this lesson, students become researchers—analyzing credible sources, identifying key trends, and uncovering the deeper impacts of social media on mental health and identity. Their findings will help shape a well-informed, purpose-driven project that tackles a real-world challenge.
Learning Objectives
Students will:
- Frame their research focus by developing clear, specific research questions.
- Conduct initial research using credible sources, evaluating the quality and relevance of each source.
- Begin to synthesize research findings into themes to inform their project direction.
- Learn how problem framing helps ensure they are addressing the root cause rather than symptoms.
What You’ll Need
Minds-on
Skills for the Future:
- Critical Thinking
- Problem Solving
- Digital Literacy
- Empathy
Project Word Wall:
- Credible
- Perspective
- Synthesize
- Problem framing
Envision a world where your every thought, every opinion, and even your self-worth could be shaped by the scroll of your thumb. Social media has become a powerful force in our lives, influencing how we see ourselves, how we connect with others, and how we navigate the challenges of mental health. But how much of what we see is real? How do these digital spaces impact our identity and relationships? In today’s lesson, you’ll take on the role of a researcher, diving deep into credible sources, gathering data, and asking the right questions to uncover the truth about social media’s effects. By the end, you’ll be ready to shape your project with insights that could spark real change. Let’s get started!
In this lesson, students deepen their understanding of the issue by entering the research phase of the project-based learning process. As part of the design thinking cycle, they continue the define phase—gathering evidence, identifying patterns, and refining their problem statement.
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Standards and Practices
Common Core Standards: Grades 9–10
- RI.9–10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped by details.
- RI.9–10.7: Analyze various accounts of a subject presented in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized.
- SL.9–10.1: Initiate and participate effectively in a range of collaborative discussions, building on others’ ideas and expressing their own clearly.
- W.9–10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly.
- W.9–10.8: Gather relevant information from multiple authoritative sources, assessing credibility and accuracy.
Common Core Standards: Grades 11–12
- RI.11–12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, and inferences drawn from it.
- SL.11–12.1: Initiate and participate effectively in a range of collaborative discussions, building on others’ ideas and expressing their own clearly.
- W.11–12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation
- W.11–12.8: Gather relevant information from multiple authoritative sources, assessing credibility and accuracy.
- LI.11–12.6: Acquire and use academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Next Generation Science Standards
- HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs.
International Society for Technology in Education
- Innovative Designer (4a, 4b, 4c, 4d): Students use a variety of technologies within a design process to solve problems by creating new, useful, or imaginative solutions.