Evalúa los hábitos cotidianos frente a las pantallas y propone límites organizados.

{
"title": "Screen-Time Habits: Notice, Reflect, and Plan Healthy Limits",
"grade": "Grade 3",
"subject": "Computer Science",
"duration": "Three 45-minute class periods",
"learning_setting": "Whole-class instruction with individual reflection, partner discussion, and collaborative project work",
"instructional_approaches": [
"Inquiry-based learning",
"Project-based learning"
],
"essential_question": "How can we notice our everyday screen habits and create organized, healthy limits?",
"unit_overview": "Students explore how and why people use screens, consider how screen habits affect daily routines, and create a practical screen-use plan. They learn that digital citizenship includes making thoughtful choices and communicating respectfully about technology use. Students do not need to share private device data or disclose family screen-time rules.",
"learning_objectives": [
{
"objective": "By the end of the unit, students will identify at least three common purposes for using screens and distinguish between a helpful screen-use habit and a habit that may need a limit.",
"success_criteria": "I can name different reasons people use screens and describe one habit that supports a balanced routine."
},
{
"objective": "Students will use a teacher-provided fictional or anonymous sample schedule to identify at least two opportunities for organized screen-use limits.",
"success_criteria": "I can find two places in a sample day where a clear screen-use limit could help."
},
{
"objective": "Students will create a visual screen-use plan that includes at least two specific limits, one screen-free activity, and one strategy for following the plan.",
"success_criteria": "My plan has clear limits, a screen-free activity, and a reminder or strategy I could use."
},
{
"objective": "Students will explain one respectful way to discuss screen-use limits with a trusted adult or classmate.",
"success_criteria": "I can use kind, nonjudgmental language when talking about technology habits."
}
],
"standards_alignment": [
{
"framework": "CSTA K–12 Computer Science Standards",
"standard": "1A-NI-04: Explain what passwords are and why we use them, and use strong passwords to protect devices and information.",
"alignment_note": "This standard is not a direct match for the unit’s main focus. The teacher may briefly connect digital citizenship to protecting personal information by reminding students not to share private device-use data, account details, or passwords. Confirm the applicable grade-band wording in the state or district’s adopted standards."
},
{
"framework": "CSTA K–12 Computer Science Standards",
"standard": "Networks and the Internet strand",
"alignment_note": "Students consider that connected devices and online services are part of everyday screen use. They discuss responsible choices without being expected to explain technical network systems. Because the selected strand may be organized differently by state or edition, teachers should crosswalk the activities to the locally adopted CSTA-aligned standards."
},
{
"framework": "ISTE Standards for Students",
"standard": "1.2 Digital Citizen",
"alignment_note": "Students practice making safe, responsible, and balanced choices when using digital devices and communicating about technology habits."
},
{
"framework": "ISTE Standards for Students",
"standard": "1.1 Empowered Learner",
"alignment_note": "Students reflect on their routines and make a simple plan for using technology in ways that support their learning and well-being."
}
],
"materials": [
"Board or projector",
"Chart paper or shared digital whiteboard",
"Sticky notes or index cards",
"Screen-use scenario cards with fictional examples",
"Fictional daily schedule handout",
"Screen-use plan template",
"Pencils, markers, and crayons",
"Optional timer or visual schedule",
"Exit ticket"
],
"vocabulary": [
{
"term": "screen",
"student_friendly_definition": "A display on a device, such as a tablet, computer, television, or phone."
},
{
"term": "screen time",
"student_friendly_definition": "Time spent using a device with a screen."
},
{
"term": "digital citizenship",
"student_friendly_definition": "Using technology in safe, responsible, respectful, and thoughtful ways."
},
{
"term": "limit",
"student_friendly_definition": "A clear boundary that helps guide when or how long an activity happens."
},
{
"term": "routine",
"student_friendly_definition": "A pattern of activities that happens regularly."
},
{
"term": "screen-free activity",
"student_friendly_definition": "An activity that does not require a screen, such as reading a print book, playing outside, or drawing."
},
{
"term": "connected device",
"student_friendly_definition": "A device that can connect to the internet or another device."
}
],
"preparation_and_safety": [
"Use fictional schedules and scenarios; do not ask students to report personal screen-time totals, family rules, or private device information.",
"Explain that families have different needs, resources, routines, and rules. The goal is thoughtful planning, not judging anyone’s choices.",
"Offer students the option to create a plan for a fictional character instead of describing their own routine.",
"Review school and district expectations for student privacy and device use before using any digital tools."
],
"instructional_sequence": [
{
"day": 1,
"lesson_focus": "Notice screen habits and ask useful questions",
"total_minutes": 45,
"steps": [
{
"time": "0–5 minutes",
"activity": "Opening question",
"teacher_actions": "Display the essential question. Ask: “What are some reasons people use screens during a day?” Set a respectful tone and explain that students may answer generally or use fictional examples.",
"student_actions": "Think independently, then share one idea with a partner or contribute to the class discussion.",
"purpose": "Activates prior knowledge and introduces the inquiry without requiring personal disclosures."
},
{
"time": "5–12 minutes",
"activity": "Build a class idea map",
"teacher_actions": "Sort student ideas into broad categories such as learning, communicating, creating, entertainment, and getting information. Ask which activities might be online and remind students not to share names, accounts, or private information.",
"student_actions": "Suggest examples and notice that screens can serve different purposes.",
"purpose": "Connects everyday screen use to digital citizenship and connected technology."
},
{
"time": "12–22 minutes",
"activity": "Scenario inquiry",
"teacher_actions": "Read brief fictional scenarios, such as a student using a tablet for homework and then continuing to play when it is time to get ready for bed. Ask: “What is working well? What might need a limit? What information would help us decide?”",
"student_actions": "Discuss observations with a partner and identify one helpful habit and one possible concern in each scenario.",
"purpose": "Develops evidence-based reflection without labeling a person’s choices as good or bad."
},
{
"time": "22–35 minutes",
"activity": "Sort habits and explain thinking",
"teacher_actions": "Provide habit cards, including taking a movement break, using a device for a class task, stopping when a planned activity ends, and using a screen during every free moment. Invite students to sort cards into “supports a balanced routine,” “may need a limit,” or “depends on the situation.”",
"student_actions": "Sort cards and explain why a habit may fit more than one category depending on context.",
"purpose": "Shows that screen habits are shaped by purpose, timing, and personal needs."
},
{
"time": "35–42 minutes",
"activity": "Create inquiry questions",
"teacher_actions": "Guide the class to generate questions that could help someone organize screen use, such as “When do I need a break?” and “What activity could I do without a screen?”",
"student_actions": "Add questions to a class chart.",
"purpose": "Prepares students to use questions when making a plan."
},
{
"time": "42–45 minutes",
"activity": "Quick check",
"teacher_actions": "Ask students to complete: “One screen habit that can support a balanced routine is ___ because ___.”",
"student_actions": "Write, draw, or dictate a response.",
"purpose": "Checks understanding of habits and reasons."
}
],
"formative_checks": [
"Listen for students distinguishing screen-use purposes and habits.",
"Review the opening responses and quick-check statements.",
"Note whether students can explain that context matters."
]
},
{
"day": 2,
"lesson_focus": "Find opportunities for organized limits",
"total_minutes": 45,
"steps": [
{
"time": "0–5 minutes",
"activity": "Review and reconnect",
"teacher_actions": "Revisit the class idea map and ask: “What questions can help someone decide whether a screen-use limit would be useful?”",
"student_actions": "Recall and share a question from Day 1.",
"purpose": "Connects prior inquiry to planning."
},
{
"time": "5–15 minutes",
"activity": "Model a fictional daily schedule",
"teacher_actions": "Show a sample schedule for a fictional student. Model noticing transitions, such as homework, meals, bedtime preparation, and outdoor play. Think aloud about how a clear stopping point or screen-free activity could fit.",
"student_actions": "Identify schedule details that may help the fictional student organize screen use.",
"purpose": "Demonstrates how to use a schedule as evidence for planning."
},
{
"time": "15–28 minutes",
"activity": "Partner schedule investigation",
"teacher_actions": "Give pairs a different fictional schedule. Ask them to mark two places where a limit, break, or screen-free activity could support the character’s routine. Remind students there may be more than one reasonable answer.",
"student_actions": "Review the schedule, mark two opportunities, and prepare a reason for each choice.",
"purpose": "Applies inquiry to a concrete planning problem."
},
{
"time": "28–37 minutes",
"activity": "Share and compare",
"teacher_actions": "Invite pairs to share one proposed limit and explain how it supports the character’s routine. Ask the class to respond with respectful language, such as “Another option could be…”",
"student_actions": "Present ideas and compare different solutions without judging the fictional character.",
"purpose": "Strengthens reasoning and respectful digital citizenship."
},
{
"time": "37–43 minutes",
"activity": "Plan components mini-lesson",
"teacher_actions": "Introduce the project criteria: two specific limits, one screen-free activity, and one reminder or strategy. Model a clear limit, such as “After one episode, turn off the television and get ready for bed,” and contrast it with a vague statement such as “Use screens less.”",
"student_actions": "Identify which example is easier to follow and explain why.",
"purpose": "Prepares students to create a measurable, organized plan."
},
{
"time": "43–45 minutes",
"activity": "Exit check",
"teacher_actions": "Ask students to write or draw one specific limit that could help the fictional character.",
"student_actions": "Submit a brief response.",
"purpose": "Checks whether students can propose an actionable limit."
}
],
"formative_checks": [
"Check whether students identify two schedule-based opportunities.",
"Listen for reasons connected to routines, breaks, or transitions.",
"Review exit checks for specific rather than vague limits."
]
},
{
"day": 3,
"lesson_focus": "Create and explain a screen-use plan",
"total_minutes": 45,
"steps": [
{
"time": "0–5 minutes",
"activity": "Project launch",
"teacher_actions": "Explain that students will create a screen-use plan for themselves in general terms or for a fictional character. Review the success criteria and privacy expectations.",
"student_actions": "Choose whether to make a general personal plan or a fictional-character plan.",
"purpose": "Launches the project while protecting student privacy."
},
{
"time": "5–10 minutes",
"activity": "Review the design checklist",
"teacher_actions": "Display the checklist: two clear limits, one screen-free activity, one reminder or strategy, and respectful wording. Answer questions and show a sample plan.",
"student_actions": "Use the checklist to prepare for creating their plan.",
"purpose": "Makes the project expectations visible and accessible."
},
{
"time": "10–27 minutes",
"activity": "Create the plan",
"teacher_actions": "Circulate, ask guiding questions, and provide templates or drawing materials. Prompt students to make limits specific and realistic for the chosen character or general routine.",
"student_actions": "Create a poster, illustrated schedule, or digital slide that meets the checklist.",
"purpose": "Applies learning through a project-based product."
},
{
"time": "27–36 minutes",
"activity": "Partner feedback",
"teacher_actions": "Model kind, useful feedback: “Your plan is easy to understand because…” and “One question I have is…”.",
"student_actions": "Exchange plans with a partner, use the checklist, and suggest one improvement.",
"purpose": "Supports revision and respectful communication."
},
{
"time": "36–42 minutes",
"activity": "Revise and share",
"teacher_actions