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ELA G7:M4A:U2

Research Study: The Effects of Screen Time on the Developing Brain

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Analyzing Interactions: Launching the Unit

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze the interactions between individuals, events, and ideas in a text. (RI.7.3)
  • I can evaluate the credibility and accuracy of each source. (W.7.8)
  • I can use close reading strategies to determine the details of the AAP recommendation for children’s screen time.
  • I can evaluate the credibility and accuracy of the AAP recommendation.
  • Reader’s Notes for AAP Recommendation
  • Answers to Text-Dependent Questions for the Excerpts from the AAP Recommendation
  • Thinking Log
  • Jigsaw
  • Triad Talks

Lesson 2Logic and Argument: Evaluating the Argument in “Beyond the Brain”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can identify the argument and specific claims in a text. (RI.7.8)
  • I can evaluate the argument and specific claims in a text for sound reasoning and relevant, sufficient evidence. (RI.7.8)
  • I can evaluate an argument’s use of evidence and reasoning in an excerpt from “Beyond the Brain.”
  • Neurologist’s Notebook #6 (from homework)
  • Answers to Text-Dependent Questions: “Beyond the Brain”
  • None

Lesson 3Evaluating an Argument: “Is Google Making Us Stupid?”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can outline a speaker’s argument and specific claims. (SL.7.3)
  • I can evaluate the reasoning and evidence presented for soundness, relevance, and sufficiency. (SL.7.3)
  • I can identify and then evaluate an argument and specific claims in a text for sound reasoning and relevant, sufficient evidence. (RI.7.8)  
  • I can evaluate the arguments in “Is Google Making Us Stupid?”
  • Tracing an Argument note-catcher, Part 1 (from homework)
  • Thinking Log
  • None

Lesson 4Finding Relevant Information and Asking Research Questions: The Benefits of Video Games

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct short research projects to answer a question. (W.7.7)
  • I can generate additional questions for further research. (W.7.7)
  • I can generate strong supporting research questions.
  • I can gather relevant evidence from “The Many Benefits, for Kids, of Playing Video Games.”
  • Thinking Log from Lesson 3 (from homework)
  • Researcher’s notebook, section 1 (completed for homework)
  • Give One-Get One-Move On

Lesson 5Paraphrasing and Evaluating Sources: “Gaming Can Make a Better World”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can gather relevant information from a variety of sources. (W.7.8)
  • I can evaluate the credibility and accuracy of each source. (W.7.8)
  • I can quote or paraphrase others’ work while avoiding plagiarism. (W.7.8)
  • I can correctly paraphrase information I gather from “Gaming Can Make a Better World.”
  • I can gather relevant information from “Gaming Can Make a Better World.”
  • Researcher’s notebook, section 1 (from homework)
  • Researcher’s notebook, section 2
  • Exit ticket
  • None

Lesson 6Contrasting Evidence: “Games Can Make a Better World” and “Video games Benefit Children, Study Finds”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can contrast how multiple authors emphasize evidence or interpret facts differently when presenting information on the same topic. (RI.7.9)
  • I can contrast how a video and an article use different evidence to prove similar claims.

 

  • Researcher’s notebook, section 3 (from homework)
  • Venn diagram and Venn diagram reflection questions
  • None

Lesson 7Evaluating Sources: The ONLINE EDUCA Debate 2009 (Part 2 of 10)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can gather relevant information from a variety of sources. (W.7.8)
  • I can evaluate the credibility and accuracy of each source. (W.7.8)
  • I can quote or paraphrase others’ work while avoiding plagiarism. (W.7.8)
  • I can consult a dictionary to determine or clarify the meaning of a word.
  • I can evaluate the credibility and accuracy of a source.
  •  Researcher’s notebook, section 4 (from homework)
  • Venn diagram (from Lesson 6)
  • None

Lesson 8Using Effective Search Terms: Researching Screen Time

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can gather relevant information from a variety of sources. (W.7.8)
  • I can quote or paraphrase others’ work while avoiding plagiarism. (W.7.8)
  • I can use search terms effectively. (W.7.8)
  • I can use search terms effectively to gather relevant information about screen time.
  • I can gather relevant information from Attached to Technology and Paying the Price.”
  • Answers to Text-dependent Questions: “Attached to Technology and Paying the Price”
  • Venn diagram for Researcher’s notebook, sections 5 and 6
  • Exit ticket
  • Triad Talks

Lesson 9Gathering Information about Screen Time: Assessing and Reading Internet Sources, Day 1

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can gather relevant information from a variety of sources. (W.7.8)
  • I can use search terms effectively. (W.7.8)
  • I can use search terms effectively to gather relevant information about screen time and the adolescent brain.
  • I can evaluate a source’s accuracy and credibility.

 

  • Researcher’s notebook, sections 7-9
  • None

Lesson 10Gathering Information about Screen Time: Assessing and Reading Internet Sources, Day 2

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can gather relevant information from a variety of sources. (W.7.8)
  • I can use search terms effectively. (W.7.8)
  • I can evaluate the credibility and accuracy of each source. (W.7.8)
  • I can use search terms effectively to gather information about screen time.
  • I can evaluate a source’s accuracy and credibility.

 

  • Researcher’s notebook, sections 7-9
  • Assessing Sources document
  • Exit Ticket: Next Steps
  • None

Lesson 11Mid-Unit Assessment, Part 1: Tracing and Evaluating Arguments

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can identify the argument and specific claims in a text. (RI.7.8)
  • I can evaluate the argument and specific claims in a text for sound reasoning and relevant, sufficient evidence. (RI.7.8)
  • I can outline a speaker’s argument and specific claims. (SL.7.3)
  • I can evaluate the reasoning and evidence presented for soundness, relevance, and sufficiency. (SL.7.3)
  • I can identify the argument and specific claims in the text “Can You Unplug for 24 Hours?”
  • I can evaluate the argument and specific claims in the text “Can You Unplug for 24 Hours?”
  • I can outline the argument and specific claims in the video “Nicholas Carr’s ‘The Shallows: What the Internet is Doing to Our Brains.”
  • I can evaluate the argument and specific claims in the video “Nicholas Carr’s ‘The Shallows: What the Internet is Doing to Our Brains.”
  • Mid-Unit 2 Assessment, Part 1
  • None

Lesson 12Mid-Unit Assessment, Part II: Research Task: Comparing and Contrasting Texts

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can contrast how multiple authors emphasize evidence or interpret facts differently when presenting information on the same topic. (RI.7.9)
  • I can conduct short research projects to answer a question. (W.7.7)
  • I can generate additional questions for further research. (W.7.7)
  • I can gather relevant information from a variety of sources. (W.7.8)
  • I can use search terms effectively. (W.7.8)
  • I can evaluate the credibility and accuracy of each source. (W.7.8)
  • I can quote or paraphrase others’ work while avoiding plagiarism. (W.7.8)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can contrast how two authors emphasize different evidence on the topic of screen time.
  • I can gather relevant information from sources.
  • I can correctly paraphrase information I gather from “Guest Opinion: Step Away from the Screen.”
  • I can generate strong supporting research questions.
  • I can use search terms effectively to gather relevant information about screen time.
  • I can evaluate a source’s accuracy and credibility.
  • I can consult a dictionary to determine or clarify the meaning of a word.
  • I can use a dictionary to verify the preliminary determination of the meaning of a word or phrase.
  • Mid-Unit 2 Assessment, Part 2
  • None

Lesson 13Forming a Research-Based Claim: Introducing Stakeholders and Consequences

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.7.1)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can identify stakeholders in the AAP recommendation on entertainment screen time.
  • I can create a Cascading Consequences chart based on effects of screen time on adolescents using my researcher’s notebook.
  • Researcher’s notebook, all sections

 

  • None

Lesson 14Forming a Research-Based Claim: Comparing Cascading Consequences

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.7.1)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can use effective speaking techniques (appropriate eye contact, adequate volume, and clear pronunciation). (SL.7.4)
  • I can create a Comparing Risks and Benefits chart based on teenagers and screen time, using my Cascading Consequences chart and researcher’s notebook.
  • Cascading Consequences chart for teens on screens (from homework)
  • Comparing Risks and Benefits chart
  • Triad Talks

Lesson 15Forming a Research-Based Claim: Analyzing Risks and Benefits for Stakeholder

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.7.1)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can use my experience and knowledge of language and logic to address problems and advocate persuasively. (RI.7.9a, SL.7.2a)
  • I can use effective speaking techniques (appropriate eye contact, adequate volume, and clear pronunciation). (SL.7.4)
  • I can analyze the risks and benefits of entertainment screen time for adolescents.
  • I can use my knowledge of the effects of screen time on the development of teenagers to argue persuasively about how much to limit screen time.
  • I can practice the skills and expectations of a Fishbowl discussion.
  • Students’ discussion during World Café
  • World Cafe

Lesson 16End of Unit 2 Assessment, Parts 1A and 1B: Fishbowl on Screen Time and Adolescents

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can present claims and findings with descriptions, facts, details, and examples, using effective speaking techniques (appropriate eye contact, adequate volume, and clear pronunciation). (SL.7.4)
  • I can come to discussions prepared to refer to evidence on the topic, text, or issue that probes and reflects on ideas under discussion. (SL.7.1 and SL.7.1a)
  • I can use my experience and knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively. (RI.7.9a and SL.7.9a)
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.7.1)
  • I can prepare for a class discussion and participate in it effectively by collecting and explaining appropriate evidence to support my claims.
  • I can engage with my peers to discuss the recommended screen time by the AAP and persuade them to agree with my point of view using logic, evidence, and appropriate speaking techniques to advocate for my position.
  • Fishbowl graphic organizer (from homework)
  • Fishbowl Statement
  • End of Unit 2 Assessment, Parts 1A and 1B: Fishbowl
  • Fishbowl

Lesson 17Choosing a Position: Screen Time and Adolescents

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.7.1)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can self-select a text based on personal preferences and read it independently. (RI.7.11a)
  • I can read grade-level literary texts proficiently and independently. (RL.7.9)
  • I can read grade-level informational texts proficiently and independently. (RI.7.9)
  • I can select text-based evidence from my research to support my position on the AAP recommended screen time.
  • I can read independently and proficiently.
  • Thinking Log
  • None

Lesson 18Using Multimedia in Presentations: Preparing to Present Claims

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can include multimedia components and visual displays in a presentation to clarify claims and to add emphasis. (SL.7.5)
  • I can present claims and findings with descriptions, facts, details, and examples. (SL.7.4)
  • I can use effective speaking techniques (appropriate eye contact, adequate volume, and clear pronunciation). (SL.7.4)
  • I can create a visual display to clarify the claim in my presentation.
  • I can speak clearly, with appropriate eye contact and adequate volume.
  • Visual display
  • None

Lesson 19End of Unit Assessment, Part 2: Presenting a Claim

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can present claims and findings with descriptions, facts, details, and examples. (SL.7.4)
  • I can use effective speaking techniques (appropriate eye contact, adequate volume, and clear pronunciation). (SL.7.4)
  • I can include multimedia components and visual displays in a presentation to clarify claims and to add emphasis. (SL.7.5)
  • I can adapt my speech for a variety of contexts and tasks, using formal English when indicated or appropriate. (SL.7.6)
  • I can use my experience and knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively. (RI.7.9a and SL.7.9a)
  • I can present my claim about the AAP recommendation using facts, reasons, details, and examples.
  • I can use effective speaking techniques in my presentation.
  • I can include a multimedia visual display in my presentation to clarify my claim and add emphasis.
  • I can use formal English in my presentation.
  • I can use my experience and knowledge of language and logic to advocate persuasively.
  • Visual display
  • End of Unit 2 Assessment, Part 2
  • Exit ticket
  • None

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