driven to distraction

Tammy Garland & Jennifer Dahmen Final Unit Plan

Driven to Distraction

Ladies and gentlemen….Start your engines! You will be in the driver’s

seat as we explore multitasking and its effects on our lives during the

―Driven to Distraction‖ session this summer. This odyssey of learning will

include several mental and physical obstacle courses you will design as we

explore our abilities to multitask in different settings. Are you ready to hit

the fast lane? On your mark, get set, GO!!!!!!


DRIVEN TO DISTRACTION

LESSON 1: “YOU SHAKE MY NERVES AND YOU RATTLE MY BRAINS”

I. DEFINE THE CONTENT

LESSON OBJECTIVES:

At the conclusion of this lesson, the students will demonstrate their knowledge of multitasking

and its effects on attention and productivity by correctly making adjustments to their

predictions on the interactive bulletin board to reflect understanding of lesson content.

At the conclusion of this lesson, the students will demonstrate the ability to reflect on learning

experiences by evaluating how personal perspectives are influenced by society and technology,

appraising changes in self throughout the learning process and evaluating personal

circumstances and background that shape interaction with newly acquired knowledge by

responding to 4 of the 6 reflection questions, referencing specific content and activities in their

responses. (NC eighth grade language arts objective 1.04)

At the conclusion of this lesson, the students will demonstrate their knowledge of and ability to

use technology tools to receive and share information by interactively participating in a

SKYPE conference (actively listening, questioning, sharing thoughts) and blogging to share

thoughts and newly acquired knowledge. (NC eighth grade technology objective 3.01)

LESSON POINT TO PONDER:

One’s ability to multitask well can only enhance life’s journey.

II. PREPLANNING: BEGIN WITH THE END IN MIND

A. WHAT 3 ITEMS ARE

WORTH KNOWING?

(THINK ABOUT THE

CONTENT YOU HAVE

SELECTED. WHAT IS

IMPORTANT FOR

STUDENTS TO KNOW?)

AFTER THE LESSON,

STUDENTS WILL KNOW THAT… media multitasking is the attempt to do two or

more things at once, with one task involving technology.

STUDENTS WILL KNOW THAT… the brain focuses on one task at a time.

Therefore, when attempting to multitask, the brain allocates focus according to

priority.

STUDENTS WILL KNOW THAT… focus and productivity can be affected by

multitasking.

B. WHAT 3 ITEMS ARE

IMPORTANT FOR

STUDENTS TO BE ABLE

TO DO?

(DEFINE WHAT

STUDENTS SHOULD BE

AFTER THE LESSON,

STUDENTS SHOULD BE ABLE TO… connect new knowledge from today’s

activities and experiment to their own lives and routines in order to make

informed decisions about multitasking.


ABLE TO DO AS A

RESULT OF YOUR

LESSON.)

STUDENTS SHOULD BE ABLE TO…produce personal blogs, sharing new

knowledge, opinions, and novel ideas with others.

STUDENTS SHOULD BE ABLE TO…video conference via SKYPE.

C. WHAT ARE THE

ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD

TAKE AWAY FROM THE

LESSON? (DEFINE THE

BIG IDEAS.)

AFTER THE LESSON,

STUDENTS WILL UNDERSTAND THAT…what we know about the human brain

and how it works is constantly evolving and changing based on continuous

discoveries and advancements in neurological research.

STUDENTS WILL UNDERSTAND THAT…their actions and decisions about

multitasking have consequences, positive and negative.

STUDENTS WILL UNDERSTAND THAT…technology is valuable when utilized in a

manner conducive to positive brain function.

III. PLANNING

D. ESSENTIAL

QUESTION:

(ONE OVERARCHING

LESSON QUESTION )

How does brain function enable/limit multitasking performance and what

implications does this have on a technologically dependent society?

E. ASSESSMENT:

(PERFORMANCE TASK)

WHAT WILL THE

STUDENTS DO TO SHOW

YOU THAT THEY

MASTERED THE

CONTENT?

I. To demonstrate content mastery, students will correctly make

adjustments to their predictions on the interactive bulletin board

after content is covered.

II. To demonstrate content mastery, students will utilize their new

blogs to effectively answer the reflection questions. The Reflection

Rubric will be presented to students prior to completing the

reflection (see attached rubric).

F. CONTENT

LIST THE CONTENT FOR

THIS LESSON ONLY.

(OUTLINE THE

CONTENT YOU WILL

TEACH TODAY-THIS

MAY COME FROM YOUR

CONTENT OUTLINE)

I. Multitasking

A. Definition according to Rosen (2008) – ―the human attempt to

do simultaneously as many things as possible‖ (p. 105).

B. True multitasking is limited by the brain’s inability to process

two or more thoughts or tasks at once.

II. Media Multitasking, Attention & Productivity

A. Media Multitasking is the attempt to do two or more things in

parallel with at least one of the tasks involving technology.


B. Focus Switching (or task switching) – the brain switches focus

back and forth between tasks since it is incapable of processing

two thoughts or tasks at once.

1. Brain prioritizes tasks.

2. Brain allocates attention according to priority.

3. Time is lost due to focus switching making attempts at

multitasking less efficient.

4. Task performance and completion suffers making

multitasking less effective than completing one task at a

time.

C. Media Multitasking affects productivity.

1. When workers in a research study were interrupted from a

task it took an average of twenty minutes to regain focus and

return to the preceding task.

2. Technical interruptions of workers cost the economy

approximately nine-hundred billion dollars annually due to

time lost when task switching.

3. Homework for students requires more time to complete due

to multitasking.

4. When students attempt to multitask and complete academic

assignments, the quality of the product is limited.

5. Media multitasking has shown to produce shallow,

unfocused thinkers who are quick to make decisions without

deep thought.

G. HOOK:

(DESCRIBE HOW YOU

WILL GRAB STUDENTS’

ATTENTION AT THE

BEGINNING OF THE

LESSON. BE CREATIVE.)

Odyssey Obstacle Course

A. Camp will begin with a multitasking experiment. Students will

complete a timed obstacle course while reading information from a

PowerPoint projected on the large screen in the front of the room (see

attached for PowerPoint and obstacle course tasks).

B. Visual and auditory distracters will be utilized. Visual distracters are

embedded in PowerPoint. Auditory distracters are embedded in

PowerPoint and there will also be songs playing from an iPod on the

opposite end of the room.

C. After completing this task, students’ multitasking competency will be

assessed using a Classroom Performance System (handheld clickers) to

respond.

D. As a comparison, students will watch the PowerPoint a second time

without distracters. Using handheld clickers, students will respond to

the assessment a second time and compare their scores in order to

stimulate conversation.

H. INSTRUCTION:

(TELL, STEP-BY-STEP,

WHAT YOU WILL DO.)

I. Welcoming Comments, Introductions, & Outline for the Day

3 min

II. Point to Ponder


A. Introduce the Point to Ponder.

B. This will be written on a sentence strip and posted in the room

so the students can refer to it throughout the lesson.

C. Tell students to keep this statement in mind as we go through

today’s lesson. We will revisit it at the end of the day.

3 min

III. Hook Activity – Odyssey Obstacle Course

10 min

IV. Discussion Activity

A. Teachers will act as discussion facilitators asking open ended

questions to stimulate thoughtful responses related to the

Odyssey Obstacle Course (hook activity).

B. Questions will be projected for students to view (see attached

Discussion Activity document).

C. Once questions are presented, students will have a short time to

contemplate their responses prior to discussing with the group.

1. How effective were you at completing the obstacle

course tasks and learning the information presented in

the PowerPoint while dealing with other visual and

auditory distracters? Explain your thinking.

2. Which components did you find the most distracting?

Why do you think that is?

3. What do you think are the benefits and drawbacks in

trying to do two or more things at once?

4. What conclusions can you draw based on the results of

this experiment?

5. What implications might this have on your daily

routines?

10 min

V. Interactive Bulletin Board – “Driven to Distraction: Myth Busters”

A. Students will choose partners.

B. Partnerships will be given statement cards and they must decide

if the statements are facts or myths.

C. Once decisions are made, students will place cards on the

interactive bulletin board.

D. Teachers and students will discuss correct information.

E. Research pertaining to multitasking, media multitasking and the

effects on attention and productivity will be presented through

discussion.

F. Students will then have the opportunity to revisit their initial

predictions on the interactive bulletin board and change card

placement if necessary based on newly acquired information.

15 min

VI. Multitasking List


A. Students will brainstorm in their ―Brain Journal‖ a list of all the

ways people multitask in their daily lives. (The ―Brain Journal‖

is a folder with notebook paper and a pocket for students to

keep handouts. The cover is included with attachments.)

B. As a group we will then compile our ideas into one list using the

Wallwisher (www.wallwisher.com/wall/multitaskinglist). This

list will be used on Day 2.

5 min

VII. SKYPE Conference

A. Using the knowledge gained from today’s activities, students

will write at least three questions related to multitasking prior to

their SKYPE with Joanne Cantor. These questions will aid

students in their participation in the conversation.

B. Dr. Joanne Cantor, a researcher, author and educator, will

participate in a discussion with campers about the impact of

multitasking, its possible effects on the brain and how

multitasking relates to their lives.

15 min

VIII. Reflective Blogging

A. Assist students in setting up their blogs (www.WordPress.org).

B. Train students on how to utilize a blog in order to make

personal entries (provide direction sheet for set up and use).

C. Students will make personal entries by blogging thoughts on

today’s lesson and activities. Each student must respond to 2 of

the 6 questions below. Question 1 is required for everyone and

then each student will select 1 additional question he/she wishes

to answer (rubric provided).

D. Questions will be displayed on screen via the projector from a

word document.

1. How does the Point to Ponder statement relate to the

topic of multitasking?


camp theme, odyssey?

3. Today I learned…..

4. This information relates to my life….

5. I feel __________ about __________.

6. I wonder……

14 min

I. MATERIALS

1. Student laptops

2. Projector

3. Brain Journal

4. Myth/Fact cards

http://www.wallwisher.com/wall/multitaskinglist

http://www.wordpress.org/


5. Materials for Odyssey Obstacle Course

6. PowerPoint for Odyssey Obstacle Course

7. Classroom Performance System (clickers)

8. Blogging direction sheet

9. Reflection Rubric

10. iPod


Multitasking is the human attempt to do

simultaneously as many things as possible.

Fact

The brain is capable of processing up to

three tasks or thoughts at once.

Myth

The brain can only process one task or

thought at a time.

Media Multitasking is the human attempt

to do two or more things in parallel with at

least one of the tasks involving technology.

Fact

The brain switches focus back and forth

between tasks since it is incapable of

processing two thoughts or tasks at once.

Fact

The brain does not have the ability to

prioritize tasks.

Myth

The brain prioritizes tasks when you

attempt to multitask. It allocates more

attention to the task of most importance.


Those who multitask are much more

efficient at completing tasks than those

who do one task at a time.

Myth

Those who multitask actually take

longer to complete each task and

typically do so with less accuracy.

It takes an average of twenty minutes to

regain focus on a prior task after being

interrupted by an email or text.

Fact

Technical interruptions have no effect on

workers or the economy.

Myth

Actually cost the economy about 900

billion annually.

Multitasking promotes deep thinking.

Myth

Multitasking has shown to produce

shallow, unfocused thinkers who are

quick to make decisions without deep

thought.

Media multitasking yields a generation of

impatient and impulsive children.

Fact


Brain Journal

Name: ______________________________

Your brain never stops developing and changing. It's been doing it from

the time you were an embryo, and will keep on this odyssey the rest of

your life. And this ability, perhaps, represents it greatest strength.

- James Trefil (from Are We Unique?, 1997)


Obstacle Course Tasks

Obstacle course: Students will participate in obstacle course activities while reading

to comprehend PowerPoint information. The following tasks will be placed at each

center.

Fill glass pitcher with 15 1/2 cups

of water. Pour into 12 small cups

with equal portions. Place 1/3 of

the cups in the window sill, 1/3 of

the cups near the door and 1/3 of

the cups by the board.

Complete 3 push-ups, 12 jumping

jacks, blink 50 times counting

aloud, and crawl under 3 desks.

Fold a piece of paper in half, fold it

in half again to make 4 quadrants.

In the top left quadrant draw two

stick figures. In the top right

quadrant draw any pets you have or

would like to have. In the left

bottom quadrant, draw the mode of

transportation that gets you to

school each morning. In the right

bottom quadrant, please draw two

blue triangles and one red hexagon.

Complete the maze by

maneuvering a toy car through a

series of miniature obstacles.


By

Jennifer Dahmen & Tammy Garland

Read information on the screen

while completing the exercises laid

out for you in the obstacle course.

After completing this task you will

be asked a series of questions

relating to the information given in

the PowerPoint.

The Odyssey

by: Homer

Odysseus was a Greek

warrior from Ithaca.

Ten years after the fall of

Troy, Odysseus still had not

returned home.

Calypso, a nymph, was so

in love with Odysseus that

she imprisoned him on her

island of Ogygia.

Odyssey“a long wandering and eventful

journey”

http://www.google.com/search?hl=en&rlz=1T4IBMA_enUS311US311&defl=en&q=define:odyssey&sa=X&ei=gjzh

TKx1gvqXB5nWoOAD&ved=0CBMQkAE

The Odyssey

by: HomerMany suitors were trying to court

Odysseus’s wife, Penelope, and take

over his kingdom as they were

convinced he was dead since he had not

returned home.

Prince Telemachus, Odysseus’s son,

was desperately trying to protect his

mother and his father’s kingdom from

these men but he was a very

inexperienced fighter.

One of the suitors, Antinuous, planned

to assassinate the young Prince,

eliminating the only opposition to the

throne.

“a Greek epic poem describing the journey of Odysseus after the fall of Troy”

http://www.google.com/search?hl=en&rlz=1T4IBMA_enUS311US311&defl=en&q=define:odyssey&sa=X&ei=gjzhTKx1gvqXB5nWoOAD&ved=0CBMQkAE


The Odyssey

by: Homer

The Goddess Athena decided to help

Prince Telemachus defend his father’s

kingdom. She also convinced the other

gods to help.

They protected him from being

assassinated by the wild suitors.

“The Odyssey is a large sports and

entertainment centre situated on Queen's

Island, Belfast, Northern Ireland. The area is

now known as the Titanic Quarter.”

http://www.google.com/search?hl=en&rlz=1T4IBMA_enUS311US311&defl=en&q=define:od

yssey&sa=X&ei=gjzhTKx1gvqXB5nWoOAD&ved=0CBMQkAE

The Odyssey

by: Homer

Zeus, the leader of the gods, sent

his son Hermes to rescue Odysseus

from Calypso.

Calypso agreed to let Odysseus

leave so he built a ship and set sail

for home.

Odysseus ran into some trouble

from Poseidon, god of the sea, but

eventually reached Ithaca safely.

An intellectual or spiritual quest

www.merriam-webster.com

The Odyssey

by: HomerOdysseus disguised himself as a beggar

before returning to his palace.

No one recognized him, but Penelope

suspected this might be her long lost

husband.

To find out, Penelope organized an

archery contest, promising to marry the

man who can string her husbands bow and

fire an arrow through a row of 12 axes. This

feat had only been accomplished by

Odysseus.

There are several programs and companies that have used this reference to enhance

their advertising. Some include educational materials, golfing equipment, cruise lines

and marine equipment.


The Odyssey

by: Homer

At the contest, each suitor tried to

string the bow and failed.

Finally, Odysseus stepped up to the

bow and fired an arrow through all

twelve axes with ease.

He then turned on the suitors, and

with the help of his son, killed every

last one.

Odysseus revealed himself to the

entire palace, reunited with his loving

wife Penelope, and lived happily ever

after.

1. Who was Odysseus’s wife?

A. Telenachis

B. Penelope

C. Calypso

Prepare to respond to each question using the

clicker given to you.

Once the question is read, you will have 30

seconds to respond.

At the end, we will review correct answers for

each question and the number of correct

responses given for each question.

Responses are anonymous so no one will

know which answers were given by you.

2. Why did Odysseus not return home

after the war?

A. He was killed in the war.

B. He became a Greek God.

C. He was kidnapped by a nymph.

3. Who kept Odysseus’s son safe from

the suitors who were trying to

assassinate him?

A. Athena

B. His mother, Penelope

C. Zeus

4. Who is the leader of the gods?

A. Poseidon

B. Zeus

C. Odysseus


5. What disguise did Odysseus use

when he returned home?

A. War Hero

B. Shop Keeper

C. Beggar

6. What is the name of Odysseus’s

kingdom?

A. Ithaca

B. Troy

C. Turkey

7. Which of these is not definition of Odyssey?

A. A long wondering and eventful journey

B. An intellectual or spiritual quest

C. A part of the brain

8. Which of the following product or service does

not utilize the name Odyssey for advertising?

A. Educational Materials

B. Cruise Line

C. Candle Manufacturer


Blogging Direction Sheet

Blogging Safety Tips:

Never offer any personal information including your last name, contact information, home address,

phone numbers, school's name, email address, last names of friends or relatives, instant messaging

names, age, or birth date.

Never post pictures of yourself or anyone else.

Assume what you publish on the web is permanent. Anyone on the Internet can easily print out a

blog or save it to a computer.

Keep blogs positive and don't use them for slander or to attack others.

Stage One: Sign up

1. Go to www.WordPress.com and click the sign up button:

2. Choose a domain name for your first blog (you can add others later if you like). This is the unique address

that people will visit to check out your blog.

3. If that blog address is available, you’ll see a green check mark.


4. Next, choose a unique username that will identify you in the WordPress.com community. You’ll use this to

log into your blog.

5. Now it’s time to think up a password. Try to make it a little more difficult to guess than “password‖ or your

cat’s name. You’ll need to enter the same password twice, and the little ―strength‖ bar will tell you if you’ve

chosen a strong password or not.

6. Next up, add the email address you’d like to associate with your account.

7. You’re almost done! Click the signup button and we’ll send you a confirmation email.

8. Click the activation link in the email to verify that you’re human. If you can’t find the email in your inbox,

check your spam or trash folders. If you still don’t receive it, email Support. Here’s an example of the email

you’ll receive:

9. If you made a mistake with your email address, you can update it from the same page you used to sign up.

http://en.support.wordpress.com/contact/


10. You’ll see the message below once your account has been activated.

7. Stage Two: Sign in

Now you’re ready to sign in. Click the ―Login‖ link on the activation confirmation page, or head to the

WordPress.com homepage and enter your username and password to sign in to your account.

On the homepage, find the My Blogs tab, and click ―Dashboard.‖ You’ll be whisked to the dashboard to get

things started. This is the back-end part of your blog, where you create new posts and manage your content.

Only you see your dashboard.

8. Your “dashboard.” Huh?

When you’re signed in, you’ll see a tab at the top of the page that says ―My Blog.‖ It displays all the blogs

registered to your username, and allows you to quickly access your dashboard.


The dashboard is referred to as the ―back end,‖ and only you (and any users you’ve assigned) can see it. Think

of the dashboard as a behind-the-scenes control panel for your blog, where all your blog’s information and

settings are stored. Virtually any time you want to update or modify your blog, you’ll need to access your

dashboard.

The ―front end‖ is what the outside world sees. So to make any changes to the front end (write a post, change

your design template, etc.), you must access the back end (your dashboard). To see the front-end of your blog,

click on the blog’s title in the upper left-hand side of the dashboard.

You’ve got two sets of dashboard menus when you’re logged in. First, the left-hand navigation menus are a way

to access almost all the powers of your blog. You can open any left-hand menu by hovering over the text, and

then clicking on the arrow that appears. In this example, the ―Posts‖ section is open.

Watch the two minute introduction video.

Stage Three: Blog Focus

The focus of your blog is multitasking

Stage Four: Choosing your theme

A WordPress Theme is the design of your blog. Much like every magazine has its own unique design, so do

blogs. At WordPress.com, we currently provide you with a diverse collection of over 90 gorgeous themes (and

we’re always adding more!) which you can easily preview and activate from the Appearance > Themes area of

your blog’s dashboard.

Once you begin browsing the themes, you might find the perfect one right away. If you’re having trouble

narrowing it down, ask yourself the following:

What is the goal of my blog?

What kind of vibe do I want to set for my readers?

Do I want to display wide-format photos, images or videos?

Do I want to customize my header? (The header is the big top area of the blog; some themes allow you

to add images or design that header all on your own)

Stage Five: Getting Published

Click on the little arrow to the right of the word Posts, and choose the ―Add New‖ option.


Write your title in the box up at the top, just like you would with an email. This is your blog’s title, like a

headline. It’s important, so be sure to use your blog title as a way to captivate your readers by intriguing them

with a fascinating, well-written headline.

Now, write the body of the post. This is what comes below the headline/title.

If you make sure the ―Visual‖ tab is selected (top right of the editor), rather than ―HTML,‖ you’ll be able to use

a familiar set of Word Processor-like tools for bolding, italicizing and otherwise formatting your content.

Should you need additional formatting options, you can expand the editing toolbar by selecting the Kitchen

Sink icon.

Type in what you want here. You can save it at any time (without sharing it with the world) by hitting the ―Save

Draft‖ button. When you’re ready to share your content with the world, it’s as simple as hitting ―Publish.‖

Once you’ve done that, click on ―View Post‖ and you can check out exactly how your content looks to the rest

of the world.

Congratulations, you’re a published author!


9. Stage Six: Getting the hang of the visual editor A blogger’s best friend is our nifty visual editor. To get the hang of it better, let’s take a look at one of the most

commonly used features of the editor — the linking buttons.

1. Highlight the text you’d like to turn into a link by left-clicking and dragging over it

2. Click the button that looks like a chain

3. Add the URL (web address) that you’d like your text to link to

4. If you decide to unlink your text, reselect it and use the second, broken chain – your link vanishes.


10. Stage Seven: Go back to edit stuff

If you ever decide you’d like to go back and edit your content (which might be a saved, unpublished draft or an

already published post), just click on the Posts menu:

Now you’ll see a list of all of your content. Clicking on ―Edit‖ just under the name of a post will take you right

back to the editor, where you can make changes.


Lesson 1 Discussion Activity

1. How effective were you at completing the obstacle

course tasks and learning the information presented

in the PowerPoint while dealing with other visual and

auditory distracters? Explain your thinking.

2. Which components did you find the most distracting?

Why do you think that is?

3. What do you think are the benefits and drawbacks in

trying to do two or more things at once?

4. What conclusions can you draw based on the results

of this experiment?

5. What implications might this have on your daily

routines?


Reflections-Day 1

1. How does the Point to Ponder

statement relate to the topic of

multitasking?

2. How does the Point to Ponder statement

relate to the camp theme, odyssey?



5. I feel __________ about __________.

6. I wonder……


Reflection Rubric

Please keep this rubric in your Brain Journal as you will need to refer to it each day when

completing your Reflection Blog.

No Somewhat Yes Student demonstrates a conscious

and thorough understanding of the

subject matter.

0 1 2

Student uses specific and convincing

examples from the lesson content to

support writing, making insightful

and applicable connections between

content and self.

0 1 2

Student effectively relates lesson

topic to either the Point to Ponder or

the odyssey camp theme, citing

specific examples from lesson

content.

0 1 2

Student uses sophisticated language

that is precise and engaging, with

notable sense of voice, awareness of

audience and purpose, and varied

sentence structure.

0

1

2

Student follows blogging protocol as

outlined in direction sheet. 0 1 2

Total Points Earned

Student’s Daily Self-Assessment

Monday Tuesday Wednesday Thursday

Total Points

Earned



LESSON 2: SPACE BETWEEN YOUR EARS: THE FINAL FRONTIER


LESSON OBJECTIVES:

At the conclusion of this lesson, the students will demonstrate their knowledge of multitasking

and its effects on learning by correctly making adjustments to their predictions on the interactive

bulletin board to reflect understanding of lesson content.



appraising changes in self throughout the learning process and evaluating personal circumstances

and background that shape interaction with newly acquired knowledge by responding to 4 of the

6 reflection questions, referencing specific content and activities in their responses. (NC eighth

grade language arts objective 1.04)

At the conclusion of this lesson, the students will demonstrate knowledge of experimental design

by writing a research question, making hypotheses based on acquired knowledge and developing

experiments to test the hypotheses through scientific inquiry. (NC eighth grade science

objectives 1.01 and 1.02)

At the conclusion of this lesson, the students will demonstrate their knowledge of and ability to

use technology tools to receive and share information by creating a practice video on Windows

Movie Maker and blogging on Work Press to share thoughts and newly acquired information.

(NC eighth grade technology objective 3.01)


Media multitasking yields a generation of impatient and impulsive individuals who are

not fully present in their odyssey of life; making the journey less purposeful and

meaningful.


A. WHAT 3 ITEMS

ARE WORTH

KNOWING?

(THINK ABOUT THE

CONTENT YOU HAVE

SELECTED. WHAT IS

IMPORTANT FOR

STUDENTS TO

KNOW?)

AFTER THE LESSON,

STUDENTS WILL KNOW THAT… intelligence is dependent on transferring information

from working memory to long term memory and this process requires complete

focus.

STUDENTS WILL KNOW THAT… attempts to multitask interrupt focus which interferes

with information transferring from working memory to long term memory.

STUDENTS WILL KNOW THAT… chronic media multitasking can cause brain burnout.

B. WHAT 3 ITEMS


ARE IMPORTANT

FOR STUDENTS TO

BE ABLE TO DO?

(DEFINE WHAT

STUDENTS SHOULD

BE ABLE TO DO AS A

RESULT OF YOUR

LESSON.)

AFTER THE LESSON,

STUDENTS SHOULD BE ABLE TO… connect new knowledge from today’s activities

and experiment to their own lives and routines in order to make informed decisions

about multitasking and technology use.

STUDENTS SHOULD BE ABLE TO… correctly make a hypothesis based on acquired

knowledge and design an experiment to test their hypothesis.

STUDENTS SHOULD BE ABLE TO… produce a product using Windows Movie Maker

and a Flip Camera.

C. WHAT ARE THE

ENDURING

UNDERSTANDINGS

THAT STUDENTS

SHOULD TAKE AWAY

FROM THE LESSON?

(DEFINE THE BIG

IDEAS.)

AFTER THE LESSON,

STUDENTS WILL UNDERSTAND THAT… their learning is affected by the choices they

make.

STUDENTS WILL UNDERSTAND THAT… technology is valuable when utilized in a

manner conducive to learning.

STUDENTS WILL UNDERSTAND THAT… they can use the experimental design process

to investigate questions just like scientists and researchers use the experimental

design process to answer questions in their fields of study.

III. PLANNING

D. ESSENTIAL

QUESTION:

(ONE

OVERARCHING

LESSON QUESTION )

How does multitasking, and more specifically media multitasking, affect one’s

ability to learn and what implications does this have on a technologically dependent

society?

E. ASSESSMENT:

(PERFORMANCE

TASK) WHAT WILL

THE STUDENTS DO

TO SHOW YOU THAT

THEY MASTERED

THE CONTENT?

I. To demonstrate content mastery, students will correctly make adjustments to

their predictions on the interactive bulletin board after content is covered.

II. To demonstrate content mastery, students will utilize their blogs to

effectively answer the reflection questions (see attached rubric).

III. To demonstrate content mastery, students will utilize content information

and PSA rubric to begin writing PSA script (see attached rubric).

F. CONTENT

LIST THE CONTENT

FOR THIS LESSON

ONLY.

(OUTLINE THE

CONTENT YOU WILL

TEACH TODAY-THIS

MAY COME FROM

I. Learning & Multitasking

A. Intelligence is dependent on transferring information from working

memory to long term memory.

1. To commit information to long term memory requires complete

focus.


YOUR CONTENT

OUTLINE) 2. If focus is broken the contents of the thought may be forever lost.

3. Carr’s analogy of the thimble and the bath tub represents the idea

that we learn best through slow, sequential intake of information.

B. Hodgepodge of information collected from attempts at media

multitasking interferes with knowledge transfer into long term

memory.

C. Media Multitasking has implications on learning.

1. Accessibility to information, ideas, and other people through

technology provides vast learning opportunities.

2. Distractions from emails, phone calls and other technological

devices cause a temporary decline in IQ.

3. Constant media multitasking leads to cyber overload

G. HOOK:

(DESCRIBE HOW

YOU WILL GRAB

STUDENTS’

ATTENTION AT THE

BEGINNING OF THE

LESSON. BE

CREATIVE.)

Weakest Think

A. Each partnership will have a timer and will record their results in their

―Brain Journal‖.

B. Task 1: While partner one watches the timer partner two will count from 1-

10 as fast as possible. Record time.

C. Task 2: Partner two will then recite alphabet from a to j as quickly as

possible while partner one times. Record time.

D. Task 3: Partner two will then try to combine steps one and two and recite as

quickly as possible (Example: 1, A, 2, B, etc.). Partner 2 watches the timer.

Record results.

E. Switch roles and complete steps B-D.

H. INSTRUCTION:

(TELL, STEP-BY-

STEP, WHAT YOU

WILL DO.)

I. Welcoming Comments & Outline for the Day

2 Min

II. Point to Ponder


B. This will be written on a sentence strip and posted in the room for the

students to refer to throughout the lesson.

C. Tell students to keep this statement in mind as we go through today’s

lesson. We will revisit it at the end of the day.

3 min

III. Hook Activity – Weakest Think

5 min

IV. Discussion activity

A. Teachers will act as discussion facilitators asking open ended

questions to stimulate thoughtful responses related to the Weakest

Think (hook activity).

B. Questions will be projected for students to view (see attached

Discussion Activity document).




1. How effective were you at completing the tasks?

2. How much longer did it take you to complete task 3 than

tasks 1 and 2? Why do you think that is?

3. What made task 3 more difficult than tasks 1 & 2?

4. What conclusions can you draw based on the results of this

experiment?

5. What implications might this have on your life?

5 min


A. Students will work with their chosen partners.

B. Partnerships will be given statement cards and they must decide if

the statements are facts or myths.

C. Once decisions are made, students will place cards on the interactive

bulletin board.


E. Research pertaining to multitasking and the effects it has on learning

will be presented through discussion.

F. Students will then have the opportunity to revisit their initial

predictions on the interactive bulletin board and change card

placement if necessary based on newly acquired information.

10 min

VI. Multitasking List

A. Refer back to the Wallwisher list we compiled yesterday on the

various ways people multitask.

(www.wallwisher.com/wall/multitaskinglist)

B. Each partnership will choose 2 items off the list and think of at least

1 positive and 1 negative implication for each of the items chosen.

C. Partnerships will then share out their thoughts with each other for

discussion.

5 min

VII. Driven Off Course

A. Teachers will give a quick overview of the experimental design

components & process (see attached PowerPoint).

B. Google Earth will be utilized so the students have a continuous visual

of the parking lot which is the area they have to work with.

C. The experiment will compare how students and adults complete tasks

without texting and while texting on a cell phone.

D. A variety of materials will be available for students to use in their

design such as scooters, basketballs, large tape, traffic cones, etc.

E. Students will write a research question based on the topic of

multitasking, involving texting.

http://www.wallwisher.com/wall/multitaskinglist


F. Students will make a hypothesis about the effects texting has on

one’s ability to complete other tasks using the guide sheet provided.

The guide sheet will lead students to form a complete hypothesis.

G. Students will work in partnerships to design an experiment to test

their hypothesis. The experiment will be conducted on Day 3.

20 min

VIII. Preparing for PSA

A. Teach students how to use Windows Movie Maker (provide direction

sheet) and the Flip Camera.

B. Allow time for the students to explore the two technologies so that

they are comfortable.

C. Teachers will present a short mini-lesson on persuasive writing (see

attached lesson).

D. Campers will begin writing their personal PSA scripts by reviewing

and evaluating their entries recorded in their ―Brain Journals‖, blogs,

Driven Off Course Experiment reflections, and the information

presented throughout this week’s odyssey of learning by utilizing a

planning map and PSA rubric guidelines (see attached planning map

and rubric).

20 min

IX. Reflective Blogging

A. Students will return to the blog they created on day 1.

(www.WordPress.org)

B. Students will make personal entries by blogging thoughts on today’s

lesson and activities (rubric provided).

C. Each student must respond to 2 questions below. Question 2 is

required for everyone and then each student will select 1 additional

question he/she wishes to answer.

D. Questions will be displayed on screen via the projector from a word

document.

1. How does the Point to Ponder statement relate to the topic of

multitasking and its effects on learning?

2. How does the Point to Ponder statement relate to the camp

theme, odyssey?



5. I feel __________ about __________.

6. I wonder…

5 min

I. MATERIALS

1. Brain Journal

2. Timers

3. Fact/Myth Cards

4. Hypothesis Guide sheet



5. Chart paper

6. Rulers

7. Materials for student designed experiment

8. Direction sheet for Windows Movie Maker

9. PSA Rubric


To commit information to long term memory

requires complete focus.

Fact

Media multitasking helps one transfer

knowledge into long term memory because you

gain more knowledge by doing more things.

Myth

Media multitasking interferes with

knowledge transfer as it causes breaks in

focus.

Multitasking inhibits one’s ability to make

connections due to loss of focus.

Fact

Multitasking leads to poor retention and

retrieval of information due to breaks in focus.

Fact

Multitasking increases one’s ability to

conceptually understand new information

because you have lots of exposure to new

information.

Myth

Multitasking diminishes one’s ability to

conceptually understand new

information.

Myth


Media multitasking has positive implications

on learning due to the exposure to more

information.

Media multitasking has negative

implications on learning due to constant

distracters.

Distractions such as emails, phone calls, and

text messages cause a temporary decline in IQ.

Fact

In order to build your brain you should

constantly participate in media multitasking.

Myth

Constant media multitasking can cause

brain burnout which negatively affects

learning.

The learning abilities of today’s children are

not as affected by media multitasking as

adults’ learning abilities because today’s

children began using technology at much

earlier ages.

Myth

Media multitasking impedes learning no

matter one’s age.

More learning takes place from reading than

internet surfing due to constant breaks in focus

when using the internet.

Fact


Public Service Announcement (PSA) Rubric

Please keep this rubric in your Brain Journal for reference during each step of

creating a PSA product.

PSA Preparation Rubric: Persuasive Writing and Video Clip

Selection No Somewhat Yes I have taken a clear stand on an issue in my writing

piece and provided reasons to support my view.

0 1 2

I have fully supported my written argument with

specific evidence and factual information.

0 1 2

I was effective in communicating the main message

to my target audience.

0 1 2

I have chosen quality video that clearly illustrates the

message.

0 1 2

I have selected video clips that grab the viewer’s

attention with a persuasive and creative message.

0 1 2

I have taken a clear stand on an issue in my writing


0 1 2

PSA Final Product Rubric: Reflection of Effectiveness No Somewhat Yes I have made a clear connection between the topic

and the audience I am addressing in my PSA.

0 1 2

I have included specific facts to support the main

argument.

0 1 2

I have presented an overall clear persuasive

message about a real problem offering possible

solutions.

0 1 2

I have utilized technology tools to enhance the PSA

message.

0 1 2


Experimental Design Chart

Question:

Information:

Hypothesis:

Test Hypothesis & Gather Data:

Results:

Conclusions:


Experimental Design Direction Sheet

Day 2:

1. Boxes in yellow will be completed on Day 2.

2. State your question. This question should be specific to what you

want to find out about texting while attempting to complete other

tasks.

3. In the information box list any information acquired from lessons

relating to texting.

4. Formulate a Hypothesis. Write a statement that predicts what

may happen in your experiment.

5. Design an experiment to test your hypothesis.

Day 3:

6. Boxes in green will be completed on Day 3.

7. Go back to the information box. Include any additional

information acquired from today’s lesson.

8. Test your hypothesis by conducting the experiment.

9. Record data as you conduct the experiment.

10. Summarize the results. Analyze the data and note trends in your

experimental results.

11. Draw conclusions by determining whether or not the data you

collected supports or disproves your hypothesis.


Experimental Design Mini Lesson

What is Experimental Design?

Experimental Design is the process used by scientists and researchers to test

hypotheses by reaching valid conclusions about relationships between

independent and dependent variables.

Steps of Experimental Design

Step One:

Identify a problem and define it.

Write a question that specifically addresses the problem.


Step Two

Research and state information already published on the topic.


Step Three

Make a hypothesis based on what you predict will be the answer to your

question. When making your hypothesis, keep in mind the information that is

already published on the topic. This will help you make a logical hypothesis.


Step Four

Design an experiment that will help you test your hypothesis and answer your

research question.


Step Five

Conduct the experiment. Take careful notes on the data. When the experiment

is complete, organize the data in a manner that allows you to summarize your

findings (results).


Step Six

Interpret your results. Draw conclusions by determining if the results of your

experiment support or disprove your hypothesis. What implications do your

findings have?



1.How effective were you at completing the tasks?

2.How much longer did it take you to complete

task 3 than tasks 1 and 2? Why do you think that

is?

3.What made task 3 more difficult than tasks 1 &

2?

4.What conclusions can you draw based on the

results of this experiment?

5.What implications might this have on your life?


Reflections-Day 2


relate to the topic of multitasking?


relate to the camp theme, odyssey?



5. I feel __________ about __________.

6. I wonder……


Reflection Rubric

Please keep this rubric in your Brain Journal as you will need to refer to it each day when

completing your Reflection Blog.

No Somewhat Yes Student demonstrates a conscious

and thorough understanding of the

subject matter.

0 1 2

Student uses specific and convincing

examples from the lesson content to

support writing, making insightful

and applicable connections between

content and self.

0 1 2

Student effectively relates lesson

topic to either the Point to Ponder or

the odyssey camp theme, citing

specific examples from lesson

content.

0 1 2

Student uses sophisticated language

that is precise and engaging, with

notable sense of voice, awareness of

audience and purpose, and varied

sentence structure.

0

1

2

Student follows blogging protocol as

outlined in direction sheet. 0 1 2

Total Points Earned

Student’s Daily Self-Assessment

Monday Tuesday Wednesday Thursday

Total Points

Earned



LESSON 3: “IT’S A BRAIN GAME”


LESSON OBJECTIVES:

At the conclusion of this lesson, the students will demonstrate knowledge of experimental

design by testing their previously formed hypotheses through an experiment, gathering data,

and analyzing the results to determine whether the hypothesis was supported or disproven

through scientific inquiry (NC eighth grade science objectives 1.01 and 1.02).

At the conclusion of this lesson, the students will demonstrate their knowledge of evaluating

and creating arguments that persuade others by arranging opinions, details, evidence, and

examples effectively and persuasively (NC eight grade language arts objective 3.03).



appraising changes in self throughout the learning process, and evaluating personal

circumstances and backgrounds that shape interactions with newly acquired knowledge by

responding to 4 of the 6 reflection questions, referencing specific content and activities in their

responses (NC eighth grade language arts objective 1.04).


Media multitasking while driving should be more closely monitored by law enforcement and

disabling devices should be installed at the factory where cars are manufactured.


A. WHAT 3 ITEMS

ARE WORTH

KNOWING?

(THINK ABOUT THE

CONTENT YOU HAVE

SELECTED. WHAT IS

IMPORTANT FOR

STUDENTS TO

KNOW?)

AFTER THE LESSON,

STUDENTS WILL KNOW THAT… texting while driving impairs your ability to focus

on the main task, driving.

STUDENTS WILL KNOW THAT… texting and driving increases your chances of

being in an accident.

STUDENTS WILL KNOW THAT… North Carolina has current laws regarding the use

of texting while driving.

B. WHAT 3 ITEMS

ARE IMPORTANT

FOR STUDENTS TO

BE ABLE TO DO?

(DEFINE WHAT

STUDENTS SHOULD

BE ABLE TO DO AS A

AFTER THE LESSON,

STUDENTS SHOULD BE ABLE TO… draw conclusions after testing a hypothesis,

gathering data and analyzing the results.


RESULT OF YOUR

LESSON.) STUDENTS SHOULD BE ABLE TO… create a persuasive script for a Public Service

Announcement that addresses the intended audience and is supported with personal

opinions, newly gained knowledge, and evidence.

STUDENTS SHOULD BE ABLE TO… connect new information to their own lives and

future driving habits.

C. WHAT ARE THE

ENDURING

UNDERSTANDINGS

THAT STUDENTS

SHOULD TAKE

AWAY FROM THE

LESSON? (DEFINE

THE BIG IDEAS.)

AFTER THE LESSON,

STUDENTS WILL UNDERSTAND THAT…… the choices drivers make can have long

term negative effects on themselves and others.

STUDENTS WILL UNDERSTAND THAT….experimental design is an informative

process that is not just for experts in the field, but can be utilized for a variety of

purposes.

STUDENTS WILL UNDERSTAND THAT…… they can influence their families, friends,

and others with their messages.

III. PLANNING

D. ESSENTIAL

QUESTION:

(ONE

OVERARCHING

LESSON QUESTION )

What safety implications could over multitasking have on everyday tasks you

complete and your personal safety?

E. ASSESSMENT:

(PERFORMANCE

TASK) WHAT WILL

THE STUDENTS DO

TO SHOW YOU THAT

THEY MASTERED

THE CONTENT?

I. To demonstrate content mastery, students will gather data as they test

their hypothesis and draw conclusions after analyzing the results.

II. To demonstrate content mastery, students will create persuasive

messages that include opinions, evidence, and newly gained knowledge

(see attached rubric).

III. To demonstrate content mastery, students will utilize blogs to

effectively answer reflection questions (see attached rubric).

F. CONTENT

LIST THE CONTENT

FOR THIS LESSON

ONLY.

(OUTLINE THE

CONTENT YOU WILL

TEACH TODAY-THIS

MAY COME FROM

YOUR CONTENT

OUTLINE)

I. Personal Safety & Multitasking

A. Cell phones, or PDAs, now have many uses.

1. Talking.

2. Texting.

3. Internet use.

4. Social networking.

B. Texting on cell phones has safety implications when performed while

driving.

1. Less attention paid to vehicle operation and to one’s


surroundings due to dual task interference – when the cognitive

power required completing each task is the same.

a. Texting while driving causes a 400% increase in time spent

with eyes off the road.

b. For every 6 seconds of drive time, a driver sending or

receiving a text message spends 4.6 of those seconds with

their eyes off the road. This makes texting the most

distracting of all cell phone related tasks.

c. Half of all drivers reported missing traffic signals when

using their cell phones for either talking or texting.

d. Half of all drivers ages 16-24 reported texting while driving

as opposed to 22% of drivers ages 35-44.

2. Those texting while driving are involved in more accidents.

a. Texting while driving claimed 16,141 lives between 2002-

2007.

b. Reaction times of ―texters‖ dropped 35% and they were

91% more likely to drift out of their lanes.

c. Texting while driving makes a young driver's reaction time

as slow as that of a 70-year-old.

C. Laws

1. 19 states currently have laws banning drivers from texting while

driving.

2. North Carolina’s law prohibiting texting while driving went into

effect on December 1, 2009.

3. N. C. penalties for texting and driving are enforced but not hefty.

a. Fine of $100.

b. Court cost of $130.

c. No points added to driving record or assessed to insurance.

G. HOOK:

(DESCRIBE HOW

YOU WILL GRAB

STUDENTS’

ATTENTION AT THE

BEGINNING OF THE

LESSON. BE

CREATIVE.)

Fountain Fall

A clip will be shown of a woman walking and falling into a mall fountain while

she was texting.

http://www.telegraph.co.uk/news/newstopics/howaboutthat/8268547/Dangers-of-

texting-while-walking-woman-falls-into-fountain.html

H. INSTRUCTION:

(TELL, STEP-BY-

STEP, WHAT YOU

WILL DO.)

I. Welcoming Comments & Outline for the Day

2 minutes

II. Point to Ponder


B. This will be written on a sentence strip and posted in the room so the

students can refer to it throughout the lesson.

C. Tell students to keep this statement in mind as we go through today’s

lesson. We will revisit it at the end of the day.

3 minutes

III. Hook- Fountain Fall

http://www.telegraph.co.uk/news/newstopics/howaboutthat/8268547/Dangers-of-texting-while-walking-woman-falls-into-fountain.html

http://www.telegraph.co.uk/news/newstopics/howaboutthat/8268547/Dangers-of-texting-while-walking-woman-falls-into-fountain.html


3 minutes

IV. Hook Discussion Activity-Fountain Fall

A. Teachers will act as discussion facilitators asking open ended questions to

stimulate thoughtful responses related to the Fountain Fall clip (hook

activity).

B. Questions will be projected for students to view (see attached Discussion

Activity document).



1. How did media multitasking put this person in danger?

2. Is this woman fully present during this particular instance? Do you

have moments like this on your odyssey through life?

3. This woman contemplated suing because no one helped her when she

fell in the fountain. Do you think she has a case? Explain your thinking.

5 minutes


A. Students will work with their chosen partners.

B. Partnerships will be given statement cards and they must decide if the

statements are facts or myths (see attached cards).

C. Once decisions are made, students will place cards on the interactive

bulletin board.


E. Research pertaining to the safety of texting and driving will be presented

through discussion as well as an overview of current laws governing this

type of multitasking.

F. Students will then have the opportunity to revisit their initial predictions on

the interactive bulletin board and change the card placement if necessary

based on newly acquired information.

10 minutes

VI. Driven Off Course Experiment

A. Procedures and Information: Students will test their hypothesis by

implementing an experiment they designed on Day 2 by participating in

multitasking while texting experiment. Participants include campers and

ECU adult buddies. On Day 1 of camp we will recruit four Course 1 ECU

students to participate in today’s experiment. Groups will have two

campers and two adults. Each person will have an opportunity to participate

in the experiment and record results. Groups will complete the course

twice. The first time will be without texting and the second time will be

while texting. After completing the experiment, students will compare the

data they gather by examining task accuracies and completion times. Set up

of the obstacle course will be completed by teachers after morning car pool

ends. This experiment will be recorded on a flip camera to be utilized for

the PSA.

B. Students will record data on their Experimental Design Chart and be given


instructions on the use of a stop watch. We will calculate percentages of

task accuracies in the classroom after the experiment. The experiment will

take place in the back parking lot of the elementary school utilizing razor

scooters, basketballs, cones, cell phones, etc.

C. Students will assume the roles they chose on Day 2 and begin their

experiment on the obstacle course. Each camper will have an opportunity to

participate as well as gather data.

D. After students and ECU adult partners have completed the Driven Off

Course Experiment, the students will be given time to reflect on the

experiment and results.

E. Teachers will act as discussion facilitators as the questions below are

projected for students to view (see Attached Driven Off Course Discussion

document).

1. How effective were the campers and ECU adult buddies at texting and

completing tasks? How did each group perform on the tasks while not

texting?

2. Did you think you responded well to the random distracters (ex. balls

bouncing through the course) while you were texting and completing a

second task? Did having your eyes off the task impact your response

time?

3. What connections and conclusions can you make between this

experiment and texting while driving?

4. Multitasking has many positive benefits, but how does excessive

multitasking impede or negatively influence your journey and odyssey

through life?

F. Students will complete the Experimental Design process utilizing the chart

and direction sheet (see attached).

G. Students will record their data, summarize the results, and draw

conclusions to determine whether their hypothesis was supported or

disproven by the data.

H. Students will utilize their experiment results and conclusions as they begin

writing their script for the Public Service Announcement (PSA) for a high

school driver’s education class.

30 minutes

VII. Writing the script for the PSA

A. Campers will continue writing their personal PSA scripts by reviewing

their entries recorded in their ―Brain Journals‖, blogs, Driven Off course

Experiment reflections, and the information presented throughout this

week’s odyssey of learning.

B. Teachers will facilitate as students form their personal thoughts and select

new information they would like to share with others. They will begin

planning a persuasive script utilizing a planning map and considering their

intended audience.

(http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf )

1. This includes writing a main goal.

2. They will follow this with selecting three reasons to support this goal.

3. Next they will list facts and examples that will persuade their audience.

C. A PSA Rubric that includes guidelines of required criteria for writing a

http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf


persuasive piece will be shared with campers to ensure a quality product

(see attached).

D. The campers will collaborate on the PSA script, considering their intended

audience, and beginning a rough draft in their ―Brain Journals‖ utilizing the

completed persuasion maps. Complete PSA Script

E. Student partnerships will review their PSA script and add any finishing

touches.

F. Students will individually complete a persuasive writing self-evaluation

located on the PSA Rubric. This is designed to ensure they are meeting all

the criteria required to create a quality product (see attached).

17 minutes

VIII. Messages Matter

A. Students will prepare for their Skype conference with Wake Forest-

Rolesville High School driver’s education students and instructor, Linda St.

Clair.

B. Ms. St. Clair has requested this PSA message be shared with Wake

County’s central office Driver’s Education department. She believes this

PSA could be utilized by all Drivers’ Education classes in Wake County.

C. In partnerships they will brainstorm questions they would like to ask the

students and instructor and record these in their ―Brain Journals‖.

D. Teachers will coach campers about questions they might be asked by the

instructor and high school students concerning their experiences at camp

and their PSA message.

IX. Reflective Blogging

A. Students will return to the blog they created on day 1

(www.WordPress.org ).

B. Students will make personal entries by blogging thoughts on today’s

lesson and activities.

C. Each student must respond to 2 questions below. Question 1 is required

for everyone and then each student will select 1 additional question

he/she wishes to answer.

D. Questions will be displayed on screen via the projector from a word

document.


topic of personal safety?


camp theme, odyssey?



5. I feel __________ about __________.

6. I wonder…

5 minutes

MATERIALS 1. Student laptops

2. Projector



3. ―Brain‖ notebook

4. Myth/Fact cards

5. Materials for Driven Off Course Experiment

a. Cell phones

b. Basketballs

c. Razor scooters

d. Knee and elbow pads/helmets

e. Timers

f. Cones

6. Fact/myth cards

7. Driven off course data

8. Sentence strips

9. Hook discussion questions

10. Driven Off Course discussion questions

11. Script rubric

12. Persuasive mini lesson



1. How did media multitasking put

this person in danger?

2. Is this woman fully present during

this particular instance? Do you

have moments like this on your

odyssey through life?


3. This woman contemplated suing

because no one helped her

when she fell in the fountain. Do

you think she has a case? Explain

your thinking.

Cell phones and PDAs can be used for more

than just phone calls. You can text and use the

internet with these devices

Fact

It is completely safe to text while driving as

long as you do it carefully.

Myth

Less attention is paid to the

surroundings and vehicle operation

when you text and drive due to dual task

interference.

Texting while driving causes a 400% increase

in time eyes are spent off the road.

Fact

For every 6 seconds of drive time, a driver

Fact


sending or receiving a text message spends 4.6

of those seconds with their eyes off the road.

Half of all drivers ages 16-24 reported texting

while driving as opposed to 2% of drivers ages

35-44.

Myth

22% of drivers ages 35-44 reported they

had texted and driven.

Texting and driving does not increase your

chances of being involved in an automobile

accident.

Myth

Texting while driving claimed 16,141

lives between the years of 2002-2007.

Reaction times of “texters” dropped

35% and they were 91% more likely to

drift out of their lanes.

Texting while driving makes a young driver's

reaction time as slow as that of a 50-year-old

person.

Myth

Texting while driving actually slows

your reaction time to that of a 70-year-

old person.

North Carolina’s law prohibiting texting while

driving went into effect on December 1, 2009.

Fact


The fine for texting and driving in N.C is

$2000.

Myth

The fine for texting and driving is $100

with a $130 court cost.

If you are ticketed for texting and driving, no

points are added to your driving record or

assessed to your insurance.

Fact


Driven Off Course Discussion

How effective were the campers and ECU adult

buddies at texting and completing tasks? How did

each group perform on the tasks while not texting?

Did you think you responded well to the random

distracters (ex. balls bouncing through the course)

while you were texting and completing a second

task? Did having your eyes off the task impact your

response time?

What connections and conclusions can you make

between this experiment and texting while driving?


Multitasking has many positive benefits, but how

does excessive multitasking impede or negatively

influence your journey and odyssey through life?

Experimental Design Chart

Question:

Information:

Hypothesis:

Test Hypothesis & Gather Data:

Results:

Conclusions:


Experimental Design Direction Sheet

Day 2:

10. Boxes in yellow will be completed on Day 2. 11. State your question. This question should be specific to what

you want to find out about texting while attempting to complete other tasks.

12. In the information box list any information acquired from lessons relating to texting.

13. Formulate a Hypothesis. Write a statement that predicts what may happen in your experiment.

14. Design an experiment to test your hypothesis. Day 3:

15. Boxes in green will be completed on Day 3. 16. Go back to the information box. Include any additional

information acquired from today’s lesson. 17. Test your hypothesis by conducting the experiment. 18. Record data as you conduct the experiment. 10. Summarize the results. Analyze the data and note trends in your experimental results. 11. Draw conclusions by determining whether or not the data you collected supports or disproves your hypothesis.


Public Service Announcement (PSA) Rubric

Please keep this rubric in your Brain Journal for reference during each step of

creating a PSA product.

PSA Preparation Rubric: Persuasive Writing and Video Clip

Selection No Somewhat Yes I have taken a clear stand on an issue in my writing


0 1 2

I have fully supported my written argument with

specific evidence and factual information.

0 1 2

I was effective in communicating the main message

to my target audience.

0 1 2

I have chosen quality video that clearly illustrates the

message.

0 1 2

I have selected video clips that grab the viewer’s

attention with a persuasive and creative message.

0 1 2

I have taken a clear stand on an issue in my writing


0 1 2

PSA Final Product Rubric: Reflection of Effectiveness No Somewhat Yes I have made a clear connection between the topic

and the audience I am addressing in my PSA.

0 1 2

I have included specific facts to support the main

argument.

0 1 2


I have presented an overall clear persuasive

message about a real problem offering possible

solutions.

0 1 2

I have utilized technology tools to enhance the PSA

message.

0 1 2


Brain Journal

Name: ______________________________

Your brain never stops developing and changing. It's been doing it

from the time you were an embryo, and will keep on this odyssey

the rest of your life. And this ability, perhaps, represents it greatest

strength.

- James Trefil (from Are We Unique?, 1997)


Reflections-Day 3



statement relate to the topic of

personal safety?


statement relate to the camp

theme, odyssey?


10. This information relates to my

life….

11. I feel __________ about

__________.

12. I wonder……


LESSON 4: “WRECKLESS ABANDONMENT”


LESSON OBJECTIVES:

At the conclusion of this lesson, the students will demonstrate their knowledge of and ability to use

technology tools to receive and share information by interactively participating in a SKYPE conference

(actively listening, questioning, sharing thoughts), utilizing a Flip camera, creating a PSA message on

Windows Movie maker, and blogging to share thoughts and newly acquired knowledge (NC eighth

grade technology objective 3.01).

At the conclusion of this lesson, the students will demonstrate their knowledge of evaluating and


creating arguments that persuade others by creating and sharing a PSA message (NC eight grade

language arts objective 3.03).



appraising changes in self throughout the learning process and evaluating personal circumstances and

background that shape interaction with newly acquired knowledge by responding to 4 of the 6 reflection

questions, referencing specific content and activities in their responses (NC eighth grade language arts

objective 1.04).


Multitasking has more positive than negative benefits on our odyssey through life.


A. WHAT 3

ITEMS ARE

WORTH

KNOWING?

(THINK

ABOUT THE

CONTENT YOU

HAVE

SELECTED.

WHAT IS

IMPORTANT

FOR

STUDENTS TO

KNOW?)

AFTER THE LESSON,

STUDENTS WILL KNOW THAT…addictive media multitasking can have negative health

implications.

STUDENTS WILL KNOW THAT… technology, if used incorrectly, can impact our safety and the

safety of others.

STUDENTS WILL KNOW THAT… we must make informed decisions about the use of technology in

our lives.

B. WHAT 3

ITEMS ARE

IMPORTANT

FOR

STUDENTS TO

BE ABLE TO

DO?

(DEFINE

WHAT

STUDENTS

SHOULD BE

ABLE TO DO

AS A RESULT

OF YOUR

LESSON.)

AFTER THE LESSON,

STUDENTS SHOULD BE ABLE TO… compose a persuasive PSA message that includes opinions,

relevant information and evidence.

STUDENTS SHOULD BE ABLE TO… utilize technology to enhance their messages and broaden their

audiences.

STUDENTS SHOULD BE ABLE TO…. connect new information to their own lives and reflect on how

their thinking has changed as a result.

C. WHAT ARE

THE

ENDURING

UNDERSTANDI

NGS THAT

STUDENTS

SHOULD TAKE

AWAY FROM

THE LESSON?

AFTER THE LESSON,

STUDENTS WILL UNDERSTAND THAT… they can influence audiences and share messages with

others beyond their family and school environment.

STUDENTS WILL UNDERSTAND THAT… what they learn and research today can influence their

decisions and habits in the future.


(DEFINE THE

BIG IDEAS.)

STUDENTS WILL UNDERSTAND THAT… making choices about multitasking can be positive and

negative, but we must decide carefully so that our odyssey through life is purposeful and safe.

III. PLANNING

D. ESSENTIAL

QUESTION:

(ONE

OVERARCHIN

G LESSON

QUESTION )

As you journey through life, how will you incorporate this information on multitasking to make

your life more focused and meaningful?

E.

ASSESSMENT:

(PERFORMAN

CE TASK)

WHAT WILL

THE

STUDENTS DO

TO SHOW YOU

THAT THEY

MASTERED

THE

CONTENT?

I. To demonstrate content mastery, students will utilize blogs to reflect on this week’s

odyssey of learning and how it has impacted their future habits.

II. To demonstrate content mastery, students will create a PSA message that includes

persuasive elements.

III. To demonstrate content mastery, students will collaborate, utilizing technology tools

including Flip cameras, SKYPE, and Windows Movie Maker to create a PSA

message for others. Students will utilize the PSA Rubric to evaluate their final

product.

F. CONTENT

LIST THE

CONTENT FOR

THIS LESSON

ONLY.

(OUTLINE THE

CONTENT YOU

WILL TEACH

TODAY-THIS

MAY COME

FROM YOUR

CONTENT

OUTLINE)

I. Health Implications of Media Multitasking

A. Addictive behaviors toward media multitasking cause an increased production of

stress hormones and adrenaline.

1. Increased production of stress hormones and adrenaline increase the risk of

severe stress and even rage.

2. If left unaddressed, severe stress can lead to strokes, heart attacks, high blood

pressure and a vast number of other serious health problems.

3. Rage not only leads to the destruction of property, it also affects relationships

and can lead to bodily harm.

G. HOOK:

(DESCRIBE

HOW YOU

WILL GRAB

STUDENTS’

ATTENTION

AT THE

BEGINNING OF

THE LESSON.

BE

CREATIVE.)

Highway Havoc

A. Show clip of a video of a man driving while reading a book, reading something on his

Kindle, and using his cell phone.

http://www.boomclips.com/videos.aspx/video~the_multitasking_driver/The_Multitasking

_Driver/Funny_videos/

B. Show a clip of two professional Nascar Drivers attempting to text and drive.

HTTP://WWW.HULU.COM/WATCH/210346/EXTREME-MAKEOVER-HOME-EDITION-NASCAR-

DRIVERS-PUT-TEXTING-TO-THE-TEST

http://www.boomclips.com/videos.aspx/video~the_multitasking_driver/The_Multitasking_Driver/Funny_videos/

http://www.boomclips.com/videos.aspx/video~the_multitasking_driver/The_Multitasking_Driver/Funny_videos/

http://www.hulu.com/watch/210346/extreme-makeover-home-edition-nascar-drivers-put-texting-to-the-test

http://www.hulu.com/watch/210346/extreme-makeover-home-edition-nascar-drivers-put-texting-to-the-test


X. Welcoming Comments & Outline for the Day

2 minutes

XI. Point to Ponder

D. Introduce the Point to Ponder.

E. This will be written on a sentence strip and posted in the room so the students can refer to

it throughout the lesson.

F. Tell students to keep this statement in mind as we go through today’s lesson. We will

revisit it at the end of the day.

3 minutes

XII. Hook Discussion Activity-Highway Havoc

D. Teachers will act as discussion facilitators asking open ended questions to stimulate

thoughtful responses related to the Highway Havoc clips (hook activity).

E. Questions will be projected for students to view (see attached Discussion Activity

document).

F. Once questions are presented, students will have a short time to contemplate their

responses prior to discussing with the group.

G. First clip:

1. Why are onlookers so amazed that this driver is doing all of this at once?

2. Based on the results of your experiment yesterday, what is the likely outcome for the

driver?

H. Second clip:

1. Are you surprised Nascar drivers, whose professional skills include expert driving, are

unsuccessful at texting and driving?

2. How does this change your thinking about multitasking while driving? Explain your

thinking.

10 minutes

XIII. Interactive Bulletin Board – “Driven to Distraction: Myth Busters”

G. Students will work with their chosen partners.

H. Partnerships will be given statement cards and they must decide if the statements are facts

or myths. (see attached cards).

I. Once decisions are made, students will place cards on the interactive bulletin board.

J. Teachers and students will discuss correct information.

K. Research pertaining to the health implications of media multitasking will be presented.

L. Students will then have the opportunity to revisit their initial predictions on the interactive

bulletin board and change the card placement if necessary based on newly acquired

information.

5 minutes

XIV. Light, Camera, Action

A. Flip cameras will be used for videotaping the PSA message. Campers will videotape each

partnership as they read their script.


B. Partnerships will view their messages and make adjustments as needed.

C. Clip selection: Students will evaluate selected clips from the Driven Off Course

Experiment utilizing the videotaped section of the PSA Rubric (see attached rubric).

D. Teacher will facilitate discussions as the campers select clips that provide evidence of

revised or confirmed hypotheses and best convey their messages.

E. Students will create the PSA with selected videotape clips and their prerecorded PSA

messages utilizing the Windows Movie Maker.

F. They will view their final product and reflect on the effectiveness of the message

including evidence, newly learned knowledge, and opinions.

G. At this time they will complete the last part of the PSA Rubric evaluating the PSA final

product (see attached rubric).

H. Campers will finish any last minute preparations for the parent presentation including

composing an invitation.

45 minutes in the morning

25 minutes in the afternoon

XV. Messages Matter

This conference will be conducted during the 1 hour block in the afternoon.

A. Students will prepare for their Skype conference with Wake Forest-Rolesville High

School driver’s education students and instructor, Linda St. Clair.

B. Ms. St. Clair has requested this PSA message be shared with Wake County’s central

office Driver’s Education department. She believes this PSA could be utilized by all

Drivers’ Education classes in Wake County.

C. The Skype conference will begin by viewing the PSA message and will be followed by a

question and answer session. Our campers will confer with Ms. St. Clair and her Driver’s

Education students. We will practice ―sharing a screen‖ with the instructor earlier in the

week to ensure success.

D. After the SKYPE conference, students will discuss any connections or observations they

made during this collaboration.

E. Teachers and students will confer by discussing how this conference has changed or

impacted their thoughts on texting and driving. The students will brainstorm other ways

this PSA message might be safely shared with others.

F. Teachers will place PSA on our AG websites to be accessed by students and their

families after camp has ended. The AG links will be listed on the newsletter given to

students and parents at the beginning of the week.

30 minutes in the afternoon.

MATERIALS

13. Student laptops

14. Projector

15. Brain Journal

16. Myth/Fact cards

17. Rubrics

18. Flip cameras


Lesson 4 Discussion Activity First Clip

Why are onlookers so amazed

that this driver is doing all of this at

once?

Based on the results of your

experiment yesterday, what is the

likely outcome for the driver?


Second Clip

Are you surprised Nascar drivers,

whose professional skills include

expert driving, are unsuccessful at

texting and driving?

How does this change your

thinking about multitasking while

driving? Explain your thinking.

There is not any health risks associated with

Myth


obsessive media multitasking.

There are some possible health side

effects from obsessive media

multitasking.

Addictive behaviors toward media

multitasking cause an increased

production of stress hormones and

adrenaline which can lead to extreme

stress and rage.

Fact

Strokes, heart attacks, and high blood pressure

are never associated with addictive media

multitasking.

Myth

Addictive and obsessive media

multitasking can lead to a variety of

serious health issues.

Excessive media multitasking can cause rage.

In some cases rage not only leads to the

destruction of property, it also affects

relationships and can lead to bodily harm.

Fact

Technology and multitasking are a part of our

lives each and every day. They assist us in

accomplishing many goals. We must learn to

carefully manage technology as a tool and

avoid becoming obsessed.

Fact

driven to distraction

Documents