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!!!!!!
Jennifer Dahmen & Tammy Garland, ECU AIG Units, Summer 2011
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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!!!!!!
Tammy Garland & Jennifer Dahmen Final Unit Plan
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
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.
Tammy Garland & Jennifer Dahmen Final Unit Plan
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.
Tammy Garland & Jennifer Dahmen Final Unit Plan
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!
Tammy Garland & Jennifer Dahmen Final Unit Plan
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.
Tammy Garland & Jennifer Dahmen Final Unit Plan
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.
Tammy Garland & Jennifer Dahmen Final Unit Plan
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?
Tammy Garland & Jennifer Dahmen Final Unit Plan
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?
3. Today I learned…..
4. This information relates to my life….
5. I feel __________ about __________.
6. I wonder……
Tammy Garland & Jennifer Dahmen Final Unit Plan
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
Tammy Garland & Jennifer Dahmen Final Unit Plan
DRIVEN TO DISTRACTION
LESSON 2: SPACE BETWEEN YOUR EARS: THE FINAL FRONTIER
I. DEFINE THE CONTENT
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.
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 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)
LESSON POINT TO PONDER:
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.
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… 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
Tammy Garland & Jennifer Dahmen Final Unit Plan
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.
Tammy Garland & Jennifer Dahmen Final Unit Plan
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
A. Introduce the 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).
Tammy Garland & Jennifer Dahmen Final Unit Plan
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 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
V. Interactive Bulletin Board – “Driven to Distraction: Myth Busters”
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.
D. Teachers and students will discuss correct information.
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
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?
Tammy Garland & Jennifer Dahmen Final Unit Plan
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:
Tammy Garland & Jennifer Dahmen Final Unit Plan
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.
Tammy Garland & Jennifer Dahmen Final Unit Plan
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
piece and provided reasons to support my view.
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
Tammy Garland & Jennifer Dahmen Final Unit Plan
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
Tammy Garland & Jennifer Dahmen Final Unit Plan
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)
Tammy Garland & Jennifer Dahmen Final Unit Plan
Reflections-Day 3
Tammy Garland & Jennifer Dahmen Final Unit Plan
7. How does the Point to Ponder
statement relate to the topic of
personal safety?
8. How does the Point to Ponder
statement relate to the camp
theme, odyssey?
9. Today I learned…..
10. This information relates to my
life….
11. I feel __________ about
__________.
12. I wonder……
DRIVEN TO DISTRACTION
LESSON 4: “WRECKLESS ABANDONMENT”
I. DEFINE THE CONTENT
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
Tammy Garland & Jennifer Dahmen Final Unit Plan
creating arguments that persuade others by creating and sharing a PSA message (NC eight grade
language arts objective 3.03).
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).
LESSON POINT TO PONDER:
Multitasking has more positive than negative benefits on our odyssey through life.
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…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.
Tammy Garland & Jennifer Dahmen Final Unit Plan
(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