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
AFTER THE LESSON,
STUDENTS WILL KNOW THAT… media multitasking is the attempt to do two or

A. WHAT 3 ITEMS ARE
WORTH KNOWING?
more things at once, with one task involving technology.
(THINK ABOUT THE
CONTENT YOU HAVE STUDENTS WILL KNOW THAT… the brain focuses on one task at a time.
SELECTED. WHAT IS Therefore, when attempting to multitask, the brain allocates focus according to
IMPORTANT FOR priority.
STUDENTS TO KNOW?)
STUDENTS WILL KNOW THAT… focus and productivity can be affected by

multitasking.
B. WHAT 3 ITEMS ARE AFTER THE LESSON,

IMPORTANT FOR
STUDENTS TO BE ABLE
TO DO? STUDENTS SHOULD BE ABLE TO… connect new knowledge from today’s
(DEFINE WHAT activities and experiment to their own lives and routines in order to make
STUDENTS SHOULD BE informed decisions about multitasking.
ABLE TO DO AS A
RESULT OF YOUR STUDENTS SHOULD BE ABLE TO…produce personal blogs, sharing new
LESSON.)
knowledge, opinions, and novel ideas with others.
STUDENTS SHOULD BE ABLE TO…video conference via SKYPE.
AFTER THE LESSON,
STUDENTS WILL UNDERSTAND THAT…what we know about the human brain

C. WHAT ARE THE
ENDURING
and how it works is constantly evolving and changing based on continuous
UNDERSTANDINGS THAT discoveries and advancements in neurological research.
STUDENTS SHOULD
TAKE AWAY FROM THE STUDENTS WILL UNDERSTAND THAT…their actions and decisions about
LESSON? (DEFINE THE
multitasking have consequences, positive and negative.
BIG IDEAS.)
STUDENTS WILL UNDERSTAND THAT…technology is valuable when utilized in a

manner conducive to positive brain function.
III. PLANNING
D. ESSENTIAL
QUESTION: How does brain function enable/limit multitasking performance and what
(ONE OVERARCHING implications does this have on a technologically dependent society?
LESSON QUESTION )
I. To demonstrate content mastery, students will correctly make

E. ASSESSMENT: adjustments to their predictions on the interactive bulletin board
(PERFORMANCE TASK) after content is covered.
WHAT WILL THE
STUDENTS DO TO SHOW
II. To demonstrate content mastery, students will utilize their new
YOU THAT THEY
MASTERED THE
blogs to effectively answer the reflection questions. The Reflection
CONTENT? Rubric will be presented to students prior to completing the
reflection (see attached rubric).
I. Multitasking
F. CONTENT
LIST THE CONTENT FOR
A. Definition according to Rosen (2008) – ―the human attempt to
THIS LESSON ONLY. do simultaneously as many things as possible‖ (p. 105).
(OUTLINE THE B. True multitasking is limited by the brain’s inability to process
CONTENT YOU WILL two or more thoughts or tasks at once.
TEACH TODAY-THIS
MAY COME FROM YOUR
II. Media Multitasking, Attention & Productivity
CONTENT OUTLINE)
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.
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
G. HOOK: attached for PowerPoint and obstacle course tasks).
(DESCRIBE HOW YOU B. Visual and auditory distracters will be utilized. Visual distracters are
WILL GRAB STUDENTS’ embedded in PowerPoint. Auditory distracters are embedded in
ATTENTION AT THE PowerPoint and there will also be songs playing from an iPod on the
BEGINNING OF THE
LESSON. BE CREATIVE.)
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.
I. Welcoming Comments, Introductions, & Outline for the Day

H. INSTRUCTION:
3 min
(TELL, STEP-BY-STEP,
WHAT YOU WILL DO.)
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
1. Student laptops
I. MATERIALS 2. Projector
3. Brain Journal
4. Myth/Fact cards
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

Fact
simultaneously as many things as possible.
Myth
The brain is capable of processing up to
The brain can only process one task or
three tasks or thoughts at once.
thought at a time.
Media Multitasking is the human attempt

Fact
to do two or more things in parallel with at
least one of the tasks involving technology.
The brain switches focus back and forth

between tasks since it is incapable of Fact
processing two thoughts or tasks at once.
Myth
The brain does not have the ability to
The brain prioritizes tasks when you
prioritize tasks.
attempt to multitask. It allocates more
attention to the task of most importance.
Myth
Those who multitask are much more
Those who multitask actually take
efficient at completing tasks than those
longer to complete each task and
who do one task at a time.
typically do so with less accuracy.
It takes an average of twenty minutes to

regain focus on a prior task after being Fact
interrupted by an email or text.
Myth
Technical interruptions have no effect on
Actually cost the economy about 900
workers or the economy.
billion annually.
Myth
Multitasking has shown to produce
shallow, unfocused thinkers who are
Multitasking promotes deep thinking.
quick to make decisions without deep
thought.
Media multitasking yields a generation of

Fact
impatient and impulsive children.
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 Complete 3 push-ups, 12 jumping

of water. Pour into 12 small cups jacks, blink 50 times counting
with equal portions. Place 1/3 of aloud, and crawl under 3 desks.
the cups in the window sill, 1/3 of
the cups near the door and 1/3 of
the cups by the board.
Fold a piece of paper in half, fold it Complete the maze by

in half again to make 4 quadrants. maneuvering a toy car through a
In the top left quadrant draw two series of miniature obstacles.
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.
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
By relating to the information given in
Jennifer Dahmen & Tammy Garland the PowerPoint.
The Odyssey
by: Homer
Odysseus was a Greek

warrior from Ithaca.
Ten years after the fall of
Troy, Odysseus still had not
Odyssey
returned home. “a long wandering and eventful
Calypso, a nymph, was so
journey”
in love with Odysseus that
she imprisoned him on her
island of Ogygia. 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: Homer
Many 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 “a Greek epic poem describing the journey of
returned home. Odysseus after the fall of Troy”
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.
http://www.google.com/search?hl=en&rlz=1T4IBMA_enUS311US311&defl=en&q=define:odyssey&
One of the suitors, Antinuous, planned sa=X&ei=gjzhTKx1gvqXB5nWoOAD&ved=0CBMQkAE
to assassinate the young Prince,

eliminating the only opposition to the
throne.
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 An intellectual or spiritual quest
from Calypso.
Calypso agreed to let Odysseus
leave so he built a ship and set sail www.merriam-webster.com
for home.
Odysseus ran into some trouble
from Poseidon, god of the sea, but
eventually reached Ithaca safely.
The Odyssey
by: Homer
Odysseus disguised himself as a beggar
before returning to his palace.
 No one recognized him, but Penelope
suspected this might be her long lost
There are several programs and companies
husband. that have used this reference to enhance
To find out, Penelope organized an their advertising. Some include educational
archery contest, promising to marry the materials, golfing equipment, cruise lines
man who can string her husbands bow and and marine equipment.
fire an arrow through a row of 12 axes. This
feat had only been accomplished by
Odysseus.
The Odyssey
by: Homer
At the contest, each suitor tried to 1. Who was Odysseus’s wife?
string the bow and failed.
Finally, Odysseus stepped up to the A. Telenachis
bow and fired an arrow through all B. Penelope
twelve axes with ease.
He then turned on the suitors, and
C. Calypso
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.
 Prepare to respond to each question using the

clicker given to you.
2. Why did Odysseus not return home
 Once the question is read, you will have 30 after the war?
seconds to respond.
A. He was killed in the war.
 At the end, we will review correct answers for
B. He became a Greek God.
each question and the number of correct
responses given for each question. C. He was kidnapped by a nymph.
 Responses are anonymous so no one will

know which answers were given by you.
3. Who kept Odysseus’s son safe from 4. Who is the leader of the gods?
the suitors who were trying to A. Poseidon
assassinate him? B. Zeus
A. Athena C. Odysseus
B. His mother, Penelope
C. Zeus
5. What disguise did Odysseus use 6. What is the name of Odysseus’s

when he returned home? kingdom?
A. War Hero A. Ithaca
B. Shop Keeper B. Troy
C. Beggar C. Turkey
7. Which of these is not definition of Odyssey? 8. Which of the following product or service does
A. A long wondering and eventful journey
not utilize the name Odyssey for advertising?
A. Educational Materials
B. An intellectual or spiritual quest
B. Cruise Line
C. A part of the brain
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.
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 0 1 2
and thorough understanding of the
subject matter.
Student uses specific and convincing 0 1 2
examples from the lesson content to
support writing, making insightful
and applicable connections between
content and self.
Student effectively relates lesson 0 1 2
topic to either the Point to Ponder or
the odyssey camp theme, citing
specific examples from lesson
content.
Student uses sophisticated language
that is precise and engaging, with 0 1 2
notable sense of voice, awareness of
audience and purpose, and varied
sentence structure.
Student follows blogging protocol as 0 1 2
outlined in direction sheet.
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.
AFTER THE LESSON,

A. WHAT 3 ITEMS
ARE WORTH
KNOWING?
STUDENTS WILL KNOW THAT… intelligence is dependent on transferring information
(THINK ABOUT THE from working memory to long term memory and this process requires complete
CONTENT YOU HAVE focus.
SELECTED. WHAT IS
IMPORTANT FOR STUDENTS WILL KNOW THAT… attempts to multitask interrupt focus which interferes
STUDENTS TO
with information transferring from working memory to long term memory.
KNOW?)
STUDENTS WILL KNOW THAT… chronic media multitasking can cause brain burnout.
B. WHAT 3 ITEMS
ARE IMPORTANT AFTER THE LESSON,

FOR STUDENTS TO
BE ABLE TO DO?
STUDENTS SHOULD BE ABLE TO… connect new knowledge from today’s activities
(DEFINE WHAT
STUDENTS SHOULD
and experiment to their own lives and routines in order to make informed decisions
BE ABLE TO DO AS A about multitasking and technology use.
RESULT OF YOUR
LESSON.) 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.
AFTER THE LESSON,
C. WHAT ARE THE STUDENTS WILL UNDERSTAND THAT… their learning is affected by the choices they
ENDURING make.
UNDERSTANDINGS
THAT STUDENTS
SHOULD TAKE AWAY
STUDENTS WILL UNDERSTAND THAT… technology is valuable when utilized in a
FROM THE LESSON? manner conducive to learning.
(DEFINE THE BIG
IDEAS.) 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: How does multitasking, and more specifically media multitasking, affect one’s
(ONE ability to learn and what implications does this have on a technologically dependent
OVERARCHING society?
LESSON QUESTION )
E. ASSESSMENT: I. To demonstrate content mastery, students will correctly make adjustments to

(PERFORMANCE their predictions on the interactive bulletin board after content is covered.
TASK) WHAT WILL
THE STUDENTS DO
II. To demonstrate content mastery, students will utilize their blogs to
TO SHOW YOU THAT effectively answer the reflection questions (see attached rubric).
THEY MASTERED
THE CONTENT?
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 I. Learning & Multitasking
FOR THIS LESSON
ONLY.
A. Intelligence is dependent on transferring information from working
(OUTLINE THE memory to long term memory.
CONTENT YOU WILL
TEACH TODAY-THIS
1. To commit information to long term memory requires complete
MAY COME FROM focus.
YOUR CONTENT 2. If focus is broken the contents of the thought may be forever lost.
OUTLINE) 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
Weakest Think
A. Each partnership will have a timer and will record their results in their
G. HOOK:
―Brain Journal‖.
(DESCRIBE HOW
YOU WILL GRAB
B. Task 1: While partner one watches the timer partner two will count from 1-
STUDENTS’ 10 as fast as possible. Record time.
ATTENTION AT THE C. Task 2: Partner two will then recite alphabet from a to j as quickly as
BEGINNING OF THE possible while partner one times. Record time.
LESSON. BE
D. Task 3: Partner two will then try to combine steps one and two and recite as
CREATIVE.)
quickly as possible (Example: 1, A, 2, B, etc.). Partner 2 watches the timer.
Record results.
E. Switch roles and complete steps B-D.
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
H. INSTRUCTION: lesson. We will revisit it at the end of the day.
(TELL, STEP-BY- 3 min
STEP, WHAT YOU
WILL DO.) 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.
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
1. Brain Journal
I. MATERIALS 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

Fact
requires complete focus.
Myth
Media multitasking helps one transfer
Media multitasking interferes with
knowledge into long term memory because you
knowledge transfer as it causes breaks in
gain more knowledge by doing more things.
focus.
Multitasking inhibits one’s ability to make Fact

connections due to loss of focus.
Multitasking leads to poor retention and

Fact
retrieval of information due to breaks in focus.
Myth
Multitasking increases one’s ability to
conceptually understand new information Multitasking diminishes one’s ability to
because you have lots of exposure to new conceptually understand new
information. information.
Myth
Media multitasking has negative

Media multitasking has positive implications implications on learning due to constant
on learning due to the exposure to more distracters.
information.
Distractions such as emails, phone calls, and

Fact
text messages cause a temporary decline in IQ.
Myth
In order to build your brain you should Constant media multitasking can cause
constantly participate in media multitasking. brain burnout which negatively affects
learning.
The learning abilities of today’s children are

Myth
not as affected by media multitasking as
Media multitasking impedes learning no
adults’ learning abilities because today’s
matter one’s age.
children began using technology at much
earlier ages.
More learning takes place from reading than

internet surfing due to constant breaks in focus Fact
when using the internet.
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
piece and provided reasons to support my view.
I have fully supported my written argument with 0 1 2
specific evidence and factual information.
I was effective in communicating the main message 0 1 2
to my target audience.
I have chosen quality video that clearly illustrates the 0 1 2
message.
I have selected video clips that grab the viewer’s 0 1 2
attention with a persuasive and creative message.
PSA Final Product Rubric: Reflection of Effectiveness

No Somewhat Yes
I have made a clear connection between the topic 0 1 2
and the audience I am addressing in my PSA.
I have included specific facts to support the main 0 1 2
argument.
I have presented an overall clear persuasive 0 1 2
message about a real problem offering possible
solutions.
I have utilized technology tools to enhance the PSA 0 1 2
message.
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 0 1 2
and thorough understanding of the
subject matter.
Student uses specific and convincing 0 1 2
examples from the lesson content to
support writing, making insightful
and applicable connections between
content and self.
Student effectively relates lesson 0 1 2
topic to either the Point to Ponder or
the odyssey camp theme, citing
specific examples from lesson
content.
Student uses sophisticated language
that is precise and engaging, with 0 1 2
notable sense of voice, awareness of
audience and purpose, and varied
sentence structure.
Student follows blogging protocol as 0 1 2
outlined in direction sheet.
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.
AFTER THE LESSON,

A. WHAT 3 ITEMS
STUDENTS WILL KNOW THAT… texting while driving impairs your ability to focus
ARE WORTH
KNOWING? on the main task, driving.
(THINK ABOUT THE
CONTENT YOU HAVE STUDENTS WILL KNOW THAT… texting and driving increases your chances of
SELECTED. WHAT IS being in an accident.
IMPORTANT FOR
STUDENTS TO
KNOW?) STUDENTS WILL KNOW THAT… North Carolina has current laws regarding the use
of texting while driving.
B. WHAT 3 ITEMS
ARE IMPORTANT AFTER THE LESSON,
FOR STUDENTS TO
BE ABLE TO DO? STUDENTS SHOULD BE ABLE TO… draw conclusions after testing a hypothesis,
(DEFINE WHAT gathering data and analyzing the results.
STUDENTS SHOULD
BE ABLE TO DO AS A
RESULT OF YOUR STUDENTS SHOULD BE ABLE TO… create a persuasive script for a Public Service
LESSON.) 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.
AFTER THE LESSON,

STUDENTS WILL UNDERSTAND THAT…… the choices drivers make can have long
C. WHAT ARE THE
term negative effects on themselves and others.
ENDURING
UNDERSTANDINGS
THAT STUDENTS STUDENTS WILL UNDERSTAND THAT….experimental design is an informative
SHOULD TAKE process that is not just for experts in the field, but can be utilized for a variety of
AWAY FROM THE
purposes.
LESSON? (DEFINE
THE BIG IDEAS.)
STUDENTS WILL UNDERSTAND THAT…… they can influence their families, friends,
and others with their messages.
III. PLANNING
D. ESSENTIAL
QUESTION:
(ONE
OVERARCHING What safety implications could over multitasking have on everyday tasks you
LESSON QUESTION ) complete and your personal safety?
I. To demonstrate content mastery, students will gather data as they test

their hypothesis and draw conclusions after analyzing the results.
E. ASSESSMENT:
(PERFORMANCE
TASK) WHAT WILL II. To demonstrate content mastery, students will create persuasive
THE STUDENTS DO messages that include opinions, evidence, and newly gained knowledge
TO SHOW YOU THAT (see attached rubric).
THEY MASTERED
THE CONTENT?
III. To demonstrate content mastery, students will utilize blogs to
effectively answer reflection questions (see attached rubric).
F. CONTENT
I. Personal Safety & Multitasking
LIST THE CONTENT
FOR THIS LESSON
A. Cell phones, or PDAs, now have many uses.
ONLY. 1. Talking.
(OUTLINE THE 2. Texting.
CONTENT YOU WILL 3. Internet use.
TEACH TODAY-THIS 4. Social networking.
MAY COME FROM
B. Texting on cell phones has safety implications when performed while
YOUR CONTENT
OUTLINE)
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:
Fountain Fall
(DESCRIBE HOW
YOU WILL GRAB
STUDENTS’ A clip will be shown of a woman walking and falling into a mall fountain while
ATTENTION AT THE she was texting.
BEGINNING OF THE http://www.telegraph.co.uk/news/newstopics/howaboutthat/8268547/Dangers-of-
LESSON. BE
texting-while-walking-woman-falls-into-fountain.html
CREATIVE.)
I. Welcoming Comments & Outline for the Day

2 minutes
II. Point to Ponder
H. INSTRUCTION: A. Introduce the Point to Ponder.
(TELL, STEP-BY-
B. This will be written on a sentence strip and posted in the room so the
STEP, WHAT YOU
WILL DO.)
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

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
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
1. Student laptops
MATERIALS
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 Fact
internet with these devices
Myth
Less attention is paid to the

It is completely safe to text while driving as
surroundings and vehicle operation
long as you do it carefully.
when you text and drive due to dual task
interference.
Texting while driving causes a 400% increase

Fact
in time eyes are spent off the road.
Fact
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.
Myth
Half of all drivers ages 16-24 reported texting
while driving as opposed to 2% of drivers ages
22% of drivers ages 35-44 reported they
35-44.
had texted and driven.
Myth
Texting while driving claimed 16,141

Texting and driving does not increase your
lives between the years of 2002-2007.
chances of being involved in an automobile
Reaction times of “texters” dropped
accident.
35% and they were 91% more likely to
drift out of their lanes.
Myth
Texting while driving makes a young driver's
reaction time as slow as that of a 50-year-old
Texting while driving actually slows
person.
your reaction time to that of a 70-year-
old person.
Fact
North Carolina’s law prohibiting texting while
driving went into effect on December 1, 2009.
The fine for texting and driving in N.C is Myth

$2000. The fine for texting and driving is $100
with a $130 court cost.
If you are ticketed for texting and driving, no

Fact
points are added to your driving record or
assessed to your insurance.
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 fully supported my written argument with 0 1 2
specific evidence and factual information.
I was effective in communicating the main message 0 1 2
to my target audience.
I have chosen quality video that clearly illustrates the 0 1 2
message.
I have selected video clips that grab the viewer’s 0 1 2
attention with a persuasive and creative message.
PSA Final Product Rubric: Reflection of Effectiveness

No Somewhat Yes
I have made a clear connection between the topic 0 1 2
and the audience I am addressing in my PSA.
I have included specific facts to support the main 0 1 2
argument.
I have presented an overall clear persuasive 0 1 2

message about a real problem offering possible
solutions.
I have utilized technology tools to enhance the PSA 0 1 2
message.
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 AFTER THE LESSON,
WORTH
KNOWING? STUDENTS WILL KNOW THAT…addictive media multitasking can have negative health
(THINK implications.
ABOUT THE
CONTENT YOU STUDENTS WILL KNOW THAT… technology, if used incorrectly, can impact our safety and the
HAVE
safety of others.
SELECTED.
WHAT IS
IMPORTANT STUDENTS WILL KNOW THAT… we must make informed decisions about the use of technology in
FOR our lives.
STUDENTS TO
KNOW?)
B. WHAT 3
ITEMS ARE AFTER THE LESSON,
IMPORTANT
FOR STUDENTS SHOULD BE ABLE TO… compose a persuasive PSA message that includes opinions,
STUDENTS TO relevant information and evidence.
BE ABLE TO
DO?
STUDENTS SHOULD BE ABLE TO… utilize technology to enhance their messages and broaden their
(DEFINE
audiences.
WHAT
STUDENTS
SHOULD BE STUDENTS SHOULD BE ABLE TO…. connect new information to their own lives and reflect on how
ABLE TO DO their thinking has changed as a result.
AS A RESULT
OF YOUR
LESSON.)
C. WHAT ARE
THE AFTER THE LESSON,
ENDURING
UNDERSTANDI STUDENTS WILL UNDERSTAND THAT… they can influence audiences and share messages with
NGS THAT others beyond their family and school environment.
STUDENTS
SHOULD TAKE
STUDENTS WILL UNDERSTAND THAT… what they learn and research today can influence their
AWAY FROM
THE LESSON?
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: As you journey through life, how will you incorporate this information on multitasking to make
(ONE your life more focused and meaningful?
OVERARCHIN
G LESSON
QUESTION )
E. I. To demonstrate content mastery, students will utilize blogs to reflect on this week’s
ASSESSMENT: odyssey of learning and how it has impacted their future habits.
(PERFORMAN
CE TASK)
WHAT WILL II. To demonstrate content mastery, students will create a PSA message that includes
THE persuasive elements.
STUDENTS DO
TO SHOW YOU
THAT THEY
III. To demonstrate content mastery, students will collaborate, utilizing technology tools
MASTERED including Flip cameras, SKYPE, and Windows Movie Maker to create a PSA
THE message for others. Students will utilize the PSA Rubric to evaluate their final
CONTENT? product.
F. CONTENT
LIST THE I. Health Implications of Media Multitasking
CONTENT FOR A. Addictive behaviors toward media multitasking cause an increased production of
THIS LESSON
ONLY.
stress hormones and adrenaline.
(OUTLINE THE 1. Increased production of stress hormones and adrenaline increase the risk of
CONTENT YOU severe stress and even rage.
WILL TEACH 2. If left unaddressed, severe stress can lead to strokes, heart attacks, high blood
TODAY-THIS
pressure and a vast number of other serious health problems.
MAY COME
FROM YOUR
3. Rage not only leads to the destruction of property, it also affects relationships
CONTENT and can lead to bodily harm.
OUTLINE)
G. HOOK: Highway Havoc

(DESCRIBE A. Show clip of a video of a man driving while reading a book, reading something on his
HOW YOU Kindle, and using his cell phone.
WILL GRAB
STUDENTS’
http://www.boomclips.com/videos.aspx/video~the_multitasking_driver/The_Multitasking
ATTENTION _Driver/Funny_videos/
AT THE
BEGINNING OF B. Show a clip of two professional Nascar Drivers attempting to text and drive.
THE LESSON.
HTTP://WWW.HULU.COM/WATCH/210346/EXTREME-MAKEOVER-HOME-EDITION-NASCAR-
BE
CREATIVE.) 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.
13. Student laptops

14. Projector
15. Brain Journal
MATERIALS
16. Myth/Fact cards
17. Rubrics
18. Flip cameras

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.
Myth
There is not any health risks associated with
obsessive media multitasking. There are some possible health side

effects from obsessive media
multitasking.
Addictive behaviors toward media

multitasking cause an increased
Fact
production of stress hormones and
adrenaline which can lead to extreme
stress and rage.
Myth
Strokes, heart attacks, and high blood pressure
are never associated with addictive media Addictive and obsessive media
multitasking. 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
Fact
destruction of property, it also affects
relationships and can lead to bodily harm.
Technology and multitasking are a part of our

lives each and every day. They assist us in
accomplishing many goals. We must learn to Fact
carefully manage technology as a tool and
avoid becoming obsessed.

Driven To Distraction

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Driven To Distraction

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Tammy Garland & Jennifer Dahmen Final Unit Plan

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

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

II. PREPLANNING: BEGIN WITH THE END IN MIND

AFTER THE LESSON,

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

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

B. WHAT 3 ITEMS ARE AFTER THE LESSON,

STUDENTS SHOULD BE ABLE TO…video conference via SKYPE.

AFTER THE LESSON,

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

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

I. To demonstrate content mastery, students will correctly make

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

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

Odyssey Obstacle Course

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

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

A. Introduce the Point to Ponder.

III. Hook Activity – Odyssey Obstacle Course

IV. Discussion Activity

A. Teachers will act as discussion facilitators asking open ended

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

A. Students will choose partners.

VI. Multitasking List

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

VII. SKYPE Conference

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

VIII. Reflective Blogging

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

5. Materials for Odyssey Obstacle Course

Multitasking is the human attempt to do

Media Multitasking is the human attempt

The brain switches focus back and forth

It takes an average of twenty minutes to

Media multitasking yields a generation of

Obstacle Course Tasks

Fill glass pitcher with 15 1/2 cups Complete 3 push-ups, 12 jumping

Fold a piece of paper in half, fold it Complete the maze by

Read information on the screen

Odysseus was a Greek

to assassinate the young Prince,

 Prepare to respond to each question using the

 Responses are anonymous so no one will

5. What disguise did Odysseus use 6. What is the name of Odysseus’s

B. Shop Keeper B. Troy

Blogging Direction Sheet

Blogging Safety Tips:

Never post pictures of yourself or anyone else.

Stage One: Sign up

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

7. Stage Two: Sign in

8. Your “dashboard.” Huh?

Stage Three: Blog Focus

Stage Four: Choosing your theme

9. Stage Six: Getting the hang of the visual editor

10. Stage Seven: Go back to edit stuff

Lesson 1 Discussion Activity

1. How effective were you at completing the obstacle

2. Which components did you find the most distracting?

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

4. What conclusions can you draw based on the results

5. What implications might this have on your daily