In this unit, students will continue to conduct close readings and then engage in independent research into the ways that the developing adolescent brain may be affected by screen time. Students will keep a researcher’s notebook in which they document their research findings, generate supporting research questions, and analyze the credibility of their sources as they determine how different authors use evidence to prove their points. Part 1 of the mid-unit assessment will ask students to analyze and evaluate two arguments: one presented in text and the other presented in a video (RI.7.5, RI.7.8, SL.7.3). Then, in Part 2, students will engage in a simulated research task focused on adolescents and screen time (RI.7.9, W.7.7, W.7.8, L.7.4c, L.7.4d). The assessment will incorporate selected response and short constructed response questions in order to assess students’ ability to research.
After the mid-unit assessment, students engage in a structured decision-making process to address the question: “Should the AAP raise its recommended daily screen time from two hours to four hours?” The process guides students to consider the information they gathered while researching, as well as the consequences and impact on stakeholders of each possible position. This leads students to the two-part end of unit assessment. In Part 1, students engage in a Fishbowl discussion about the possible positions they can take (SL.7.1). In Part 2, students formally present their position (SL.7.4, SL.7.5, SL.7.6).