1. M ODULE 4A: U NIT 2: L ESSON 14 Forming a Research-Based Claim: Comparing Cascading Consequences

2. A GENDA Opening Triad Talk: Revisiting Homework and Coding Consequences (15 minutes) Reviewing Learning Target; Introducing Comparing Risks and Benefits Chart (3 minutes) Work Time Modeling Comparing Risk and Benefits Chart (10 minutes) Creating the Comparing Risk and Benefits Chart (10 minutes) Adding to the Comparing Risks and Benefits Chart: Partner Work (5 minutes) Closing and Assessment Debrief (2 minutes) Homework Complete the Comparing Risks and Benefits for Teens on Screens chart. Continue independent reading (at least 20 minutes)

3. M ATERIALS Colored pencils (two different colors for each student) Sample Comparing Risks and Benefits chart for an after-school job (one per student and one to display) Document camera Position Paper Prompt anchor chart (from Lesson1) Comparing Risks and Benefits chart for teens on screens (one per student and one to display) Sample Comparing Risks and Benefits chart for teens on screens (for teacher reference) Model Comparing Risks and Benefits Chart Think- Aloud (for teacher reference) Researcher’s notebook (begun in Lesson 4; one per student) “Learning to Make Decisions Systematically” article (optional; see Homework, Meeting Students’ Needs column)

4. L ESSON V OCABULARY Intended Unintended

5. O PENING : T RIAD T ALK : R EVISITING H OMEWORK AND C ODING C ONSEQUENCES (15 MINUTES ) Take out your homework, the Cascading Consequences chart for teens on screens. “What is your strongest cascading consequence—the one you feel you understand the most clearly?” “Do you have any questions about what you wrote last night?” Share your homework You should copy the strongest cascading consequence onto your own chart

6. O PENING C ONTINUED … Distribute two different colored pencils You will now code your consequences If a consequence is positive, you should code it in one color If it is negative, you should code it in the other color. If it is neutral, you should leave it as is After a few minutes, answer these prompts: “What is your strongest negative cascading consequence—the one you feel you understand most clearly?” “What is your strongest positive cascading consequence—the one you feel you understand most clearly?”

7. O PENING : R EVIEWING L EARNING T ARGET ; I NTRODUCING C OMPARING R ISKS AND B ENEFITS C HART (3 MINUTES ) Read the learning target aloud: “I can create a Comparing Risks and Benefits chart based on teenagers and screen time, using my Cascading Consequences chart and researcher’s notebook.” Circle the words risk and benefit on the posted learning target Define the words “Negative consequence” is a risk and “positive consequence” is a benefit

8. O PENING C ONTINUED … “What do you notice about this chart?” “What do you wonder?” “It shows how teens are affected by this decision,” “It asks you to balance out the positives and the negatives,” and “It asks you to rank the benefits and risks.” Creating a chart that compares the benefits to the risks is the second piece of the research process that they have already begun “After examining both the potential benefits and risks of entertainment screen time, particularly to the development of teenagers, make a recommendation. Should the AAP raise the recommended daily entertainment screen time from two hours to four hours?”

9. O PENING C ONTINUED … You are using a structured decision-making process so that you can decide how to best answer this question based on the evidence from class reading and your additional research, rather than basing the decision on emotions or gut feelings. To answer this prompt, it is important to weigh risks and benefits against each other and decide which one is more important This should not be about what is most important to them personally This is a position paper in which you try to be as objective as possible about the risks and benefits.

10. W ORK T IME : M ODELING C OMPARING R ISKS AND B ENEFITS (10 MINUTES ) Distribute the Comparing Risks and Benefits chart for teens on screens We will now model how to use the chart. Refer to the chain of cascading consequences you added to the Cascading Consequences chart from “Is Google Making Us Stupid?” in Lesson 13, Work Time A. Think aloud about how to turn these consequences into entries on the Comparing Risks and Benefits chart, referring as needed to the sample Comparing Risks and Benefits chart for teens on screens (for teacher reference) Use the Model Comparing Risks and Benefits Chart Think-Aloud as needed

11. W ORK T IME : C REATING THE C OMPARING R ISKS AND B ENEFITS C HART (1 O MINUTES ) Remember the steps you have just taken to build the chart: 1. Read the Cascading Consequences chart for teens on screens, looking for negative and positive consequences. 2. Use the sentence stem to articulate the consequences. 3. Decide whether a consequence is unintended or intended. 4. Rank how serious a consequence it is. 5. Refer to the researcher’s notebook if necessary for clarification or ideas.

12. W ORK T IME C ONTINUED … Add to the chart You can use all parts of your notes, not just the one we modeled After 6 minutes, explain what you added to your chart “Did you identify the same consequences as the presenting partnership? Why or why not?” “Would you make any changes to this? What would you change? Why?” Revise your Comparing Risks and Benefits chart.

13. C LOSING AND A SSESSMENT : D EBRIEF (2 MINUTES ) Refocus whole class and review the learning target: “I can create a Comparing Risks and Benefits chart based on teenagers and screen time, using my Cascading Consequences chart and researcher’s notebook.” Using the Fist to Five Checking for Understanding technique, assess yourselves on the target.

14. H OMEWORK Finish the Comparing Risks and Benefits chart using your Cascading Consequences chart and researcher’s notebook as resources. Your goal is to compare at least six consequences. Continue independent reading (at least 20 minutes)