After a few minutes add the class thinking to the anchor chart Remind students

After a few minutes add the class thinking to the

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Ask students to turn and talk with a partner to articulate another “if/then” statement from the reading. After a few minutes, add the class thinking to the anchor chart. Remind students to add to their own anchor chart. Be sure to add: – “If it adapted in the past, then it may adapt today. If it is adaptable, then it may be able to adapt to the digital world.” Stress the word “may” and remind students that Dr. Giedd and other researchers have theorized— that is, made an educated guess—that this is true. Ask: * “According to what you read last night, what is the difference between the adaptation of today and the adaptation of the past?” Prompt by reading this quote from Excerpt 1: “Might the unprecedented rate of change itself overwhelm adaptive mechanisms?” Read this several times. Ask a student to simplify it. Listen for students to understand that the digital environment is changing much faster than the environment has ever changed before. Allowing students to discuss with a partner before writing or sharing with the whole class is a low-stress strategy to help them process in a risk-free situation. Homework Meeting Students’ Needs Catch up on any reading from the first part of this unit. Read your independent reading book. Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G7:M4A:U1:L6 June 2014 10
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Grade 7: Module 4A: Unit 1: Lesson 6 Supporting Materials This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license.
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GRADE 7: MODULE 4A: UNIT 1: LESSON 6 Digital Revolution Text Structure Graphic Organizer Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G7:M4A:U1:L6 June 2014 12 Supporting Idea: Education (These boxes are where the author examines research findings in key areas relating to the main idea.) Conclusion (In a science article, the conclusion is where the author interprets the research or findings, makes a claim, and suggests further areas of study. Remember, scientists use evidence to hone existing questions or create new ones—not necessarily to come up with “the answer.”) Supporting Idea: Entertainment Why is it significant that video games increase dopamine levels in the brain? What is a potential problem of humans spending attention on entertaining activities that raise dopamine levels to Supporting Idea: Digital Revolution-Social Why is the human brain a “social brain”? What skills does a human being need in order to understand another person?
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