Cell Phones in the Classrooms of

C.S. 154?

Ms. Fahy

C.S. 154, Class 5-209

BFahy@schools.nyc.gov

Introduction:

The principal needs our help!

It has come to her attention that students' unauthorized possession/use of cell phones has become a problem in the classrooms of our school.

She has asked you, as the members of the 5^th grade class to analyze this issue, and present viable solutions.

Task:

v Your team will be expected to uncover the extent of the unauthorized use of cell phones in our school.

v You will study the problem by researching the cell phone issue in other schools.

v Based on your research, you will come up with solutions to the problem, the feasibility of such, and ultimately a school wide cell phone policy.

v Your team will present its findings and policy in the form of a one-page typewritten summary, PowerPoint and oral presentation.

Process/Resources:

1. The first order of business is for your 5^th grade class to work as a whole group to create a survey that will be administered to our 2^nd & 5^th grade students.

(Note: The surveyed students will be asked anonymously to provide honest information about their cell phone use in the classroom.)

2. The teacher will assign groups of four or five.

The teacher will identify your teams' leaders

Other roles will be selected by the members of your group

Each group will need to assign the following:

Problem Researcher, Policy Researcher, and a Feasibility Evaluator

Student Roles

Group Leader

v You will keep the other members of the group on task throughout the assignment.

v You will be responsible for documenting the other group members' progress by identifying their roles, assignments, and completion of such.

v You will also be responsible for visiting an assigned classroom to introduce the task and administer the survey.

v After administering and analyzing the survey you will provide information about the extent of the problem.

PPA Links:

What is the problem?

Where is the evidence?

Relevant Articles:

Schools, States Review Cell Phone Ban

The Pros and Cons of Allowing Cell Phones in the School

Should Phones Be Allowed in School? Let�s Weigh the Pros and Cons

Problem Researcher

v You will research the problem of cell phone use in the classroom.

Researcher's PPA Link:

What are the causes?

Where is the evidence?

Relevant Articles:

Schools, States Review Cell Phone Ban

The Pros and Cons of Allowing Cell Phones in the School

Should Phones Be Allowed in School? Let�s Weigh the Pros and Cons

Policy Researcher

v You will research policies schools have implemented.

PPA Link:

What policies can you create to correct the problem?

Relevant Articles:

Schools Have Lots of Options When Selecting a Cell Phone Policy

Schools Seek Balance for Cellphones in the Class

Example of a Cell Phone Policy

Feasibility Evaluator

v You will also research policies schools have implemented.

In addition:

v You will consider the feasibility of implementing the group's identified solution.

v You will identify the outcomes and consider the steps to overcome potential obstacles.

PPA Link:

What policies can you create to correct the problem?

What is the best policy to correct the problem?

Relevant Articles:

Schools Have Lots of Options When Selecting a Cell Phone Policy

Schools Seek Balance for Cellphones in the Class

Example of a Cell Phone Policy

Utilizing the assigned resources, you are expected to fulfill the responsibilities of your role.

� You will need to document your research utilizing the worksheets designated for your role. (You will find these in your "Cell Phones in the Classroom?" packet that was handed out to you. You can find examples of these worksheets as you peruse the PPA Links designated for your role.)

3. As a team, you will consider the evidence, research, and the feasibility of each policy. You will then craft your school policy. (This should be in the form of a one-page typewritten summary.)

4. Each member of the team is responsible for preparing 2-4 slides for the PowerPoint presentation. Make certain your slides are visually pleasing and not overloaded with text.

Click here for a PowerPoint Tutorial

5. Be prepared to present your team's School Wide Cell Phone Policy along with its PowerPoint presentation. Each member should share information that corresponds to the slides they created.

Evaluation:

You will be evaluated on the following rubric in five categories: Subject Knowledge, Explanations from Evidence, Tables, Graphs, and Graphics, School Wide Cell Phone Policy, and Questions.

Each category is worth up to four points. A passing score is 16 out of 20.

You will be graded by the audience for your presentation (your classmates, and teacher).

Points	1	2	3	4	Total
Subject Knowledge	The group does not have grasp of information. Many statements are incorrect or unsupported.	The group is uncomfortable with the information, leaves out important details and/or presents inaccurate information.	The group is at ease with the topic and presents accurate information.	The group demonstrates full grasp of the topic, presenting complete and accurate information.
Explanations from Evidence	The group either has no conclusions or the conclusions are not related to the evidence provided in the presentation.	Conclusions are very poorly related to the evidence provided in the presentation.	The group uses some data prior knowledge, research, and experience to draw conclusions but ignores other evidence introduced during the presentation.	The group uses all available data and his/her prior knowledge/research and experience to draw conclusions. If appropriate students include discussions of conflicting evidence.
Tables Graphs Graphics	Presentation includes no graphics or graphics are unrelated to the subject and or distract from the message.	The group does not explain tables/graphs, uses inappropriate graph type(s) or graphics conflict with conclusions.	Graphic illustrate evidence that supports the conclusion, appropriate graph type(s), used. Larger, smaller or simplified graphics	Appropriate graphics clearly present information that supports the conclusion and student accurately explains the graphics during the presentation.
School Wide Cell Phone Policy	The school wide cell phone policy is not presented.	The school wide cell phone policy is present but vague or not feasible.	The school wide cell phone policy is mostly detailed and feasible.	The school wide cell phone policy is detailed and feasible.
Questions	Students cannot answer questions aloud about the subject.	Students are able to answer only rudimentary questions, answers questions without explanation.	Students are at ease with answering most questions, but fail to elaborate.	Students answer all class questions with explanations and elaboration.
				Total Points

Conclusion:

The problem that you have worked on in this WebQuest has required your team to investigate and develop an understanding of an issue:

The unauthorized/possession of cell phones in our school.

By helping to solve this problem, you have not only helped our principal, you have developed important skills:

You have improved your ability to research and organize information, use technology, and think critically. In addition, you have worked successfully as a member of a team.

Congratulations!

Standards:

RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

RI.5.9: Integrate information from several texts on the same topic in order to write or speak about a subject knowledgeably.

W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

SL.5.1d: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.