Addiction To Cell Phones

English Class

Mrs. Messina

cmessina2@schools.nyc.gov

INTRODUCTION

In today's digital age, cell phones have become an integral part of teenagers' lives. They provide a means of communication, entertainment, and access to information. However, the rise of cell phone addiction among teenagers has become a growing concern. With the constant notifications, social media updates, and the need to stay connected, teenagers are finding it increasingly difficult to put their phones down. As a result, they are experiencing negative consequences, such as decreased academic performance, disrupted sleep patterns, and increased levels of anxiety and depression. The effects of cell phone addiction can also impact their social relationships, causing them to feel disconnected from the real world. In this context, it is essential to raise awareness about the dangers of excessive cell phone usage and help teenagers learn responsible and healthy digital habits to avoid the detrimental effects of this addiction.

TASK

During this unit, we will learn about cell phone addiction and research cell phone addiction in schools and create a solution to the problem. You will be divided into groups to research and identify resources that address the growing problem of cell phones. Your group will be responsible for putting together a presentation where you will create a plan on how students at Rachel Carson High School in Brooklyn, New York can help solve the growing problem of cell phone addiction.

PROCESS/RESOURCES

Think back to our lesson on low rates of attendance in Rachel Carson High School. As a team we worked on using the six step PPA Process to create a policy that would help us deal with the attendance issues our students may face. Over the next few days, you will be using the PPA Process to create a presentation on how we here at RCHS can work together to help fight the social problem of cell phone addiction.

Here is a reminder of the six steps of the PPA Process:

1. Define the problem

2. Gather Evidence

3. Identify the cause

4. Evaluate the existing policy

5. Develop a Solution

6. Select the Best Solution

Day One (Define the Problem & Gather Evidence)

In your group, conduct research on the issue of cell phone addiction in the classroom. Look for credible sources that discuss the negative effects of excessive cell phone usage in the classroom, such as decreased academic performance and attention, and disrupted classroom dynamics.

https://www.edutopia.org/article/guiding-students-develop-clear-understanding-their-cell-phone-use/

https://www.verizon.com/articles/cell-phone-addiction/

Day Two (Identify the Causes & Evaluate the Existing Policies)

Identify the causes of cell phone addiction and research existing solutions that have been implemented in other schools or countries to address this issue.

Here are some links to get you started:

https://newsela.com/read/cell-phones-allowed-in-schools/id/42077/

https://newsela.com/read/keeping-teens-off-phones/id/56686/

Day Three (Develop a Solution)

Based on your research findings, propose a solution that can effectively address the issue of cell phone addiction in the classroom. Your solution should be practical, easy to implement, and should consider the perspectives of both students and teachers. Be creative in your proposed solution and include specific steps on how it can be implemented in the school.

Day Four (Select the Best Solution)

Using the information and ideas you have gathered, create a persuasive and informative presentation to convince the school administration to implement your proposed solution. Your presentation should include the following elements:

● A clear introduction that explains the issue of cell phone addiction in the classroom.

● A discussion of your research findings and their implications.

● A detailed explanation of your proposed solution, including the steps required to implement it.

● A summary of the potential benefits of your proposed solution, such as improved academic performance and better classroom dynamics.

● A conclusion that summarizes your presentation and calls for action.

Day Five (Presentation)

Groups will present their research and solutions to the class.

EVALUATION

Research Project Rubric

CATEGORY	Great Work!	Good Job!	Getting There!	Not Quite!
Persistence	I know that making mistakes is one of the biggest parts of success. While I might get discouraged or take a break after I make a mistake, I always return to the problem and try it a different way. If I can’t think of the next thing to try, I will ask my teachers or peers to get their ideas. I know that if I keep trying to understand I will eventually succeed.	I know that making mistakes is part of learning. When things get hard, I try as many new strategies as necessary until I accomplish my goal. I will often ask my peers or teacher how I can improve. I know that you aren’t learning if you aren’t failing.	When I start making mistakes I don’t immediately give up. I try a couple of different strategies before giving up, including asking for help from my teacher.	I will sometimes try things that I’m not sure I will quickly do well. I can handle making one mistake and will try doing it a different way before giving up. Sometimes I will ask for help, but not in front of other people
Content	My presentation clearly demonstrated the key information for my assigned topic and its impact in today’s society. I utilized a relevant scholarly source and included creative images.	My presentation mostly demonstrated the key information for my assigned topic and its impact in today’s society. I utilized a relevant scholarly source and included images.	My presentation somewhat demonstrated the key information for my assigned topic and its impact in today’s society. I utilized a somewhat relevant scholarly source and included images.	My presentation did not demonstrate the key information for my assigned topic and its impact in today’s society. I did not utilize a scholarly source nor images.
Presentation	I spoke loudly and clearly. I showed direct eye contact to the class. My body language was appropriate (speaking to the class, NOT the teacher.)	I spoke clearly. I mostly showed direct eye contact to the class. My body language was mostly appropriate (speaking to the class, NOT the teacher.).	I spoke somewhat unclearly. I somewhat showed direct eye contact to the class. My body language was somewhat appropriate (speaking to the class, NOT the teacher.)	I did not speak loudly or clearly. I did not show direct eye contact to the class. My body language was not appropriate (speaking to the class, NOT the teacher.)
Team role fulfillment	Participated in all group meetings, took on leadership role as necessary. Did the work that was assigned by the group.	Participated in most group meetings. Provided leadership when asked. Did most of the work assigned by the group.	Participated in some group meetings. Provided no leadership. Did some of the work assigned by the group.	Participate in few or no group meetings. Provided no leadership. Did little or no work assigned by the group.

CONCLUSION

After completing your presentation, reflect on what you have learned about the issue of cell phone addiction and the process of proposing a solution. Discuss the strengths and weaknesses of your proposal and consider how it can be improved or modified to make it more effective.

STANDARDS

RST1: Cite specific evidence to support analysis of scientific and technical texts, charts, diagrams, etc. attending to the precise details of the source. Understand and follow a detailed set of directions.

WHST5: Conduct short research projects to answer a question (including a self-generated question by the end of grade 8), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

9-10SL1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others.