TEEN BRAINS Argument MiniUnit Power Point adapted by

TEEN BRAINS Argument Mini-Unit Power. Point adapted by Amy Vujaklija and Jean Wolph from materials developed by Beth Rimer, Ohio Writing Project, for the National Writing Project i 3 College Ready Writers Program, funded by the Department of Education.

Teen Brain: What do each of these words mean? Journal 1 Study the image. What is the claim this image is making about teen brains? What is your response to this image? What do you think about this image as a representation of teenage brains or of how teens live their lives?

Journal 1, continued: Re-read what you’ve written. Then add “For example, . . . ” and refer to either the image or personal examples. Teen Brain

Sample Student Response, Grade 9 The picture is claiming that teen brains are very impulsive and that most of the decisions and thoughts teens make are under these main categories. I believe a lot of that is true and that they eventually grow out of it. For example, when a teen gets money the first thing they do is go out and spend it. It's an impulsive decision. Who would like to share their journal entry aloud?

Journal 2: Create a 2 -column chart in your notebook. Then watch the video. Jot down facts you hear in Column 1. Teenage Brain Video (We will watch/write 2 times. ) I Say They Say

Sample Student Response It says: I say: During childhood, the brain makes billions more connections than we can use. Well used connections are strengthen, and seldom used ones die off. Teen brains work differently than adult brains. Teen brains use the amygdala. Adult brains use the frontal cortex instead. Frontal cortex is where planning, reason, and moral decisions reside.

What are some of the key facts that we heard? Let’s capture key ideas on an anchor chart. Add information that others share to your own chart (Column 1). Afterward, add your reactions in Column 2.

Sample Student Response It says: During childhood, the brain makes billions more connections than we can use. Well used connections are strengthened, and seldom used ones die off. Teen brains work differently than adult brains. Teen brains use the amygdala. Adult brains use the frontal cortex instead. Frontal cortex is where planning, reason, and moral decisions reside. I say: When does a person switch from using the amygdala to the frontal cortex? This definitely explains the process of maturity, in a more scientific way. How can I keep my connections from dying off? Maybe I need to practice piano more now, and do more math.

Journal 3: Add to your journal writing. Use your “They Say / I Say Chart to add a paragraph or more to your writing about the Teen Brain. Use sentence starters like these: “As e e r g a u o y n Whe e e r ag s i d u o y n e Wh Dr. Turgulen-Todd says, “ “The video “The Amazing Brain” explains …” “ According to …” “Supporting my example, …” “Just as the video shows …” “Although the researcher says …” “While the video explains …”

Partner Check! Did you each use the agree/disagree sentence starters to talk about evidence from the video? Switch papers and read what your partner has written. Underline those starters.

Sample Student Response According to the diagram of the teen brain, most of the decisions teens make are impulsive ones. I agree with this, but I don't necessarily think that's because of their age. Although the video says most teens use their amygdala to make decisions while adults use the frontal cortex, I don't agree with this. What about the adults that still haven't matured and act like they are teenagers?

Journal 6 As you read the article, highlight new information about the teen brain. ll i w “The Teenage Brain” by Amanda Leigh s i h t e , t r o e u Mascarelli / October 17, 2012. t q a L s u p l ! t e x h e t the Be ready to share ideas you underlined.

If you need more examples… Look for stories in the news…

Journal 4: Watch the video: http: //www. cnn. com/2014/10/27/us/washingtonschool-shooting/index. html Then write what you are now thinking or wondering about teen brains.

Journal 5: Watch the video: http: //www. cnn. com/video/data/2. 0/video/us/2 014/10/21/lead-dnt-brown-colorado-teen-girls -radicalized. cnn. html Read what you have written so far. Then write what you are now thinking or wondering about teen brains.

Journal 7: What’s your claim? Today, you’ll make a claim about teenage brains and the connection between the brain and behavior or choices. FIRST: Re-read everything you have written about teen brains. NEXT: We’ll learn about claims.

CLAIM: A position that can be argued Key Characteristics es a o d How iffer d m i a l c ? t c a from • Identifies the writer’s stance (where he/she STANDS on the issue) n a s i m • Is specific A clai N. PINIO O • Shows the direction of your thinking • May use an “umbrella” term that relates to the major points you’ll make • Doesn’t “give away” all of your evidence • Avoids terms such as “I think” or “I feel”

3 Major Types of CLAIMS Sample Key Words Example FACT IS or IS NOT ARE or ARE NOT BETTER/BEST, MORE/LESS, WORSE/WORST --IER or IEST words SHOULD/SHOULD NOT Fast Food is unhealthy. (writer is trying to prove something is true) VALUE (requires writer to share or establish criteria) POLICY (writer is trying to change the way things are) Tacos are a healthier choice than hamburgers. Schools should serve healthier foods.

Are These Good Claims? Teen brains are impulsive. No! This is a fact from the article. Because teen brains are impulsive, we should provide teens with courses on decision-making. Yes! This USES a fact from the article to suggest an action.

What claims could we make? We’ll try these claim starters: Because the research on teen brains says _____, we should (or should not) _____. Although the research on teen brains says _____, we should (or should not) _____. We’ll test our claims and revise, if needed: Test to make sure that each one is a CLAIM (takes a position). Test to make sure we aren’t just stating a fact or research finding from the article. Check the list to make sure there are options for a variety of opinions.

Sample “Teen Brain” Claims: Because the research on teen brains shows teens are impulsive and emotional, we should raise the driving age to 18. Because teen brain research shows it’s hard for teens to resist rewards, we should use more rewards to change classroom behavior. Because brain research shows that we lose connections that we don’t use, schools should provide more opportunities for students to learn foreign language in elementary school. Because teens’ brains make them rebellious, teachers should involve teens in making school rules. Although teen brain research shows teens act on instinct instead of logic, we need to give them room to make mistakes and learn from them.

Brainstorm a List of Teen Brain Claims: Because the research on teen brains shows teens are impulsive and emotional, we should _____________. Because teen brain research shows it’s hard for teens to resist rewards, we should/shouldn’t________________. Because brain research shows that we lose connections that we don’t use, we should/shouldn’t ____________. Because teens’ brains make them rebellious, we should/shouldn’t ________. Although teen brain research shows teens act on instinct instead of logic, we should/shouldn’t _______.

Ramp it up! Fill in these claim templates with OTHER research from the article or video: Because the research on teen brains says _____, we should (or should not) _____. Although the research on teen brains says _____, we should (or should not) _____.

Journal 8: Class List of Teen Brain Claims (Type in the claims that meet our criteria. )

Choose a claim that interests you from the class list. Start writing at the end of your last entry on teen brains. Then introduce your claim. Explain your thinking so that we understand your opinion about teen brains.

Sample Student Response #1 According to scientists, the teen brain is slower than an adult brain. That's why they say that all teens make bad decisions. In my opinion I think that what the scientists say does not apply to every teen. There are teens that know how to speak for themselves and make good decisions and stay out of trouble. There are other teens whose attitudes and decisions do apply to what scientists say. Celebration: The writer has formed an opinion after reading the 3 texts. Area for growth: Remove “In my opinion” and “I think. ” Just state your claim. Try to use the claim starter: Although the research says teen brains are slower than adult brains, we should not assume that this applies to every teen.

Sample Student Response #2 Teenage years are a time for experimenting and testing the limits. It’s the time in our lives where we can make mistakes and learn from them. Even though brain studies now show that teen brains tend to be impulsive and emotional, we should not change the rules and laws relating to teens just to protect us from negative consequences. To do that would eliminate important opportunities for us to try our wings. Celebration: The writer has formed an opinion after reading the 3 texts. Next Steps: Make a more specific reference to the research behind this (such as a quote, a scientist’s name, etc. ) The idea about experimenting and testing limits came from the article. To use it without attribution is PLAGIARISM.

Journal 9: Use your Student Planner to find evidence that will support your claim. Claim: Write your claim here. . Source: Put the title, author, and publication information here. Evidence List RELEVANT facts or quotes from the article here. Select only the underlined “new facts” that will help you prove your claim. Connection Explain your thinking in selecting this evidence. How does the fact relate to your claim? How does it apply to what you are trying to prove? Outcome Help us understand what might happen if we do as you are suggesting.

Now that you’ve identified most of the evidence you’ll use… it’s time to make the evidence WORK for you.

One problem writers sometimes have is using evidence effectively. Today we’ll focus on connecting our evidence to the claim.

Let’s try an example on a different topic: Claim: Our school should increase its recycling efforts.

Evidence collected so far: Statistics and facts about recycling and about the school’s practices Next we CONNECT them to our claim.

Source: Waste. Free. Lunches. org Evidence from research “Lunch foods cause a big trash problem. In fact, on average a school-age child using a disposable lunch generates 67 pounds of waste per school year. That equals 18, 760 pounds of lunch waste for just one average-size elementary school. ” A waste-free lunch could save $246. 60 per school year person. Claim: Our school should increase its recycling efforts. How could we connect this piece of evidence to our purpose, to convince readers that we should increase our recycling efforts?

Source: Waste. Free. Lunches. org Evidence from research Connection to claim: Our school should increase its recycling efforts. “Lunch foods cause a big trash problem. In fact, on average a school-age child using a disposable lunch generates 67 pounds of waste per school year. That equals 18, 760 pounds of lunch waste for just one average-size elementary school. ” A waste-free lunch could save $246. 60 per school year person. Students at our school often bring disposable containers in their sack lunches. Encouraging everyone to use washable containers instead would reduce the amount we throw away each day.

Source: T. Pragya, “Recycling Facts for Kids” Evidence from research Claim: Our school should increase its recycling efforts. Families throw away 6 How could we connect the evidence to our trees of paper in a purpose, to convince readers that we should year. increase our recycling efforts ?

Source: T. Pragya, “Recycling Facts for Kids” Evidence from research Connection to claim: Our school should increase its recycling efforts. Families throw away 6 Some of the paper we use at school is sent home in trees of paper in a the form of notes and newsletters. We could year. reduce the number of notes home by posting most notices on our website instead.

Source: T. Pragya, “Recycling Facts for Kids” Evidence from research We use 4 million plastic bottles an hour. The average person uses 107 bottles and 160 cans a year. “Reusing saves landfill space. We are running out of places to bury our trash. ” Claim: Our school should increase its recycling efforts. How could we connect the evidence to our purpose, to convince readers that we should increase our recycling efforts?

Source: T. Pragya, “Recycling Facts for Kids” Evidence from research Connection to claim: Our school should increase its recycling efforts. We use 4 million plastic bottles an hour. The average person uses 107 bottles and 160 cans a year. Preparing cafeteria lunches for students means a large number of bottles and cans are emptied each day. We could reduce the amount of trash sent to the landfill if we recycled them instead. “Reusing saves landfill space. We are running out of places to bury our trash. ”

How can we explain the process we just used? How will we apply it to our own research in order to make a stronger connection between our evidence and our claim?

Next Steps: Column 1 Return to TEEN BRAINS • Organize the key facts and stats you plan to use Column 2 • Explain how/why those facts are relevant to your claim Column 3 • Help us see the outcome—what will happen if we do as you suggest?

Journal 10: DRAFTING. Take the ideas in each row of your Planner into a Paragraph. Introduce the Source and Piece of Evidence. Connect the evidence to the claim: 1. 2. 3. Describe the context or situation—what the evidence made you think about. Explain the relevance of the evidence to this situation—why the evidence applies to this new situation. Imagine the potential result or outcome—how things might be different. Write a concluding paragraph that leaves readers with something to think about

Check your writing. . . Did you use sentence starters that help you show where information came from? That show you are using the information? Mascarelli says, “ “As Ms “The article “Teen Brains” in Science News explains …” “ According to the scientist [name] ” “Although the article about teen brains in Science News says …” “While the scientist [name] explains …” “In addition …” “Corroborating …”

Journal 11: Read what you have written so far. What Key Words or Phrases might you want to provide definitions of for your reader?

Sample Student Response (Circled words that need to be defined. ) The teenage brain seems to be a more complex system than adult brain. Their hormones and chemical balances go off the walls during that period of time. I mean even the tiniest thing can cause us to lose our flipping minds and freak out. For an example the chemical dopamine is released when something good happens to a teenager like finding money or getting a compliment these chemicals can make us feel amazing but other ones that are released can make us dreadful and down right disgusted with our self. Our bodies are affected by emotions but are controlled by chemicals that's why some things affect some people differently than others. You can't be a very emotional person if you're gonna join the military which also means your brain can't release too much of a chemical that releases sadness or irrational thoughts. And I agree with the article but our brains aren't affected by emotions they are affected situations. The situations cause the emotions or the spikes in certain chemicals such as dopamine. But people often forget that our emotions are real but they are purely chemical and they tend to misunderstand how the brain and body usually works. So maybe if people were to understand their brains and body more maybe they can control themselves more. Granted you can't change the chemicals balances by turning a faucet hose but you can THINK about a situation.

Key Words (another student sample) -adolescence is a transitional stage of physical and psychology development that begins at the onset of puberty, usually between ages 11 and 13, and ends with adulthood -prefrontal cortex: the front portion of the brain, just behind the forehead, which controls executive functions in the brain. d l u o. rw t e f t a i r r d w e e h h t , t t to x n i e e N s e h t t r e s n i

Journal 12: Develop a concluding paragraph that leaves your reader thinking or that makes clear what you want readers to do, think, or believe.

Journal 13: Read through your draft. Does it flow? Are there things you need to add or take out? Paragraphs you want to switch around? Make changes. Then save this revised draft in your folder. In a later unit, you may decide to develop this piece further or to select another draft to turn into a published piece.