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Vandalism
at PS/MS 146 702 Ms.McDermott |
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Tired
of seeing the school bathrooms destroyed daily?
Vandalism
is the mistreatment and destruction of public or private property. Our student
bathrooms have been the victim of vandalism far too long. Inappropriate
drawings and vulgar words have been written in the stalls. Toilet paper and
soap have been misused and made a mess of daily. Bathroom accessories have been
thrown in the toilets and destroyed.
Our
school community leaders work hard to create a warm and welcoming environment.
However, certain students are working against them in their mistreatment of the
bathrooms. Mrs. Cross has been monitoring this issue closely and wants our
class to create a solution.
For this assignment, you and your group are
tasked to create a slideshow with a detailed proposal on how to combat
vandalism in our school bathrooms. We need to find solutions to ensure our
bathrooms are safe and usable for ALL students.
You will work collaboratively in groups of 5
students to conduct research on the topic of Vandalism in school communities,
its causes, impacts, and potential solutions. By the end of the 5 days, you
will have created a visual presentation and a letter to Mrs. Cross to explain
your findings and communicate your solutions to your Principal.
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Google Slides
- Slides
must include visuals, text evidence, analysis, and proposed solutions.
- Know
your Audience! You will be sharing this to our school Admin Team, use
formal academic language and correct grammar.
- Have at
least 10 slides. Plus an additional slide with
sources you used.
a.
Address your letter to your school
Administrators.
b.
Include a brief summary of your task, your
findings, and why this issue is important to you and our school community.
c.
List your proposed solutions.
d.
Wrap up your letter with the main takeaway from
your research.
In your
research you will use the Public Policy Analyst (PPA) tool as an outline!
PROCESS
To complete this task, you will use the 6 steps
in the PPA to solve the problem of vandalism in our school bathrooms. The six
steps of the PPA Process are: define the problem, gather the evidence,
identify the cause, evaluate the existing policy, develop a solution, select
the best solution.
Your groups have been assigned to you. To
begin, pick job roles with your group to ensure a collaboration among team
members.
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Job Roles |
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Team Leader - Keeps the group on track - Makes sure group is using
accountable talk and showing respect to each other - Manages when disagreements arise - Supports all group members |
Creative Director - Responsible for generating and
sharing ideas for the visual display and design of the project - Allows everyone to have a say and
participate in the creative aspects of the task. |
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Scribe - Writes down the groups findings and
organizes ideas - Types and edits final drafts |
Researcher - Leads the team into the sources - Helps designate resources and
support team members in understanding the materials. |
Day 1-2: Gather Evidence
Identify and explain the problem that you are
researching. Ensure that you can convey why this condition is undesirable.
The goal of your research is to find proof that
this problem actually exists. You can use statistics, primary or secondary
sources, articles from newspapers or magazines, blogs, podcasts, etc.
Consider the following questions: - What is
vandalism? What does it look like? - What are different forms of vandalism? -
What percentage of students experience vandalism (statistics)?
Interviews: - You will
formulate a series of questions on the topic of vandalism and interview 4-5 of
your peers and/or teachers. Interviews will be recorded and included in the
presentation
Experiment: - You will
design a social experiment, wherein you will create a vandalism scenario in a
public space and observe and record public reaction to the scene.
Guiding
Prompts include: - Do other students become involved? If so, how? - Is the behavior
encouraged or discouraged? - Do any adults become involved? If so, how? - How
is the scenario resolved? - What are your observations and thoughts on the
outcome of the experiment?
Day 3: Identify Causes
What causes vandalism in schools? Who causes
vandalism in schools? Why do students vandalize shared school property? What
are the consequences of vandalism for students?
Day 4: Evaluating Existing Public Policies
Research existing policies that already exist
regarding vandalism. What do these policies say? Who do they protect? Who do
they benefit? Do they address the issue of how vandalism can be stopped? Or
prevented? Do these policies work? Do they need to be changed?
Day 5: Developing Solutions
Create a new public policy solution for this
social problem. What are some alternatives that you think would help solve or
prevent the problem? What changes or modifications can you make to existing
solutions?
Video: Vandalism in the Bathroom: How One School Stopped it
with a Restorative Circle
Article: 6 Tips to Protect Your
School from Vandalism
News Story: 4 teens charged following vandalism at Blue Valley High School
NYT Article : Is Vandalism
a Problem in Your School?
Students Speaking Out - Vandalism
Education World - Dr. Ken Shore: Vandalism
Fast Facts - School
Crime Statistics
How Do I Prevent School Vandalism?
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Google Slides Presentation |
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Category |
1 |
2 |
3 |
4 |
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Visual design |
Several graphics are unattractive
AND detract from the content of the presentation. |
All graphics are attractive but a
few do not seem to support the theme/content of the presentation. |
A few graphics are not attractive
but all support the theme/content of the presentation. |
All graphics are attractive (size
and colors) and support the theme/content of the presentation. |
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Organization |
There is no clear plan for the
organization of information. |
Some information is logically
sequenced. An occasional slide or item of information seems out of place. |
Most information is organized in a
clear, logical way. One slide or item of information seems out of place. |
Information is organized in a
clear, logical way. It is easy to anticipate the type of material that might
be on the next slide. |
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Content |
Content is typically confusing or
contains more than one factual error. |
The content is generally accurate,
but one piece of information is clearly flawed or inaccurate. |
Most of the content is accurate but
there is one piece of information that might be inaccurate. |
Content is accurate and appropriate
for the task. |
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Cooperation |
Group often is not effective in
delegating tasks and/or sharing responsibility. |
Group delegates tasks and shares
responsibility effectively some of the time. |
Group delegates tasks and shares
responsibility effectively most of the time. |
Group delegates tasks and shares
responsibility effectively all of the time. |
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Grammar |
Grammar and spelling is not correct. Students do not use grade appropriate
vocabulary and sentence structure. |
Grammar and spelling is mostly correct with some errors. Students struggled to
use grade appropriate vocabulary and sentence structure. |
Grammar and spelling is mostly correct with few errors. Students mostly use
grade appropriate vocabulary and sentence structure. |
All grammar and spelling is correct. Students use grade appropriate vocabulary and
sentence structure. |
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Letter Rubric |
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Category |
1 |
2 |
3 |
4 |
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Audience |
Letter is misaddressed and does not
follow standard letter writing format. |
Letter is addressed and follows
standard letter writing format with some errors. |
Letter is addressed and follows
standard letter writing format with few errors. |
Letter is correctly addressed and
follows standard letter writing format. |
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Organization |
There is no clear plan for the
organization of information. |
Some information is logically
sequenced. An occasional slide or item of information seems out of place. |
Most information is organized in a
clear, logical way. One slide or item of information seems out of place. |
Information is organized in a
clear, logical way. It is easy to anticipate the type of material that might
be on the next slide. |
|
Content |
Content is typically confusing or
contains more than one factual error. |
The content is generally accurate,
but one piece of information is clearly flawed or inaccurate. |
Most of the content is accurate but
there is one piece of information that might be inaccurate. |
Content is accurate and appropriate
for the task. |
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Grammar |
Grammar and spelling is not correct. Students do not use grade appropriate
vocabulary and sentence structure. |
Grammar and spelling is mostly correct with some errors. Students struggled to
use grade appropriate vocabulary and sentence structure. |
Grammar and spelling is mostly correct with few errors. Students mostly use
grade appropriate vocabulary and sentence structure. |
All grammar and spelling is correct. Students use grade appropriate vocabulary and
sentence structure. |
You have completed your WebQuest on vandalism!
Amazing work following the pubic policy analysis
framework to uncover vandalism and its impact on our school community. You have
raised awareness, analyzed solutions and created a call to action in response
to this issue.
ELA STANDARDS
7W6:
Conduct research to answer questions, including self-generated questions,
drawing on multiple sources and refocusing the inquiry when appropriate.
Generate additional related questions for further research and investigation.
7W7: Gather relevant information from multiple sources; assess the credibility
and accuracy of each source; quote or paraphrase the data and conclusions of
others; avoid plagiarism and follow a standard format for citation.
7SL1:
Engage effectively in a range of collaborative discussions with diverse
partners; express ideas clearly and persuasively, and build on those of others.
7SL4:
Present claims and findings, emphasizing salient points in a focused, coherent
manner with relevant descriptions, facts, details, and examples; use appropriate
eye contact, adequate volume, and clear enunciation.
7SL5:
Include digital media and/or visual displays in presentations to clarify claims
and findings and emphasize salient points
MATH STANDARDS
NY-7.SP Statistics and Probability