3.
4. Create a poster
and an oral presentation
you can give your assigned class to assist them in resolving this water bottle crisis.
Process: PPA
1.
Evidence: Create a survey with your group that can
be administered to each class on your designated grade.
2.
Causes of the Problem: Analyze the results from your survey
with your group and create graphs to
display the reasons why this is a problem within your grade.
3.
Note the Existing Policy: What is
being done currently to help solve the plastic water bottle problem in our
school? Is it working? Why or why not?
Write the answers
on the worksheet.
4. Develop Solutions: Brainstorm with
your group solutions to the plastic water bottle problem and decide on the best
solution, record ideas on the worksheet.
Feasible: The solution needs to be cost
effective, no money (or very little money) needs to be spent to implement the
solution.
Effective: The solution has to be something
everyone can participate in.
5.
Solution:
Create a poster and an oral presentation you can give your
class explaining the solution they are going to implement to help resolve our
school wide plastic water bottle problem.
Evaluation: Use the rubric below to make sure you include all the
necessary components in your tasks.
|
0-1
|
2
|
3
|
|
Survey
|
The survey is not cohesive, it contains some
necessary questions, it provides some data
|
The survey is easy to fill out, contains some of the
necessary questions, provides some of the data
|
The survey is easy to fill out, contains all
necessary questions, provides enough data
|
|
Data Analysis
|
Group’s data is not combined, results are difficult
to understand, determined some reasons for plastic water bottle usage
|
Combined group’s data, results are not clearly
defined, determined some reasons for plastic water bottle usage
|
Combined group’s data, results are easy to
understand, determined top reasons for plastic water bottle usage
|
|
Poster/ Oral Presentation
|
The poster is not appealing, the poster somewhat
defines a solution, the presentation is not clear and tries to explain the
steps to the solution
|
The poster is somewhat appealing, the poster states
the solution, the presentation explains the steps to the solution but
not as clearly as it should be
|
The poster is appealing and engaging, the poster
clearly defines the solution, the presentation is concise and clearly
explains the steps to the solution
|
Conclusion: The students realized the prevalence of plastic water
bottle usage and learned the importance of finding alternatives, reusing and
recycling.
Resources:
·
Graphs
https://www.template.net/design-templates/print/graph/
·
Survey Monkey
https://www.surveymonkey.com/user/sign-up/?ut_source=marketing_page&ut_source2=rebrand_sem
·
Recycling & Waste Reduction
https://dnr.wi.gov/files/PDF/pubs/wa/WA1561.pdf
·
School Recycling Made Easy
http://lessismore.org/materials/23-school-recycling/
·
NYC School Recycling Guide
https://www1.nyc.gov/assets/dsny/downloads/pdf/promotional-materials/school-recycling-guide-k-srg.pdf
Standards:
New York State P-12
Science Learning Standards
MS-ESS3-3. Apply scientific principles to design a method
for monitoring and minimizing a human impact on the environment.
3-5-ETS1-2. Generate and compare multiple possible solutions
to a problem based on how well each is likely to meet the criteria and
constraints of the problem.
Common Core Standards
RST.6-8.7 Integrate quantitative or technical information expressed in
words in a text with a version of that information expressed visually (e.g., in
a flowchart, diagram, model, graph, or table). (MS-ESS3-2)
