Kristy Hellmund
Saint Francis of Assisi Catholic Academy
Introduction
Everyday we throw away paper, plastic bottles, cartons of milk, plastic bags and snack wrappers with the regular garbage. Do you ever think...where does all of this trash go?
Americans produce more than 236 million tons of garbage. That is about 5 pounds PER PERSON!
Tasks
Did you ever notice that our school does not have recycling bins? Our paper, plastic bottles and wrappers go in with our everyday garbage.
Your teacher wants you to help make a change! In groups of 4, you will come up with your very own plan of action! This is an idea to help our school recycle our materials such as paper, water bottles and wrappers. Using the 6 Steps of the Public Policy Analysts Model [PPA], you will research what recycling is, how you can recycle and why recycling is important.
THINK: How does it affect our environment? How can we make recycling a habit
in our school? What is your plan of action?
With your group, you will use your researched information to write a 1-2 page paper explaining why recycling is important and what we will be doing to include recycling in our school!
After you are finished with your writing assignment, you will make a display board for us to present around the school. Be creative! These will be presented at the Annual Science Fair! Your goal is to grab the attention of everyone at Saint Francis of Assisi Catholic Academy in hopes that they will help us make a change! This board should include the 6 Steps of the PPA Model to describe your groups plan of action! You and your group will use the worksheets you filled out with all your researched material to complete your display board.
What to include for our display board:
-Title
-6 Steps of PPA Model describing what the issue is [ not enough recycling at Saint Francis of Assisi Catholic Academy ]
-Your group’s plan of action to help solve this issue
-Facts that support your argument
-Pictures
Examples:
Process/Resources
Process:
Links to the 6 Steps of the Public Policy Analyst (PPA)
4. Evaluate an Existing Policy
After looking over the 6 steps, use these worksheets to help
research your topic. Fill out the worksheets as you go along to keep your work
organized.
Links to PPA Worksheets
1. Define the Problem: Worksheet#1
2. Gather the Evidence: Worksheet #2
3. Identify the Causes: Worksheet #3
4. Evaluate an Existing Policy: Worksheet #4
5. Develop Solutions: Worksheet #5
6. Select the Best Solution: Worksheet#6
Resources:
These are all helpful sites including information about what it means to recycle, how to recycle and the importance of recycling. Use these to help you find information throughout your project!
· Brainpop JR- Reduce, Reuse, Recycle
Evaluation
Writing assignment:
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Organization |
Information is very organized with well-constructed paragraphs. |
Information is organized with well-constructed paragraphs. |
Information is organized, but paragraphs are not well-constructed. |
The information appears to be disorganized. 8) |
|
Paragraph Construction |
All paragraphs include introductory sentence, explanations or details, and concluding sentence. |
Most paragraphs include introductory sentence, explanations or details, and concluding sentence. |
Paragraphs included related information but were typically not constructed well. |
Paragraphing structure was not clear and sentences were not typically related within the paragraphs. |
|
Quality of Information |
Information clearly relates to the main topic. It includes several supporting details and/or examples. |
Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. |
Information clearly relates to the main topic. No details and/or examples are given. |
Information has little or nothing to do with the main topic. |
|
Resources |
All sources (information and graphics) are accurately documented in the desired format. |
All sources (information and graphics) are accurately documented, but a few are not in the desired format. |
All sources (information and graphics) are accurately documented, but many are not in the desired format. |
Some sources are not accurately documented. |
Display Board:
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Knowledge Gained |
Student can accurately answer all questions related to facts in the poster and processes used to create the poster. |
Student can accurately answer most questions related to facts in the poster and processes used to create the poster. |
Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster. |
Student appears to have insufficient knowledge about the facts or processes used in the poster. |
|
Grammar |
There are no grammatical mistakes on the poster. |
There is 1 grammatical mistake on the poster. |
There are 2 grammatical mistakes on the poster. |
There are more than 2 grammatical mistakes on the poster. |
|
Content - Accuracy |
All 6 steps of the PPA Model are displayed on the poster. |
At least 5 steps of the PPA Model are displayed on the poster. |
3-4 steps of the PPA Model are displayed on the poster. |
Less than 3 steps of the PPA Model are displayed on the poster. |
|
Use of Class Time |
Used time well during each class period. Focused on getting the project done. Never distracted others. |
Used time well during each class period. Usually focused on getting the project done and never distracted others. |
Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. |
Did not use class time to focus on the project OR often distracted others. |
|
Attractiveness |
The poster is exceptionally attractive in terms of design, layout, and neatness. |
The poster is attractive in terms of design, layout and neatness. |
The poster is acceptably attractive though it may be a bit messy. |
The poster is distractingly messy or very poorly designed. It is not attractive. |
Conclusion
While using the PPA Model for your own project and viewing this WebQuest, I hope that you have learned the importance of recycling and brainstormed ways that we can recycle together as well as on our own!
Standards
Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
Provide reasons that support the opinion.
Conduct short research projects that build knowledge about a topic.
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Follow agreed-upon
rules for discussions (e.g., gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the topics and texts under
discussion).