The Paper Recycling Project
DeWitt Clinton HS
Andrea
Black Jeffries
Introduction: You have been studying about paper consumption in
the
Task:
Your objective is to do research and
write a report and present it to the administration. Use the worksheets to
clarify your goals. Use the websites for
your research. Identify options
and advise the administration about
what can be done to help this situation.
Use the Public Policy Analyst to guide you.
Process: 
Define problem
Gather evidence
Identify societal, economic and historical reasons that we do
not recycle enough of our recourses
Develop and evaluate possible solutions
Hypothesize the outcome of your suggestions
Compare the technology available today with past attempts to
recycle materials
Each group will have:
One
coordinator
Two
researchers
One task
organizer
Day One:
Review the situation.
Worksheet One:
Defining the problem
Assign roles for the members of
the group
Day Two and Three:
There are many websites that discuss recycling of paper in the
Day Four and Five:
Work with your groups.
Coordinators organize, check on progress. What have you
accomplished? What do you need to do?
Create timeline or calendar.
Researchers: Organize information. Choose the best
information. Eliminate irrelevant
information. Make sure that you choose
documents that support your point of view and advance your arguments. (All members read the chosen articles.)
Designers: Experiment with
fonts, colors and Clip Art to visually enhance your presentation.
Day Six:
Hold a group meeting to complete Worksheet Four:
Evaluating Existing Public Policies.
How are the existing policies contributing to the problem? Brainstorm new policies that would help.
Day Seven: Complete
Worksheet five:
Developing Public Policy Solutions and Worksheet Six:
Selecting the Best Public Policy Solutions.
You may use current laws and policies, but be sure to identify the dates
and sources.
Day Seven:
Organize information. Design presentation.
Day Eight:
Practice oral presentation.
Be sure to include references.
Day Nine:
Presentations
Day Ten:
Evaluation of presentations. Use of rubrics to aid in evaluation
Resources:
http://www.akcenter.org/crs/pages/paper.html
http://alephnull.net/eco/paper.shtml
http://www.manhattanville.edu/EHS/paper.html#what
http://www.backspace.com/notes/2003/09/04/x.html
http://teachersnetwork.org/impactii/profiles02_03/saturday.htm
http://es.epa.gov/techinfo/facts/chmr/strtgy6.html
http://cf.synergylearning.org/DisplayArticle.cfm?selectedarticle=244
http://www.brooks.af.mil/HSW/EM/paper.htm
http://www.earthday.net/pdf/howto/schools/whatsup.pdf
http://www.nativeforest.org/stop_junk_mail/sag.htm
The Mayor’s Press Release:
http://www.nyc.gov/portal/index.jsp?epi_menuItemID=c0935b9a57bb4ef3daf2f1c701c789a0&epi_menuID=13ecbf46556241d3daf2f1c701c789a0&epi_baseMenuID=27579af732d48f86a62fa24601c789a0&pageID=mayor_press_release&catID=1194&doc_name=http%3A%2F%2Fwww.nyc.gov%2Fhtml%2Fom%2Fhtml%2F2003a%2Fpr169-03.html&cc=unused1978&rc=1194&ndi=1
Evaluation:
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Grade |
Information Seeking/Selecting and Evaluating |
Analysis |
Synthesis |
Documentation |
Product/Process |
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4 |
Student(s) posed a thoughtful, creative question that engaged them in challenging or provocative research. The question contributes to knowledge in a focused, specific area. Students used all six steps of Public Policy Analyst. |
Student(s) gathered information from a variety of quality electronic sources, including appropriate licensed databases. Sources are relevant, balanced and include critical readings relating to the thesis or problem. Primary sources were included (if appropriate). |
Student(s) carefully analyzed the information collected and drew appropriate and inventive conclusions supported by evidence. Voice of the student writer is evident. |
Student(s) developed appropriate structure for communicating product, incorporating variety of quality sources. Information is logically and creatively organized with smooth transitions. |
Student(s) documented all sources, including visuals, Sources are properly cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Documentation is error-free. |
Student(s) effectively and creatively used appropriate communication tools to convey their conclusions and demonstrated PPA techniques. Product displays creativity and originality. |
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3 |
Student(s) posed a focused question involving them in challenging research. Students used four or five steps of Public Policy Analyst |
Student(s) gathered information from a variety of relevant sources--print and electronic |
Student (s) product shows good effort was made in analyzing the evidence collected |
Student(s) logically organized the product and made good connections among ideas |
Student(s) documented sources with some care, Sources are cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Few errors noted. |
Student(s) effectively communicated the results of research to the audience and demonstrated PPA techniques |
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2 |
Student(s) constructed a question that lends itself to readily available answers. Students used three or four steps of Public Policy Analyst |
Student(s) gathered information from a limited range of sources and displayed minimal effort in selecting quality resources |
Student(s) conclusions could be supported by stronger evidence. Level of analysis could have been deeper. |
Student(s) could have put greater effort into organizing the product |
Student(s) need to use greater care in documenting sources. Documentation was poorly constructed or absent. |
Student(s) need to work on communicating more effectively and did not demonstrated PPA techniques |
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1 |
Student(s) relied on teacher-generated questions or developed a question requiring little creative thought. Students used two or less steps of Public Policy Analyst |
Student(s) gathered information that lacked relevance, quality, depth and balance. |
Student(s) conclusions simply involved restating information. Conclusions were not supported by evidence. |
Student(s) work is not logically or effectively structured. |
Student(s) clearly plagiarized materials. |
Student(s) showed little evidence of thoughtful research. Product does not use PPA techniques |
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Teacher/Librarian Comments |
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Conclusion:
After completing this WebQuest you will have met the following
New York State Learning Standards:
English Language Arts Performance
Standards
E1c: Read and comprehend informational materials.
E2a: Produce a report of.
E3c: Prepare and deliver an individual
presentation
E5a: Respond to
non-fiction, fiction, poetry, and drama using interpretative and critical
processes
E6a: Critique public document with an eye to strategies common
in public discourse.
information.
E3b: Participate in-group
meetings
Performance Standards in Science
S6d Acquires information
from multiple sources.
S6e Recognizes and
limits sources of bias in data
S7e Communicates in a
form suited to the purpose and the audience