For Teachers

Time Line

The timeline for the entire project will be one semester. However, the initial launch of the project should take approximately four weeks. After the students have figured out their solutions, plans, designs, and implemented their recycling campaign, they will gather and analyze data on a weekly basis to track the effectiveness of their campaigns. At the completion of the semester, students will present their findings and the analysis of their data to the school board. Here is a breakdown of the project timeline:

Week 1:

Students will define the problem and develop ways to gather information about the current state of recycling in the school.

Students will disseminate surveys on current recycling habits and behaviors to a test group (students at a specific grade level) to gather data on how students in the school are currently recycling.

Classroom discussion will take place as to what makes a good survey after reviewing resources about survey criteria, effectiveness, and the right questions to ask.

Students will compile information they have gathered to share what they have found about how/what motivates students to recycle.

Week 2:

In small groups, students will research some psychological theories behind behavior motivation. The librarian will come into the classroom at this point to show students how to access research materials, effectively use databases, and how to use organizational tools.

Small groups will use their research to brainstorm and think of ideas they can use to help convince other students to recycle.

Students (from small groups) will present their research to the entire class on the last day of the week in an informal discussion; the large group will hypothesize and decide on procedures they can implement to best convince other students to recycle. Students will select their four best ideas to target and promote recycling.

Week 3:

Students will break into teams, each tasked with a specific focus based on the large groups four best ideas.

Students will work to accomplish their defined tasks/products. Each group will have students assigned to specific roles--Project Manager, Treasurer, Data Analyzer, Data Interpreter, and Commicator.

Communicator will post/share group's progress via a classroom blog set up for the project.

Weeks 4-5:

Student groups will create a proposal that demonstrates the connections between their solution, psychological theory, and advertising technique. Student groups will then meet with teacher at the start of the week to share/discuss progress; teacher will provide feedback, including direction and possible additional research to help guide students with their work.

Students will work to accomplish their defined tasks/products.

Communicator will post/share group's progress via a classroom blog set up for the project.

Each group's final product will be implemented by the end of week five.

Weeks 6-16:

Students will continue to gather data--how much is being recycled each week after their campaign has been implemented.

During week 12, students will develop a follow-up survey to distribute to test group of students (at the same grade level as ititial survey) that focuses on their views of the impact on the campaign on their recycling habits.

Weeks 17-18:

Students will work to analyze all of the data and complete the final project--a presentation for the school board. Students will need to select a method that they feel best commuinicates what they learned and integrates their data collection and conclusions. The librarian will work with the class to show how to use a variety of presentation tools.

Students will present their project to the school board.

Assessments

The following assessments will be used to evaluate students throughout the project:

Formative

  • On a weekly basis, groups will post progress memos to the class blog. These memos will describe the group's progress for the week, identify the next tasks to be completed, and reflect on the group's progress overall.
  • Project proposal that demonstrates the connection between the solution, psychological theory, and advertising techniques. (Week 4)

Summative

  • At the end of the project, students will give a presentation to the school board to explain their research, experiement, and results, and they will then make a recommendation about the school's recycling program based on their findings. The requirements for this assessment can be found on the Final Project Tab.

Objectives

Objectives:

  1. Students will research and investigate various methods for motivating people to change their behavior.
  2. Students will decide upon methods to gather informaion and data to create a baseline of information on the current recycling habits of students in their school and compare this data against data collected after their program has been implemented.
  3. Based on their research and the data collected, students will develop a program designed to encourage more people in their school to recyle. 
  4. Students will work to ensure that the ideas they plan to implement are feasible and fall into the parameters of a defined budget.
  5. Students will present their research, ideas, and data to the board to make a case to increase funding to help enhance the program in the school. If their ideas and program do not succeed, students will present their findings to the board, discussing what changes could have helped make the progarm a success.

(This unit is created for a 12th grade Psychology course.)

Standards

The following standards will be met througout the course of this unit:

Common Core Standards for English Langauge Arts:

CCSS.ELA-LITERACY.RH.11-12.1

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-LITERACY.RH.11-12.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CCSS.ELA-LITERACY.RH.11-12.3

Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

CCSS.ELA-LITERACY.RH.11-12.7

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CCSS.ELA-LITERACY.RH.11-12.9

Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

CCSS.ELA-LITERACY.SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.SL.11-12.1.A

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-LITERACY.SL.11-12.1.B

Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

CCSS.ELA-LITERACY.SL.11-12.1.C

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

CCSS.ELA-LITERACY.SL.11-12.1.D

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

CCSS.ELA-LITERACY.SL.11-12.4

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

CCSS.ELA-LITERACY.SL.11-12.5

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS.ELA-LITERACY.SL.11-12.6

Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 here for specific expectations.)

Wisconsin Social Studies Standards

E.12.6 Analyze the means by which and extent to which groups and institutions can influence people, events, and cultures in both historical and contemporary settings

E.12.7 Use scientific methods to assess the influence of media on people's behavior and decisions

E.12.14 Use the research procedures and skills of the behavioral sciences (such as gathering, organizing, and interpreting data from several sources) to develop an informed position on an issue

AASL Standards for 21st Century Learners:

  • 1.1.2: Use prior and background knowledge as context for new learning.
  • 1.1.3: Develop and refine a range of questions to frame the search for new understanding.
  • 1.1.4:Find, evaluate, and select appropriate sources to answer questions.
  • 1.1.5: Evaluate information found in selected sources on the basis of accuracy validity, appropriateness for needs, importance, and social and cultural context.
  • 1.1.6: Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather information.
  • 1.1.7: Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information and point of view or bias.
  • 1.1.8: Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
  • 1.1.9: Collaborate with others to broaden and deepen understanding.
  • 1.2.1: Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.
  • 1.2.2: Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.
  • 1.2.3: Demonstrate creativity by using multiple resources and formats.
  • 1.2.7: Display persistence by continuing to pursue information to gain a broad perspective.
  • 2.1.4: Use technology and other information tools to analyze and organize information.
  • 2.1.5: Collaborate with others to exchange new ideas, develop new understandings, make decisions, and solve problems.
  • 2.1.6: Use the writing process, media, and visual literacy, and technology skills to create products that express new understandings.2.2.2: Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.
  • 2.2.3: Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
  • 2.3.1: Connect understanding to the real world.
  • 2.2.4: Demonstrate personal productivity by completing products to express learning.
  • 3.1.1: Conclude an inquiry-based research process by sharing new understandings and reflection on the learning.
  • 3.1.2: Participate and collaborate as members of a social and intellectual network of learners.
  • 3.1.3: Use writing and speaking skills to communicate new understandings effectively.
  • 3.1.5: Connect learning to community issues.
  • 3.1.6: Use information and technology ethically and responsibly.
  • 3.2.1: Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
  • 3.2.2: Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
  • 3.2.3: Demonstrate teamwork by working productively with others.
  • 4.1.7: Use social networks and information tools to gather and share information.

 

What 3-8 concepts (big ideas),  skills, and/or dispositions do you want students to develop?

What content standards deal with these concepts (content, CCSS ELA, AASL)?

Data Collection and Analysis

AASL:


  • 1.1.4:Find, evaluate, and select appropriate sources to answer questions.

  • 1.1.5: Evaluate information found in selected sources on the basis of accuracy validity, appropriateness for needs, importance, and social and cultural context.

  • 2.1.4: Use technology and other information tools to analyze and organize information.

  • 2.2.3: Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.

  • 2.3.1: Connect understanding to the real world.

  • 4.1.7: Use social networks and information tools to gather and share information.


CCSS:

CCSS.ELA-LITERACY.RH.11-12.1

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-LITERACY.RH.11-12.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CCSS.ELA-LITERACY.RH.11-12.3

Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

CCSS.ELA-LITERACY.RH.11-12.7

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CCSS.ELA-LITERACY.RH.11-12.9

Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Problem Identification: lack of recycling

AASL:


1.1.2: Use prior and background knowledge as context for new learning.

1.1.3: Develop and refine a range of questions to frame the search for new understanding.




CCSS:

CCSS.ELA-LITERACY.RH.11-12.1

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-LITERACY.RH.11-12.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CCSS.ELA-LITERACY.RH.11-12.3

Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

CCSS.ELA-LITERACY.RH.11-12.9

Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Creative Problem Solving

AASL:


1.1.9: Collaborate with others to broaden and deepen understanding.

1.2.1: Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.

2.1.5: Collaborate with others to exchange new ideas, develop new understandings, make decisions, and solve problems.

2.1.6: Use the writing process, media, and visual literacy, and technology skills to create products that express new understandings.

2.2.2: Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.

2.2.4: Demonstrate personal productivity by completing products to express learning.

3.1.2: Participate and collaborate as members of a social and intellectual network of learners.

3.2.2: Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.

3.2.3: Demonstrate teamwork by working productively with others.

Presentation Skills

AASL:


3.1.2: Participate and collaborate as members of a social and intellectual network of learners

3.1.3: Use writing and speaking skills to communicate new understandings effectively.

3.1.5: Connect learning to community issues.

3.1.6: Use information and technology ethically and responsibly.

3.2.1: Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.


CCSS:

CCSS.ELA-LITERACY.SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.SL.11-12.1.A

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-LITERACY.SL.11-12.1.B

Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

CCSS.ELA-LITERACY.SL.11-12.1.C

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

CCSS.ELA-LITERACY.SL.11-12.1.D

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

CCSS.ELA-LITERACY.SL.11-12.4

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

CCSS.ELA-LITERACY.SL.11-12.5

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS.ELA-LITERACY.SL.11-12.6

Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 here for specific expectations.)

Research on theories of human behavior and motivation

AASL:


  • 1.1.5: Evaluate information found in selected sources on the basis of accuracy validity, appropriateness for needs, importance, and social and cultural context.

  • 1.1.6: Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather information.

  • 1.1.7: Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information and point of view or bias.

  • 1.2.2: Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.

  • 1.2.3: Demonstrate creativity by using multiple resources and formats.

  • 1.2.7: Display persistence by continuing to pursue information to gain a broad perspective.

  • 1.1.8: Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

  • 3.1.1: Conclude an inquiry-based research process by sharing new understandings and reflection on the learning.

Behavior change over time

Budgeting/Math Skills

Math Skills Google Doc
                           Budgeting













Students will be keeping within budget limitation on a pre-determined amount assigned to each of the assigned focus groups/roles such as “propaganda,” “receptacle design” and so on.
Budget of $1,000 ($250.00 per group) May test one receptable (one placed in high visible area such as the cafeteria)--test results, propose to board, proceed with delineation of timeline.

Screen Shot 2014-09-28 at 8.38.36 AM.png
  Math Skills: Students will be showing the positive outcomes of recycling with “propaganda” poster materials or in the School’s newsletter summarizing the pounds of materials ‘saved’ and recycled each week depicting the growth and success of the program.

Quantitatively represent the amount of “recycling” taking place in the schools. This can easily be done utilizing a graphic/bar graph of the (1) number of recycling receptacles in the school prior to the program versus the amounts in the school as each bin/receptacle is created within the school. (2) amount of growth in poundage on a weekly basis. (3) survey students about awareness and ‘if they recycle’ before the program and survery students again after the program has been implemented. Represent in charts  .  .  .  propaganda as well as in a presentation to the school board. (4) use linear chart to represent receptacles, growth in recycling, as well as growth of awareness and participation in the program since program in place.

CCSS Quantities: (N-Q)-- Reason quantitatively and use units to solve problems

-1 Use units as a way to choose and interpret the information’s origins in graph and data displays.

-2 Define appropriate quantities for the purpose of descriptive modeling.

-3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

CCSS Statistics and Probability: (S-ID)-- Summarize, represent, and interpret data on a single count or measurement variable
-7 Interpret the “rate of change” (slope) and the ‘constant term of recycling’ (intercept) of a linear model in the context of the visual data.

-8 usage of technology to represent the linear fit (and graphically display it) with posters generated from desktop publishing platforms

CCSS Making Inferences and Justifying Conclusions: (S-IC)-- Understand and evaluate random processes underlying statistical information
-2 Decide if a specified model of a statistical process is consistent with the results of the data-generating process (of measuring the amount of poundage, quantity amount of recycle bins/receptacles in cafeteria, gymnasium, hallways has an affect on results). For example, is the growth or decline in recycling related to the implementation of the program? Use data based reasoning to draw upon your conclusion.

- Make inferences and justify conclusion from sample surveys and observational studies

-3 Recognize the purpose of sample surveys and observational studies, explain how they are tied into the results. That is, the student/staff usage survey about recycling can include the “convenience” of the recycle bin as a factor in your participation or lack of participating in the recycling program? Are you participating or not participating in the program now? Has your awareness of recycling been raised due to the program? Use scale 1 to 5.
-5 Use data from surveys to compare the amount of recycling before and after program initiated. Use survey to assess if the propaganda raised the awareness of the students/staff. Use survey results to assess if propaganda raised their participation in the program. Use survey results to determine their own motivation was encouraged or discouraged to participate in the program via the propaganda. Use survey to determine if propaganda raised their awareness of recycling benefits. Use a bar graph to depict amount in each category before/after program. Users rate themselves. Use linear charts to show amount of awareness prior to program, participation, and motivation growth--on one chart.

CCSS Conditional Probability and the Rules of Probability: (S-CP)-- Understand Independence and conditional probability and use them to Interpret Data
Again, use survey results to assess if propaganda raised their participation in the program. Use survey results to determine their own motivation was encouraged or discouraged to participate in the program via the propaganda. Use survey to determine if propaganda raised their awareness of recycling benefits.
This time, instead of linear and bar graphs, Utilize the raters information in using the outcomes (participation, not participation) as Venn diagrams--intersection is the way propaganda affected their decision. Use count for each Venn--for example.

Participation in Recycling Program (Venn Diagram for each Motivator--Propaganda used as example for visual purposes in Math Standards):

  1. Participated in Recycling regardless of Propaganda (left Venn circle)

  2. Propaganda Raised Their Awareness TO Recycle (Motivator)  (right Venn circle)

  3. Participate in Recycling and Propaganda Raised Awareness
    (intersection is Recycling AND Raised Awareness)
    hypothesis prior would be more in intersection based upon motivation then just ‘raised awareness’ for example.


Do NOT participate in Recycling Program (again, Venn Diagram for each Motivation Theory--Propaganda used as example for visual purposes in Math Standards):

  1. Do not participate in Recycling (left Venn circle)

  2. Do not participate in Recycling and Propaganda Had a Negative Effect (Motivator) to Not Recylce

  3. Do not participate in Recycling but Propaganda Raised Awareness  
    (right Venn circle) and/or had a Negative Effect
    (intersection is no recycling AND propaganda turned them off to it)
    hypothesis prior would be more in intersection based upon propaganda would be a very ‘low’ number

 

CCSS Conditional Probability and the Rules of Probability: (S-CP)-- Understand Independence and conditional probability and use them to Interpret Data
-1 Describe events as subsets of a sample space (the set of outcomes) and commonalities of the outcomes (intersection), separate, and unions--intersections or complements of the events (‘or’ ‘and’ ‘not’)
-5 Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations (written summary of “do not recycle and no history of it, while the motivator ‘turned them off to it’ or ‘raised their awareness of it’ therefore having an effect upon their decision.
-6 find the conditional probabilty of A (Venn left), given B’s influence (intersection) separate from C’s outcomes (Venn right).

CCSS Use Probability to Make Decisions: (S-MD)-- Calculate expected values and use probability to evaluate outcomes of decisions
-5 Weigh the outcomes of a decision by assigning the probability to values and determine that value
   (for example:
4 of 23 Recylced and Propaganda Motivated them to do so
57 of 200 of those who Recycled had Raised Awareness/having an Effect due to Propaganda
100 of 200 Recycle regardless of propaganda (habit in past history)

while
40 of 60 never recycled and continue to not do so
12 of 60 do not recycle and propaganda turned them off to recycling
9 do not recycle and propaganda either raised awareness (other factors such as convenience of receptacles is factor) or negative motivator
THEREFORE, total for Venn 2 is 60; 40 in left circle, 12 right circle, 9 in intersection
      DETAIL: Venn 2--35 in left Venn + 5 intersection=40; 8 in right circle + 4 in intersection=12; 4 + 5 = 9

Probabilty 35 of pool of 260 not recycle regardless while 100 of 260 recycle regardless and so on…….
260 is a result of 200 recyclers, 60 non-recyclers, and so on….

 WISCONSIN VISUAL AND DESIGN STADARDS

Click here to access the pdf file of the Visual and Design Standards

Subject Guide

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Michael Slowinski
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