HOPE Inspirational School

The Story of Stuff Project A project by Amanda Youngblood based on the web-film by Annie Leonard

Amanda Youngblood 12/19/2009

A NOTE ABOUT PROJECT BASED LEARNING | THE PROCESS & LESSON

INTEGRATION THROUGH WORKSHOPPING

There are many different frames of thought regarding Project Based Learning (PBL). In these

projects there are suggested informational lessons included; however, students may not need

the teacher to give them the information. As students proceed through the project, they will

realize that there is information that they need. By requesting a workshop where the teacher

can teach the needed information, students gain access to knowledge that they want and need

and the teacher doesn’t lose time teaching topics that students already know. Because

students have asked for the workshop and have the option to attend or not attend, many

disciplinary issues are eliminated. Students who do not choose to attend the workshop may

choose to continue working on other aspects of their project.

A snapshot of this in action is shown if, for example, students are working on a research essay

and a student doesn’t understand or know how to include parenthetical documentation, he or

she would request a workshop on that topic. Other students who need help with parenthetical

documentation would also attend the workshop. Students who already have the knowledge

they need in this area would not have to sit through an informational session where they would

be bored and possibly disruptive.

If teachers see students struggling with a particular aspect, or unable to find answers to a

relevant and necessary issue, they may suggest a workshop. However, the lessons suggested in

the Process portion of this document are not requirements and may be removed, rearranged,

or kept. Much of it depends on teacher comfort with leaving the learning process to students.

Some may feel that initially information should be given so the process of searching and

acquisition may be learned. Others may believe that allowing students to struggle in their

attempts to accomplish the goals of the project requires them to learn valuable work-place and

life skills.

Relevant articles to read on this topic include:

"Learning Through Projects - Embedded Media." New Tech-Powering the Future of Learning.

ASCD.org, n.d. Web. 29 Dec. 2009. <http://www.newtechfoundation.org/video2.html>.

Lewandowski, Dan . "Wall-to-wall project-based learning: A conversation with biology teacher

Kelley Yonce." LEARN NC. UNC School of Education, n.d. Web. 29 Dec. 2009.

<http://www.learnnc.org/lp/pages/5319>.

PROJECT OVERVIEW

PROJECT TITLE:

The Story of Stuff

SUBJECT(S):

Language Arts, Science, Math, Social Studies, Health

GRADE(S):

9-10

DRIVING QUESTION:

How can we lessen our impact on our world in order to improve our environment?

PROJECT SUMMARY:

Students will study the effect the making and trashing of “stuff” on the environment, as well as

researching possible solutions in order to create a PSA promoting their solution to the current

issue in hopes of lessening our contributions to global warming and environmental sludge.

PROPOSED TIMELINE:

6-8 Weeks

As listed here, 6 weeks. However, more time could (and probably should) be allotted to

students for computer research and working on storyboards and PSA’s. This additional time

could add 1-2 weeks depending on the level of student comfort with technology.

The Story of Stuff

Project is based on the

20-minute web-film by

Annie Leonard that

explores the often

hidden environmental

and social

consequences of

America’s love affair

with its stuff.

PROBLEM AND ENTRY SCENARIO

1.1 DRIVING QUESTION

How can we lessen our impact on our world in order to improve our environment?

1.2 SUPPLEMENTAL QUESTIONS

What impact does the creation and dumping of our “stuff” have on the

environment?

Why is our environment so important?

How do toxins negatively affect the earth?

What are the health effects of our “stuff”?

What are possible solutions to help lessen our impact?

How can we convince others to agree with our solution?

1.3 ENTRY EVENT OR INTRODUCTION STRATEGY

Hold up an iPod, a laptop, a cell phone, and other digital devices asking students which

ones they own or would like to own. Ask how much they’d be willing to pay for one and

what they generally do with their old “trashable” devices. Introduce the video clip from

The Story of Stuff website

Have students watch The Story of Stuff video cli p (use viewing guide to record important

information. When it’s done, review the key information and ask for students’ thoughts on

how they contribute to the problem. Ask what they think they can do to help. Record

information on a KWL Chart or in a list.

Introduce the project.

OBJECTS & ASSESSMENT

2.1 OBJECTIVES & HOW THEY ARE ASSESSED

Students will be able to…

OBJECTIVE ASSESSED

Identify factors leading to global warming.

Chart showing cause and effect

Evaluate methods currently being used to combat global warming and suggest alternatives.

Essay

Explain the cycle of “stuff” and their role in it.

Cycle graph with oral discussion of roles and possible solutions. Carbon footprint calculations.

Present to and persuade an audience to reduce their emissions using their chosen method.

PSA Presentation

2.2 ASSESSMENT TOOLS

X Rubrics

X Journals

X Reflections

X Observations

Tests or Quizzes

X Other: __PSA, Presentation_______________

2.3 PROGRESSING ASSESSMENT & METHODS

BEFORE

Anticipation guide,

KWL Chart

DURING

Carbon footprint activity,

Stuff cycle graph,

Journals,

Viewing guides

ENDING

PSA,

Presentation to panel,

Reflection

TOOLS & RESOURCES

3.1 MEDIA CENTER

□ Books – Cloudy with a Chance of Meatballs, books on the environment

□ Computers & Databases (specify): computers w/ Internet access, science databases

□ Film

□ Other: ______________________________________________________________

3.2 COMPUTER APPLICATIONS

Microsoft Word (Google Docs may substitute)

Microsoft Movie Maker (or other movie-making software) – Photostory would work,

too.

Microsoft Publisher and/or PowerPoint (Google Docs or online publishing programs

may substitute)

Photo editing software (online or desktop)

3.3 INTERNET SITES

The Story of Stuff (http://www.storyofstuff.com/) – readings and video can be

downloaded from this site

Carbon Footprint Calculator

(http://www.nature.org/initiatives/climatechange/calculator/ ) or

(http://www.zerofootprintkids.com/kids_home.aspx)

Various, depending on student research

OTHER TECHNOLOGY & RESOURCES

Computers or laptops

Video cameras, regular cameras

Projector

Printer paper, colored pencils or other coloring materials

3.4 SUBJECT EXPERTS

Science Museum employee or scientist

Poet or writer

Film or animation producer

PROJECT MANAGEMENT NOTES

4.1 GROUPING

Four students per group with various abilities. Try to make sure each group has one student

who is a good leader and another that is relatively artistic (it would also be nice if one student

per group is comfortable with technology).

4.2 CLASSROOM SETUP

Students will need tables or other flat surfaces for working. Floor space to read together and

to work on larger projects would also be nice. If using desks, move to form groups.

Use projector to show Story of Stuff movie & other documentaries about the environment.

4.3 OTHER

Student ability to work on computers may dictate the timeline and lesson spacing. Students

will low comfort levels with technology may need lessons on using Microsoft products or

Google docs. Teachers should also go over the use and care of video equipment. Editing

should be modeled unless students have previous experience. Ideally a student will have

experience in some of these areas and he or she can teach the other students.

PROCESS & LESSONS

Week One |

Introduce the project with the iPod activity, show the “Story of Stuff” movie, go over vocabulary

and allow students time to begin research on the environment. Read various articles and teach

concepts regarding CO2 and the environment. Investigate global warming and have student

compute their carbon footprint. Finally, discuss how ecosystems interact and are affected by

human energy consumption. Work on company logos and plan PSAs. Subject Matter Expert:

Scientist

Week Two |

Read Cloudy with a Chance of Meatballs (perhaps introduce with a clip from the movie) and use it

as a springboard for poetry writing and introducing figurative language. Continue research and

planning for PSAs. Subject Matter Expert: poet or other author

Week Three |

Introduce marketing strategies, including persuasive techniques, and look at different logos (use

this as a time to discuss the importance of design and art in persuasion and marketing). Review

the greenhouse effect and human impact, as well as coming up with some ideas about

conservation. Show PSA examples and begin storyboarding. Subject Matter Expert: animation or

film expert/creator

Week Four |

Students will spend most of the week working on storyboards and research essays.

Week Five |

Continue work on PSAs and storyboards to refine ideas.

Week Six |

Discuss how to do effective presentations. Practice presentations. Present to The Board

(teachers, administrators, scientists, etc.). Complete self-reflections and debriefing.

ACCOMMODATIONS FOR DIFFERENTIATED INSTRUCTION

6.1 EXCEPTIONALITIES

Audio of poems and stories to listen to or follow along with.

Summarize or simplify difficult texts to adjust for reading level and ability

Use reading guides

Provide copies of notes with important points highlighted

6.2 ESOL

Spanish subtitles for videos if available, or summary in Spanish.

Work with partner

Modified assignment or texts

Bilingual dictionary

Cloze worksheets for viewing guides and readings

6.3 GIFTED & TALENTED

Allow student to add a component to the project – speech to congress regarding

PSA, Magazine for distribution, etc.

Research multiple solutions and evaluate which is best

REFLECTION TOOLS

7.1 QUESTIONS

What was the most interesting thing you learned? How can you apply it later in your

life?

What was the most helpful thing you learned? Why?

What went well with the project for you and your group?

What didn’t go so well with your project and your group?

What is one thing you’d change if we were to do this again? Why?

How can this project be improved?

Were there things that you needed to know that didn’t get taught or addressed?

7.2 RUBRICS & OTHER TOOLS

Project Assessment Rubric

Group Assessment Rubric

Class discussion – what went well, what didn’t, what should be changed

MAJOR STANDARDS ADDRESSED

8.1 LANGUAGE ARTS

LA.910.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text;

LA.910.1.6.3 The student will use context clues to determine meanings of unfamiliar words;

LA.910.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details;

LA.910.1.7.4 The student will identify cause-and-effect relationships in text; LA.910.2.1.3 The student will explain how meaning is enhanced through various features

of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position);

LA.910.2.1.7 The student will analyze, interpret, and evaluate an author's use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts;

LA.910.2.2.2 The student will use information from the text to answer questions or to state the main idea or provide relevant details;

LA.910.3.1.1 The student will prewrite by generating ideas from multiple sources (e.g., brainstorming, notes, journals, discussion, research materials or other reliable sources) based upon teacher-directed topics and personal interests;

LA.910.3.5.2 The student will include such techniques as principle of design (e.g., margins, tabs, spacing, columns) and graphics (e.g., drawings, charts, graphs); and

LA.910.3.5.3 The student will publish by sharing with others, or submitting for publication.

LA.910.4.2.3 The student will write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs;

LA.910.4.3.2 The student will include persuasive techniques. LA.910.5.2.5 The student will research and organize information that integrates

appropriate media into presentations for oral communication (e.g., digital presentations, charts, photos, primary sources, webcasts).

LA.910.6.2.3 The student will write an informational report that integrates information and makes distinctions between the relative value and significance of specific data, facts, and ideas; and

LA.910.6.4.1 The student will use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, digital technology); and

LA.910.6.4.2 The student will routinely use digital tools for publication, communication and productivity.

8.2 MATHEMATICS

MA.912.A.10.1 Use a variety of problem-solving strategies, such as drawing a diagram, making a chart, guessing- and-checking, solving a simpler problem, writing an equation, working backwards, and creating a table.

MA.912.A.10.2 Decide whether a solution is reasonable in the context of the original situation.

MA.912.A.2.1 Create a graph to represent a real-world situation. MA.912.A.2.2 Interpret a graph representing a real-world situation.

8.3 SCIENCE

SC.912.E.6.6 Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.

SC.912.E.7.7 Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.

SC.912.L.17.10 Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and nitrogen cycle.

SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.

SC.912.L.17.12 Discuss the political, social, and environmental consequences of sustainable use of land.

SC.912.L.17.13 Discuss the need for adequate monitoring of environmental parameters when making policy decisions.

SC.912.L.17.16 Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution.

SC.912.L.17.17 Assess the effectiveness of innovative methods of protecting the environment.

SC.912.L.17.19 Describe how different natural resources are produced and how their rates of use and renewal limit availability.

SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.

SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation.

SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.

SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions, methods and explanations.

SC.912.N.4.2 Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental.

8.4 SOCIAL STUDIES

SS.912.E.1.1 Identify the factors of production and why they are necessary for the production of goods and services.

SS.912.E.1.2 Analyze production possibilities curves to explain choice, scarcity, and opportunity costs.

SS.912.E.1.3 Compare how the various economic systems (traditional, market, command, mixed) answer the questions: (1) What to produce?; (2) How to produce?; and (3) For whom to produce?

SS.912.E.1.4 Define supply, demand, quantity supplied, and quantity demanded; graphically illustrate situations that would cause changes in each,

and demonstrate how the equilibrium price of a product is determined by the interaction of supply and demand in the market place.

8.5 TECHNOLOGIES

No state standards written

8.6 FINE ARTS

VA.A.1.4 The student understands and applies media, techniques, and processes.

VA.B.1.4 The student creates and communicates a range of subject matter, symbols, and

ideas using knowledge of structures and functions of visual arts.

8.7 PE & HEALTH

HE.912.B.3.4 Generate alternatives to health-related issues or problems. HE.912.B.4.1 Evaluate personal health practices and overall health status to include all

dimensions of health. HE.912.C.1.3 Evaluate how environment and personal health are interrelated.

8.8 OTHER