PART II: Analyzing information (50 points)

A. Spreadsheet

This will be done in the computer lab one group at a time. We will begin by setting up our spreadsheet with the following columns: Country, Paper, Glass, Aluminum, Other. If instruction needs to be given on how to adjust column width, that will be done. Everyone in our group will put "America" in the country column, then each student will total the amount of paper that he collected over five days and enter that amount in the appropriate column. Totals for glass, aluminum, and other trash will also be entered. The process will be repeated for the results obtained from keypals. Each student will enter his assigned country’s name and trash totals as reported by the keypal. Students will save the file in their account on the network. We will then go through the process of graphing the information and discussing the merits and drawbacks of each kind of graph. After guiding the students to an appropriate representation of the data, we will put titles and names on the graphs and print them out. They will be turned in as part of the project.

During another class period, the students will share their information with the class and each student will make a spreadsheet of the data from each country, along with the appropriate graph. As a group, we will look at the graph and discuss the findings using such questions as the following: "Are there big differences between any countries? Which ones? Why do you suppose these differences exist?" Ideas will be recorded by the students (and the instructor!) for future reference. "Was there any information that you found during your research that seem to support any of these hypotheses? Are there any countries that seem to be relatively the same or similar? Which ones? Why do you suppose that is so? What information have you gathered so far that seems to indicate these reasons for the similarities?" Again, all ideas generated by the class will be recorded for future reference. These hypotheses will be referred to throughout the school year as we study each country in more detail. As each country is presented, research projects will be assigned using these hypotheses as springboards for the collection of more data in an attempt to support the hypotheses. The first country we will investigate will be the one that shows the greatest difference in amounts of certain types of land pollution from the United States. Another discussion on sample sizes and representative samples could also take place.

B. Essay

Students will be guided in the writing of a paper telling what was discovered from their research and spreadsheet activities. A lot of information has been gathered in this project and the significant findings need to be summarized. First, a group discussion/brainstorming session will take place where the results of the project can be verbalized and analyzed. As the discussion takes place, items will be placed in the appropriate sections of a graphic organizer displayed on the board. Problems that were encountered will be presented and possible solutions offered by the group members. If some were unable to find a keypal from their country, reasons for that should be discussed. An audience will be chosen for whom the results will be presented. This might be parents, other students who participated in the project, the entire student body of the school, or some combination thereof. The hypotheses developed during the spreadsheet activity will be reviewed. Students should include several of these hypotheses in the conclusion of their essay ("Where do we go from here?").

After all areas of research (and concern) have been addressed in this fashion, students will form an outline of the paper to be written. Areas to be covered include the sections of the graphic organizer used in the group discussion session: the findings for the categories given in section one, any "extra" information gathered, problems encountered in the carrying out of the project, how those problems were overcome, what the best part of the assignment was, what could/would/should be done differently if the project was repeated, the results of the spreadsheet activity, and where we will go from here (what the hypotheses are for further investigation.) The English/Language Arts teacher will assist students in the development of their outlines, offering suggestions to individuals and answering questions.

From their outlines, students will prepare a rough draft using the word processor. These files will be saved to their individual accounts and printed out--double-spaced. Using the Writing Workshop techniques learned in their language arts classes, the students will peer edit the rough drafts, writing comments and corrections in the spaces. This time the focus will on the clarity of thought and the presentation of ideas, with some emphasis on spelling and grammar. Editing will be done using the word processor, which makes this task much quicker and easier. A second printout will be produced and taken home. A parent edit will then be done and revisions made in the lab as necessary. Another peer edit will be done to "polish" the document, making sure that all spelling and grammar is correct. Any final changes will be made on the word processor, and the final copy will be printed out to be turned in. If time allows, a separate lesson on designing title pages with inserted clip art may be done, just for fun.

The correct form for the bibliography will be given in English class. The instructor will guide the students step-by-step until they have completed it. We will then be ready to repeat the process of acquisition, manipulation, organization, and publication on a "new" topic provided by the hypotheses developed in this project!

Thank you for participating with us in our new venture!

Mrs. Lail

Mrs. Lowman

Mr. Triplett