Project Title: Identifying Engaging Science Curricula for Middle School Students

Teacher: Ms. Williams

School: Arthur Tappan P.S. 046

Introduction:

When randomly surveying 110 middle school students between grades sixth through eight, why they do not like science class, the number one response was “because it’s boring”. What engages students about learning science? How can we get this generation excited about the numerous middle school science topics? What makes the current curriculum “boring”? Each year students are tasked with participating in the district science fair. However, since the 2019 pandemic, many middle school students have not been performing actual science experiments because the curricula used are mainly simulation based. In middle school, students learn how to advocate for their needs. Every year principals are tasked with ordering curricula for their students. With this project students will make an informed decision as to what curriculum they would like the school to order for the following year.

Objective: Students will use the 6 steps of the PPA to research and identify engaging middle school science curricula.

Task:

You will have three weeks to gather research and produce the following:

1. Write a final 500 - word argumentative essay on the assigned social problem.

2. Create a PowerPoint presentation defining the problem and possible solutions to present to the class.

3. Write a recommendation

Be creative with your presentation. Use pictures, videos, posters, and other materials to enhance your presentation. Remember creativity is key!

PROCESS/Resources:

You will work in groups of three to gather research using the 6 Steps of Public Policy Analyst (PPA).

1. Define the Problem

○ Define a social problem that is a condition that some people in a community view as undesirable.

2. Gather Evidence

○ Use online resources to gather evidence that the problem exists

3. Identify the Causes

○ Identify causes and factors that contribute to the social problem

4. Evaluate an Existing Policy

○ Evaluate the advantages and disadvantages of the current existing policy.

5. Develop a Solution

○ Use your research to develop multiple possible solutions.

6. Select Best Solution

○ Select the best possible solution that will meet the needs of the community.

RESOURCES: Gather evidence and do online research. You will use credible online sources to complete your research. Here are a few credible resources to get you started! Use the Gathering Evidence Graphic Organizer to organize and answer the research questions.

● HMH Into Science

● Open Scie Ed

● Amplify Science

● NYC DOE

● Lab Aids

● Generation Genius

● Common Sense

● PBS Kids

● BrainPop

INSTRUCTIONS:

You will be placed into groups of two. You will be assessed individually and as a group. You will work with your partner to answer the following research questions.

1. What are simulation based science curriculua?

2. What are experimental based science curriculua?

3. Compare and contrast one simulation-based curriculum to one experimental based curriculum.

4. What are the advantages and disadvantages of using a simulation-based curriculum?

5. What are the advantages and disadvantages of using an experimental based curriculum?

6. What type of curriculum do you prefer to use in the classroom, experimental or simulation? Why?

7. Which research-based science curriculum would you recommend for your school?

Create a 500 - word research paper that includes your responses to the questions that are supported with researched data and evidence. You will analyze multiple strategies to try and find a solution for the problem. Use MLA to format all citations and references.

DIFFERENTIATIONS:

Students may use the following supports throughout this project.

1. Gathering Evidence Graphic Organizer

2. Creating Your Essay - Graphic Organizer

3. Essay Checklist

4. Peer Essay Editing Checklist

Rubric:

Quality of research	3 - Meets Grade Level Expectations	2 - Approaching Grade Level Expectations	1 - Below Grade Level Expectations
Structure and Organization	Effectively introduces claim(s). Skillfully acknowledges alternative or opposing claims. Skillfully organizes the reasons and evidence logically. Effectively supports the claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and effectively demonstrates understanding of the topic or text. Provides an effective concluding statement or section that follows from and supports the argument presented.	Partially introduces claim(s). Succeeds in only partially acknowledging alternative or opposing claims. Partially organizes the reasons and evidence logically. Supports the claim(s) with reasoning and evidence, using accurate, credible sources and demonstrates partial understanding of the topic or text. Provides a concluding statement or section that somewhat follows from and supports the argument presented.	Fails to introduce or minimally references the claim(s). Does not acknowledge alternative or opposing claims. Fails to organize the reasons and evidence logically. May support the claim(s) with insufficient or irrelevant reasoning and evidence, and may not use accurate sources and fails to demonstrate understanding of the topic or text. Fails to provide a concluding statement or section that follows from and supports the argument presented.
Quality of Research	All information relevant to topic. Sufficient information provided to support all elements of topic. All steps of the PPA were used. Research in-depth and the beyond the obvious, revealing new insights gained.	Some information relevant to claim. Sufficient information provided. Most stores of the PPA were used. Research of sufficient depth.	Some information relevant to claim. Information provided to support some elements of topic. No steps of the PPA were used. Surface research.
Presentation	Information is presented with knowledge and creativity.	Information is presented with acceptable knowledge and minimal creativity.	Information is unclear or lacking.
Teamwork	Each group member made contributions to the project and presentation.	Most group members made contributions to the project and presentation.	Few members made contributions to the project and presentation.

CONCLUSION:

By completing this research assignment, students will understand how to build a researched based argument. They will be able to identify science curriculua that are engaging and meet the needs of their school community.

STANDARDS:

7W1: Write arguments to support claims with clear reasons and relevant evidence.

7W1a: Introduce a precise claim, acknowledge and distinguish the claim from a counterclaim,

7W1b: Support claim(s) with logical reasoning and relevant evidence, using credible sources while demonstrating an understanding of the topic or text.

7W1e: Provide a concluding statement or section that explains the significance of the argument presented.