Question(s)
How do I convince someone to do something I’d like them to do?
Overview
Students use Persuade and Motivate to guide the creation of their action projects. Persuasive writing may be something that students are unfamiliar with or unpracticed at, but they all have personal experiences to draw from where they tried to get someone to do something they wanted them to do. This writing guide will help them formulate the perfect persuasive, motivational message. Let students then design, create, and publish their own media projects in the Vital Signs Project Bank to convey their message to their audience of choice.
Standards (MLR)
Learning Objectives
- Students take action based on the knowledge gained through their biodiversity investigation
- Students write and creatively deliver a persuasive message to an audience outside their school
Materials
- Computer with Internet access
- iMovie, Garage Band, Keynote, or other creative presentation software
Time Needed
40 minutes to craft a persuasive, motivational piece
80-120 minutes to create a project
Activity Procedure
- Review with students their Science Notebook reflections. Concentrate on what holes they may have noticed in their data. Where would they go to collect additional data to help answer their research question? What types of data would they collect next time?
- Revisit students’ Google Earth Diversity Trip. Were there places in your watershed that students were particularly curious about or interested in?
- Capitalize on these student-identified data needs and interests to select a place(s) in your watershed where you want to try to involve others who will extend your investigation.
- Once students have their place(s) selected, have them do some research to see who in that area might be willing and excited to help them. Look for schools, Vital Signs citizen scientists, volunteer monitoring groups, conservation associations, land trusts, town officials, garden clubs, etc. Visit the Vital Signs map to take another look at your watershed. Is there someone already active collecting data in the area you are interested in? Nearby?
- Think about what would motivate one of those individuals or groups to do a biodiversity investigation. What motivated you? What motivated your teacher? Do you think these groups would be motivated by the same things?
- Have students journal about an experience they have had trying to convince someone to believe something, do something, or take a different point of view.
- Getting your dad to let you go to a friend’s house.
- Getting your mom to wear her seatbelt in the car.
- Getting your teacher to believe you really did your reading assignment.
- Getting your brother to understand why he annoys you.
Were you successful? What types of things did you say or do to get them to believe you or to do what you asked or to understand your perspective?
- Together brainstorm a list of persuasive tactics – things you say, tools you use when you really want to be convincing. Your list may include:
- Solid, specific evidence
- Sound reasoning
- Examples
- Experiences
- Sharing information/ facts
- Explaining the desired outcome
- Explaining how it benefits them, or something/ someone they care about
- Start the writing process. Think of a strong introductory statement, interesting fact, question, or emotional hook that will catch your audience’s attention. Some ideas:
- Did you know that biodiversity….?
- Oriental bittersweet is an invasive species that….
- Have you ever wondered why….?
- Are you concerned about….
- We are impressed with your data on the Vital Signs map…!
- Your evidence photo of Rosa rugosa is beautiful…!
Make a clear statement of your purpose for writing to them.
- You would like their help because….
- You would like to work specifically with them because….
Explain the importance and significance of their involvement. Explain how their involvement will help you answer your research question. Explain how their involvement will benefit them, your shared watershed, scientists in Maine… Use the other motivational, persuasive ideas you came up with during your brainstorm (see Step 7). Conclude by restating your purpose for writing to them and why you’d like their help. Include your contact information.
- Explain your investigation, your results to date, your evidence.
- Once students have outlined their persuasive, motivational message, they decide how they would like to present it to their audience. Options include:
- Formal letter
- Video using iMovie with still photos from their investigation and an audio track
- Video using a video camera
- Podcast
- Keynote presentation
- Students upload their media projects to the Vital Signs Project Bank, and send the link to their intended audience.
Reflection/Formative Assessment Ideas
Students Peer Review one another’s persuasive, motivational messages before they begin work on their media projects.
- Do they have the essential components?
- What parts are missing?
- Do they think it will be a convincing, effective message?
- How could it be stronger?
Once projects are in the Vital Signs Project Bank, students leave online constructive comments for their classmates about the effectiveness of their videos, presentations, etc. in communicating their message.
Extension Ideas
Have a neat way to extend this type of learning? Tell us all about it in the comments section below.
Resources
Have a resource you use to foster similar learning? Share it in the comments section below.
References
Have a reference to share? Do so in the comments section below.
Persuade and Motivate
Author(s):
Sarah Morrisseau, Gulf of Maine Research Institute, Vital Signs Program
Table of Contents
Question(s)
How do I convince someone to do something I’d like them to do?
Overview
Students use Persuade and Motivate to guide the creation of their action projects. Persuasive writing may be something that students are unfamiliar with or unpracticed at, but they all have personal experiences to draw from where they tried to get someone to do something they wanted them to do. This writing guide will help them formulate the perfect persuasive, motivational message. Let students then design, create, and publish their own media projects in the Vital Signs Project Bank to convey their message to their audience of choice.
Standards (MLR)
Social Science Standards
A2. Making Decisions Using Social Studies Knowledge & Skills. Students make individual and collaborative decisions on matters related to social studies using relevant information and research and discussion skills.
A2a. Develop individual and collaborative decisions/plans by contributing equally to collaborative discussions, seeking and examining alternative ideas, considering the pros and cons, and thoughtfully and respectfully recognizing the contributions of other group members.
A2b. Make a real or simulated decision related to the classroom, school, community, civic organization, Maine, or beyond by applying appropriate and relevant social studies knowledge and skills, including research skills, and other relevant information.
A3. Taking Action Using Social Studies Knowledge & Skills. Students select, plan, and implement a civic action or service-learning project based on a school community, or State asset or need, and analyze the project’s effectiveness and civic contribution.
Learning Objectives
Materials
Time Needed
40 minutes to craft a persuasive, motivational piece
80-120 minutes to create a project
Activity Procedure
Were you successful? What types of things did you say or do to get them to believe you or to do what you asked or to understand your perspective?
Make a clear statement of your purpose for writing to them.
Explain the importance and significance of their involvement. Explain how their involvement will help you answer your research question. Explain how their involvement will benefit them, your shared watershed, scientists in Maine… Use the other motivational, persuasive ideas you came up with during your brainstorm (see Step 7). Conclude by restating your purpose for writing to them and why you’d like their help. Include your contact information.
Reflection/Formative Assessment Ideas
Students Peer Review one another’s persuasive, motivational messages before they begin work on their media projects.
Once projects are in the Vital Signs Project Bank, students leave online constructive comments for their classmates about the effectiveness of their videos, presentations, etc. in communicating their message.
Extension Ideas
Have a neat way to extend this type of learning? Tell us all about it in the comments section below.
Resources
Have a resource you use to foster similar learning? Share it in the comments section below.
References
Have a reference to share? Do so in the comments section below.