Step 3: Class research project. Use research and data to try to get a school rule changed.
The first thing we did as a class was to brainstorm some rules that they would like to get changed. In order to make the list, it had to have a reasonable expectation of being considered for a change. All the ridiculous ideas were laughed at and left off the board.
After some class discussion I gave several students an opportunity to speak up for their choice. We took a vote and decided to try to change the gum rule. The students wanted to be able to chew gum during class.
After choosing our topic, I divided that class into groups to begin research. We did web searches to compile a list of potential sources that had data to support our claim. One group interviewed the principal about what he would need in order to consider the change. One group interviewed the janitors to determine how big a problem cleaning gum off of school furniture was. Another group created a survey and distributed it to all of the students in 5th, 6th, 7th, and 8th grade. All groups then reported back to the class.
After our initial research, the class decided to proceed with two claims.
#1 Chewing gum would help them to concentrate and do better in their classes.
#2 If gum were "legal" students would be less likely to try to hide it and stick it onto school furniture.
We discussed the need for some first hand data rather than second hand information from websites, so we conducted our own experiment. The sixth graders had three tests in the upcoming week. We got permission from each of these teachers to allow the class to chew gum for those three periods during those tests. We would compare the average scores from the "gum chewing" tests to averages from three previous tests in each of those classes.
When the week was up, we displayed the data on the board and discussed it. We created some group warrants to support our claim. I then assigned each student the task of writing a letter to either the principal or the school board. They would have to include an introduction, an explanation of the steps we took, at least two claims with supporting evidence and warrants, and finally a conclusion.
I read all of the letters and pulled out several paragraphs from the best written letters. As a class we compiled these paragraphs into one final group letter. I then submitted the letter along with a cover letter written by me to the school board.
Dear School Board,
The sixth grade would
like to request a possible change in the gum rule. We think grades 5-8 should be allowed to chew
gum in classes. To accomplish this goal,
we interviewed our principal, Mr. Brewer, and our janitors. We were told by Mr. Brewer that if scientific
evidence was provided to prove that gum could change our test scores, he would
consider changing the gum rule. We also
took a survey to see how many people admitted to sticking gum underneath the
desks. Our last study was we chewed gum
during a week of tests to see if our class average was higher than the two
tests previous to each subject.
We believe that the
fear of getting in trouble is what causes students to stick gum under desks and
other inappropriate areas. If gum was
allowed, it would eliminate that fear, so there will be less gum stuck in
inappropriate places. Our class did a
survey on 5th – 8th graders. The results showed that 58 out of 68 people
had never stuck gum under a desk, and ten people had stuck gum under a
desk. The ten people who had stuck gum
under a desk said that their reasons were as follows: Four of them were lazy, one person did not
respond, and five said they did not want to get in trouble. All ten of the people who put gum under the
desk said that if gum was allowed, they would put it in the trash because they
would not be afraid to get in trouble.
Since they were afraid to get in trouble, the rule being changed would
take away that fear and they would put the gum in the trash.
Gum has been proved to
relieve stress and anxiety and increase memory.
To test this theory for ourselves, we conducted an experiment. In a week we had four tests: Social Studies,
Spelling, Science, and Math. During
these tests we chewed gum and our overall average was an 87%. The two previous tests that we took for each
subject was an overall 81%, 6% lower than the average for when we chewed
gum. Although in Social Studies, the
test that we had taken before we chewed gum had a higher average score that the
average with gum.
In another test that
was conducted by 108 eighth graders in a Houston, Texas school, the students
chewing gum during math assignments and tests had a 13% higher score than
students who did not chew gum. (www.cnnhealth.com) Since our average went up by 6% when we
chewed gum and the Texas study showed a 13% increase in scores, this proves
that gum can increase scores on tests and assignments.
Because of the increase
in test scores, the benefits in class, and the survey we took, chewing gum at
school is very beneficial and should be allowed. We would greatly appreciate if you would
consider our request and thank you for taking the time to read our letter. We hope that you consider changing this rule,
and we all respect your decision.
Sincerely,
6th
Grade Class
The class will receive their answer from the school board sometime during their first week of 7th grade. Stay tuned!
Update: On the first day of school, our school board president came to the 7th grade classroom. He informed them that the board had decided to grant the 5-8 grades a 1 quarter trial period. Each teacher could decide if gum would or would not be allowed in their classroom. So, for now, at least four teachers are giving them a chance. It was a most welcome back to school treat! Thanks School Board for giving them a chance!!
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