EMBEDDING MOTIVATIONAL STRATEGIES IN JUNIOR HIGH SCIENCE CURRICULUM by Micah Bate A proposal submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION IN CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, Utah April 22, 2020 Approved ________________________________________ Clay L Rasmussen, Ph.D. ________________________________________ Shirley Dawson, Ph.D. ________________________________________ Melina Alexander, Ph.D. Running Head: EMBEDDING MOTIVATIONAL STRATEGIES 2 Abstract Two related challenges face teachers on an everyday basis: how to motivate students and how to create lesson plans in order to overcome these difficulties. Motivated students have greater satisfaction within the classroom and higher achievement scores than comparable peers. Although many different motivational strategies and lesson plans do exist, they are often not combined in junior high science planning. These teachers must have access to a higher number of lesson plans that incorporate motivational strategies. The purpose of this project was to create junior high science curriculum with embedded motivational strategies and then share those plans with teachers. A unit was created that includes 10 different lesson plans embedded with three different motivational strategies: gamification, integrated arts, and ARCS. Lesson plans were then shared with teachers. Sharing these junior high science lesson plans will increase the number of available lesson plans for teachers. The embedded motivational strategies will aid teachers in improving motivation within their classrooms. By increasing the number of lesson plans with embedded strategies, teachers will have more options available to overcome the challenge of motivating their students. EMBEDDING MOTIVATIONAL STRATEGIES 3 Acknowledgments The first people I would like to thank would have to be my wife and children. They have been my strength throughout this process of starting and finishing my master’s degree. I would also like to thank the rest of my family and friends that have been there supporting me in many different ways. To the various faculty and staff that have taught me so much over the years, I say thank you. I have learned so much these past couple of years. To be honest, I have never been more stressed than I was while working through my master’s project. In the end it will all be worth it so thank you for getting me through. I wish all of you the best and thank you once again for everything you have helped me accomplish. EMBEDDING MOTIVATIONAL STRATEGIES 4 Table of Contents Abstract 2 Acknowledgements 3 NATURE OF THE PROBLEM 6 Literature Review 7 Motivation and Types 7 Effects of Group Work and Motivation 9 School Year Length and Motivation 10 Motivational Effects on Content Areas 10 Effects of Rewards, Praise, and Punitive Consequences on Motivation 13 The Function of Age on Motivational Patterns 13 Motivational Strategies 14 Summary 19 PURPOSE 20 METHOD 21 Scope of Curriculum 22 Table 1: Reviewer One Suggestions 25 Table 2: Gamification Rubric 26 Table 3: Reviewer Two – Gamification Suggestions 27 Table 4: Science with Integrated Arts Rubric 28 Table 5: Reviewer Two – Integrated Arts Suggestions 28 Table 6: ARCS Rubric 29 Table 7: Reviewer Two – ARCS Suggestions 30 EMBEDDING MOTIVATIONAL STRATEGIES 5 REFERENCES 34 Appendices 38 Appendix A: Curriculum 39 Appendix B: Rubrics 61 Table 8: Gamification 63 Table 9: Science with Integrated Arts 64 Table 10: ARCS 65 EMBEDDING MOTIVATIONAL STRATEGIES 6 NATURE OF THE PROBLEM From the moment students begin their educational journeys, teachers utilize various ways to motivate them through their learning process. Praise and rewards may entice students to try a little harder to complete an assignment (Froiland & Oros, 2014). Taking away privileges or giving punitive consequences can be used to get students to comply with class rules (Bear, Slaughter, Mantz, & Farley-Ripple, 2017). In some cases, opportunities are provided to students to build up their autonomy so that they will use their internal motivation to keep going (Gottfried, A.E., Marcoulides, Gottfried, A.W., & Oliver, 2009). Many different strategies and techniques can help students become motivated. As teachers prepare their lessons, they must decide which strategies for motivation would be best suited for their students. Students who have high levels of intrinsic motivation and who are provided with strategies to maintain a high level of motivation are more likely to take more challenging courses, such as science, and achieve more top results (Gottfried, A.E. et al., 2009). Studies show that the procedures a teacher uses can affect the choices students make when deciding on science courses (Gottfried, A.E. et al., 2009). Deciding how to implement motivational strategies can be quite daunting for teachers, as they are not only planning what to teach but how to teach in a way that will motivate students. Specific lesson plans that incorporate motivational strategies while teaching science are not readily available, especially at the junior high level. To help guide teachers to be better prepared within the classroom, both in content and motivational strategies, a collection of applicable lesson plans is warranted. This collection could provide guidance and resources to teachers in future lesson planning. EMBEDDING MOTIVATIONAL STRATEGIES 7 Literature Review Motivation and Types Motivation is the willingness or enthusiasm to do something (Cambridge, 2019). Within the classroom, motivation can affect many aspects of students’ accomplishments, including assignments and test scores (Hayenga & Corpus, 2010). The likelihood that students push themselves to take more challenging courses is also affected by student motivation (Gottfried, A.E., Marcoulides, Gottfried, A.W., & Oliver, 2013). To increase motivation within their students, teachers must determine the best possible motivation strategies to incorporate in instruction. Intrinsic motivation comes from within as students seek new ways of motivating themselves regardless of exterior influences (Ryan & Deci, 2000). Students with high levels of intrinsic motivation do not attempt to compare their accomplishments with others, seek many rewards for doing better, or need consistent prodding from teachers. Intrinsically motivated students work hard to be the best they possibly can be for the sake of learning and knowing their work is a job well done, regardless of external influences (Ryan & Deci, 2000). These students are said to be self-determined, known as autonomy. Autonomy is the right to self-govern or to guide one’s actions (Merriam-Webster, 2019). For example, a teacher may give students the option to study and create something of their own doing. Alternatively, perhaps, the teacher might provide very few instructions, and then the students must come up with the details about how they want to learn that particular area of expertise. Other ideas to improve intrinsic motivation may be: working towards a higher purpose, helping others with tasks, letting students know they are capable of great things, and challenging students with puzzles that they must think outside the box to solve (Briggs, 2013). EMBEDDING MOTIVATIONAL STRATEGIES 8 Another way to increase motivation within students is known as extrinsic motivation. Extrinsic motivation comes from external motivating sources. For example, teachers provide rewards, praise, or recognition in front of the class to hopefully encourage productive behavior from a student (Ryan & Deci, 2000). For example, the reward could be a stamp on the paper ‘Good Job,’ getting to choose a prize from a box, receive words of praise, a ribbon of accomplishment, or trying to get an A in the class. Students may choose to act for that prize, being self-determined to do so, but there is extrinsic motivation to get them going. Extrinsic motivation can also stem from a fear of failure or losing something. Teachers may take away privileges such as free time or call parents for unsatisfactory work or behavior. Students may work to complete the task, not because they want to, but because they feel obligated. They have acted out of non-self-determined motivation. (Ryan & Deci, 2000). Extrinsic motivation can decrease motivation, increase anxiety and decrease academic achievements such as test scores in students, primarily when used frequently (Corpus, Wormington, & Haimovitz, 2016; Hayenga & Corpus, 2010). Extrinsic motivation can have positive influences. Extrinsic motivation use in moderate to low levels has a positive impact on students’ achievements and behavior (Froiland & Oros, 2014). For years, researchers have studied the effects of intrinsic and extrinsic motivations separately, but in the past few years, researchers have come up with a new concept: mixed motivations. Mixed motivation is a combination of intrinsic and extrinsic. Instead of trying only to stimulate the growth of intrinsic motivation within a student, teachers would use different levels of extrinsic motivation in concert to hopefully achieve the best results (Corpus et al., 2016). For example, challenging a student with a puzzle, giving the student autonomy to try and solve it, then, after a while offering a reward to a struggling student as further encouragement. EMBEDDING MOTIVATIONAL STRATEGIES 9 Another example could be a student creating a high-quality piece of artwork and receiving praise from other students and teachers (Extrinsic and Intrinsic Motivation, n.d.). In 2016 four types of mixed motivational profiles were identified and tested: “high quantity,” which is high levels of intrinsic and extrinsic, “primarily intrinsic,” which is high intrinsic and low extrinsic, “primarily extrinsic,” which is low intrinsic and high extrinsic, “low quantity,” low levels of both (Corpus, Wormington, & Haimovitz, 2016, p.371). Tests helped determine which combination of intrinsic motivation and extrinsic motivation would yield the best results of student contentment and performance within the classroom. Surveys, semi-structured interviews, and school records identified the motivational patterns and characteristics of third to eighth-grade students. The high quantity and primarily intrinsic profiles were quite similar in cognitive strategy use, satisfaction in life, minimal sadness, and report cards (Corpus et al., 2016). High quantity exhibited increased difficulties with anxiety, test performance, and validation goals. These counter-productive behavior traits could explain why high quantity profiled students exhibited lower state test scores (Corpus et al., 2016). Students in the low quantity group showed higher levels of interest in their schoolwork than expected. However, this group exhibits increased apathy towards work and increased anxiety about their performance when compared with their peers. Of the four studied groups, students with primarily extrinsic motivation had the highest scores of sadness. Students in this system were aware of the external constraints and felt the controls placed upon them limited their decision-making processes (Corpus et al., 2016). A separate study focused only on middle school students and concluded with similar findings (Hayenga & Corpus, 2010). Researchers found that students with high quantity extrinsic motivation did substantially worse than those with good quality motivation (high intrinsic, low extrinsic) despite both groups having relatively high levels of intrinsic motivation. Presumably, EMBEDDING MOTIVATIONAL STRATEGIES 10 this was because extrinsic motivation had an undermining function of reliance from students on the rewards for motivation rather than coming mostly from within (Hayenga & Corpus, 2010). Primarily extrinsic students showed increased numbers for maladaptive strategies, anxiety, and lowest GPA. A combination of high intrinsic motivation and low to moderate levels of extrinsic motivation produced the optimal levels for learning, academic achievement, and content students (Hayenga & Corpus, 2010). So, according to these studies, teachers must provide challenging exercises that encourage students to push themselves and provide extrinsic motivation, such as rewards and praise periodically, to get the best results. Effects of Group Work and Motivation As teachers strive to motivate and get the best results from their students on an individual level, they must also try to work with how tasks in a group setting may influence or alter results. Students may behave differently depending on the social construct of groups. Students who typically value academics and try hard in class were more likely to conform to positive academic behavior. The opposite proved accurate for students who are less academically inclined. (Masland & Lease, 2013). Intrinsically inclined students were more likely to conform to positive academic behavior even when put into a group of non-conforming students (Masland & Lease, 2013). Students working on group project-based learning were more likely to be satisfied with the experience if they were highly intrinsically motivated with little control from teachers. Liu, Wang, Tan, Koh, & Ee (2009) concluded that students with low motivation and under high control proved to be the least satisfied. Liu et al. studied the adaptability of students to group projects and found those with high motivation and less control were more likely to adapt to new challenges than those with low motivation and under high amounts of control. Recommendations for teachers would be to explain group projects well and then allow students to have the EMBEDDING MOTIVATIONAL STRATEGIES 11 autonomy to complete the necessary work. If teachers are continually trying to control the situation and tell students what to do, they will be less satisfied and more likely to not adapt to more challenging situations when they arise (Lie et al., 2009). School Year Length and Motivation Corpus, McClintic-Gilbert, & Hayenga (2009) determined that the length of a school year can cause detrimental declines in students’ motivation. Research with elementary and adolescent students considered the effects of school year length on changes in motivation, how perceptions of school goals could predict motivational changes, and how such changes could affect one another. Although elementary students start with a higher intrinsic motivational pattern than adolescents typically, both groups saw a decrease, with the adolescents having a slightly more pronounced decline for the year. Extrinsic motivation also decreased for both groups, but in these findings, the elementary students were more affected. As motivation decreased throughout the year, adolescent-aged groups preferred assignments that were easier to complete. Corpus, McClintic-Gilbert, & Hayenga found the decrease also affected their desire to please others, such as their teachers, which could result in less work completed and a negative attitude towards work completion. The study concluded that the longer students spend in school, the more motivation wanes (Corpus et al., 2009). As motivation in students continues to decrease, it can affect different aspects of the learning process, including specific subjects such as reading. Motivational Effects on Content Areas Reading comprehension can improve understanding, grades, and test scores (O’Reilly & McNamara, 2007). As students’ comprehension increases, the ability to think and understand more complex situations improve. Students that are more confident in their abilities are more comfortable in the school environment and typically perform better (Froiland & Oros, 2014). EMBEDDING MOTIVATIONAL STRATEGIES 12 Froiland and Oros collected data from 8960 children starting in the fifth-grade and continuing through their eighth-grade years to determine if there were correlating patterns of motivation, perceived competence, engagement, and actual reading ability. During the fifth-grade school year, students filled out a questionnaire to determine intrinsic, extrinsic, interest, and competence in reading. Teachers received surveys to assess students’ classroom engagement. Results showed a strong correlation between intrinsic motivation, perceived ability, and actual reading scores (Froiland & Oros, 2014). Though a previous study (Lepper, Corpus, & Iyengar, 2005) had shown extrinsic motivation to be a negative factor in reading achievement, in this study, extrinsic motivation had a slightly positive influence on reading ability (Froiland & Oros, 2014). “This suggests that extrinsic motivation is not necessarily antithetical to intrinsic motivation, especially since the two variables were positively correlated and both may contribute to the development of achievement” (Froiland & Oros, 2014, p.127). Reading is not the only subject where students’ motivation levels can affect their accomplishments. Gottfried et al., (2009) found that students in science classes who are given intrinsically motivating tasks at a young age, in this case, nine, are more likely to keep that motivation through adolescence. Students given extrinsically motivating tasks are more likely to start with lower levels of intrinsic motivation and keep lower levels through adolescence. (Gottfried et al., 2009). Motivation levels can also affect students in mathematics classes. Gottfried et al., (2013) determined students with higher levels of intrinsic motivation at age nine were more inclined to take more advanced, intense, and demanding classes. Achievements, such as grades and test scores, were higher as well. Students who started with lower intrinsic motivation and did not receive proper interventions to help build up intrinsic motivation and autonomy took lesser challenging courses, had lower achievement scores, and were less satisfied EMBEDDING MOTIVATIONAL STRATEGIES 13 with mathematics. These findings continued through elementary, high school years, and even into adult years (Gottfried et al., 2013). Effects of Rewards, Praise, and Punitive Consequences on Motivation Bear, Slaughter, Mantz, & Farley-Ripple (2017) gathered data to determine if students’ attitudes toward their learning environment can increase or decrease their motivation. Surveys were given to 10,344 students in grades 5-12 to determine their perceptions of the praises, rewards, punitive consequences, and how they related to their intrinsic and extrinsic prosocial motivation. Bear et al. determined that the use and frequency of praise and rewards increased intrinsic and extrinsic motivation for prosocial behavior). An increase in teachers’ use of punitive consequences resulted in a lowered intrinsic prosocial motivation and increased extrinsic prosocial behavior. Students stated that praise and rewards caused an increase in intrinsic motivation instead of extrinsic motivation. Students see them as socially controlling and manipulative; they are more likely to harm intrinsic prosocial motivation. Instead, rewards and praise should be used in a way to recognize effort and choice (Bear et al., 2017). The right combination of intrinsic and extrinsic motivational techniques can have a significant impact on student achievement and behavior. The Function of Age on Motivational Patterns Gillet, Vallerand, & Lafreniére (2012) researched students' age, motivational levels, and the effects of autonomy support from teachers and parents on these criteria. Students between nine and 17 years of age filled out a questionnaire to determine if this is accurate. Results showed that age had a strong influence on both intrinsic and extrinsic motivations. Both intrinsic and extrinsic motivation decreased from nine until 12 years old, leveled until 15 years old, and rose after that. Results showed that self-determined extrinsic motivation was slightly varied. An EMBEDDING MOTIVATIONAL STRATEGIES 14 increase in motivation from nine until 12 years and then stabilized. Age had an opposite effect on non-self-determined extrinsic motivation. Data showed a decrease in motivation from nine until age 12 and then stabilization. Intrinsic self-determined motivation showed a decrease from 12 until 15 years of age and then an increase. Gillet et al. found that although motivation does decrease between elementary to the first year of high school (ninth grade), there is an improvement as students increase to grades 10 through 12. Although age can affect the levels of motivations within students, there are ways of combating the decreases. Students that received support to help them build up their autonomy from their teachers had higher intrinsic and self-determined extrinsic motivation than peers who did not. At home, mothers who helped their children improve autonomy had higher levels of self-determined extrinsic motivation and less amotivation than peers who did not (Gillet et al., 2012). Motivational Strategies Educators have incorporated many different motivational strategies into their curriculum. Research has shown the following to be effective at raising levels of motivation within students, although not always in junior high science. For those, details included below show how they could be incorporated successfully. ARCS Model ARCS (attention, relevance, confidence, and satisfaction) model strategy uses attention-grabbing lessons, that are relevant to the learner, in order to build up confidence through successful assignment completion (Keller, 2010). Teachers begin with attention-grabbing methods such as games, role-playing, or other hand-on practice. Learning continues with ties to real-world situations, which helps keep students motivated as they relate to the material and understand the significance (Keller, 2010). To help build up confidence as students are learning, EMBEDDING MOTIVATIONAL STRATEGIES 15 teachers provide encouragement, give feedback, and give students specific control over their learning process. Providing students with multiple learning methods helps them take increased ownership of their learning, thus building up autonomy and motivation (Keller, 2010). The last element of this approach is to help students feel satisfied. Teachers provide students with rewards such as praise to build up a sense of accomplishment. They may also help them use newly developed skills in a real-world environment to help them build up inner satisfaction (Keller, 2010). ARCS is a versatile motivational strategy that is successful in different curriculum. In 2019, a study showed the influence of ARCS in a university technology program. Students showed increased motivational levels and performance scores (Karabatak & Polat, 2019). Students in a university-level physics course showed an increase in achievement scores, motivation, and self-sufficiency (Aşiksoy & Özdamli, 2016). 11th-grade students used this method to design a short unit of chemistry about acids and bases. Students showed increases in motivation, achievement, and engagement (Feng & Tuan, 2005). Although the mentioned studies focus on students that are older and not of junior high age, the principles could work with younger pupils. Using an attention-grabbing lesson hook, tying the unit to current events makes it relevant, clearly stating expectations can help students build confidence, and using various assignments that can build up different types of motivations can improve satisfaction. Web-based Peer Assessment The web-based peer assessment approach incorporates students reflecting on projects and performances using video recordings (Hsia, Huang, & Hwang, 2016). Under this model, students in a junior high performing arts course followed five-steps: orientation, explanation and demonstration, practice, assessment, and performance. Students would then write a script, EMBEDDING MOTIVATIONAL STRATEGIES 16 practice it, and then present a performance for evaluation from their peers. Videos were uploaded, and other students would provide ratings and comments based on a rubric (Hsia et al., 2016). The students then made adjustments, and a final performance was given. Students and teachers gave final ratings. Results showed that learning improved; correlation of ratings of teachers and students was significant. Students comprehended the rubrics and could provide reliable reviews. Students’ learning outcomes showed a high correlation to their intrinsic motivation. Being both an actor and a reviewer could be a factor in the improvement of intrinsic motivation (Hsia et al., 2016). Gamification Gamification involves using elements of games to motivate students within the classroom (Hanus & Fox, 2015). A study of a university communications course, students were involved in a social competition incentivized reward system to increase productivity within the course. Upon completion of tasks, students would receive badges and other rewards that would move them up a digital leader board. Students were able to view this board to determine their ranking within the classroom. Extrinsic motivation increased temporarily during the study, but intrinsic motivation decreased over time (Hanus & Fox, 2015). Although this motivational strategy was used at a university level, it could be modified for younger students to help increase their motivations. Students constructing an educational game versus playing a premade educational game may increase their motivational levels (Vos, van der Meijden, & Denessen, 2011). During this study, teachers introduce fifth and sixth-grade students to new concepts (proverbs) and then provide them with instructions to create an online game. Students who created their games were more motivated and had more drive to delve deeper into the concept than students who played an already produced game (Vos et al., 2011). In science, students could use a similar strategy to EMBEDDING MOTIVATIONAL STRATEGIES 17 learn new vocabulary related to ecosystems, create a simulated wave generator to study the effects of waves on objects, or perhaps the characteristics of different properties of matter. RRI Activity Responsible Research and Innovation (RRI) is a European idea that students should understand the ethical concerns related to new research and the effects on the world around them. A newer idea that has begun to increase in use within the past five years (Bayram-Jacobs, 2015). Pečiuliauskienė (2019) conducted a study of 8th through 10th-grade students found that engaging them in science activities that are tied to the impact of scientific research and discoveries can improve intrinsic motivation. Teachers used a 5E model of Engage, Explore, Explain, Extend, and Evaluate. Two mini-project lessons sought to incorporate this model and connect it to RRI science lessons. The first lesson focused on animal testing and asthma. Understanding of bodily gas exchanges was used to explain the effects of asthma. Students then had to research arguments to support the use or non-use of animal testing for asthma drug development. The last step involved collecting information from other students, teachers, and scientists in related fields. The second lesson involved students presenting their evidence and arguments during a classroom discussion. Results from this study showed that as perceived competence and relatedness of the subject matter increased, so did levels of intrinsic motivation of the students (Pečiuliauskienė, 2019). RRI is a newer strategy from the European nations and is not in use within junior high science courses in the United States. Incorporating its concepts into lessons could allow students to gauge whether current research practices in the United States are concerned with the ethical implications. Examples could include researching the effects of pesticidal use on commercially EMBEDDING MOTIVATIONAL STRATEGIES 18 available produce, the potential impact of DNA modification within unborn children, and the effects of fossil fuel burning on local ecosystems (Pečiuliauskienė, 2019). Agent-based Learning System Agent-based systems integrate problem-solving methods with inquiry-based instructions to better comprehend complex scientific concepts (Chen & Chou, 2015). In a seventh-grade science course, students learned how to use an agent-based learning system. The teacher provided a web-based learning system with instructions and materials. Students learn at their own pace and ask for clarification when necessary. Researchers found this strategy useful at increasing learning and motivation within students and feasible for instructors to apply (Chen & Chou, 2015). Science with Integrated Arts Incorporating the arts into science lessons can improve motivation by improving the appealing nature and help increase long-term knowledge retention (Conradty & Bogner, 2019). Fifth-grade students were introduced to science with integrated arts through a four-hour lesson. Students in groups of three to four studied bird flight using self-guided workstations. To incorporate the arts, groups collaborated on handicraft artwork of fossils and paper gliders (Conradty & Bogner, 2019). Long-term retention of concepts was significant, and intrinsic motivation remained stable in students (Conradty & Bogner, 2019). Although this example is with elementary-aged students, junior high school science curriculum could be substituted. In an upcoming unit, students read about cellular respiration. Students could then make models of molecules that could be broken apart and put back together to show the processes the body undertakes to perform this function. EMBEDDING MOTIVATIONAL STRATEGIES 19 Summary The adolescent stage of life is critical for social and scholarly growth. Intrinsic motivation and extrinsic motivation can be affected by age, the time within school, parents, teachers, and the student’s perception of self. Although life situations may vary and brains are different in every situation, there seem to be certain qualities of intrinsic motivation and extrinsic motivation that are similar. Increasing intrinsic motivation is essential because it helps students build up their autonomy, making them more focused on success, and easier to educate within the classroom (Corpus et al., 2016). As intrinsic motivation increases, so can students’ levels of accomplishment (Froiland & Oros, 2014). Though extrinsic motivation can become a negative influence if used too much or in the wrong way, it can be a positive influencer when appropriately used (Corpus et al., 2016). Students with a low intrinsic motivation that do not receive the correct strategies to improve these deficiencies can continue experiencing low intrinsic motivation levels into adulthood (Gottfried, A.E., Marcoulides, G.A., Gottfried, A.W., & Oliver, P.H., 2013). Strategies to improve the motivation of students in junior high science classes do exist (Chen & Chou, 2015; Pečiuliauskienė, 2019). Unfortunately, the amount of curriculum incorporating effective motivational strategies within the junior high setting is limited. The new curriculum must be written to help improve student motivation in junior high science. EMBEDDING MOTIVATIONAL STRATEGIES 20 PURPOSE As teachers strive to make the teaching environment and experience the best for the students each year, they have the difficult proposition of how to motivate students properly. Teachers must use techniques that work with how their students are motivated. The purpose of the present undertaking is to create high-quality junior high science lesson plans that incorporate motivational strategies. The curriculum will then be shared with other science teachers so that they will be able to improve the motivational and achievement levels of their students. The lesson plans will focus on 8th grade integrated science. The curriculum incorporates multiple motivational strategies, aligns with applicable core standards, and includes instructions on how to implement these within the classroom. Three motivational strategies were chosen due to their likelihood to work well within the sciences. ARCS motivational strategy has been used successfully in higher-level science courses such as university-level physics (Aşiksoy & Özdamli, 2016) and high school level chemistry (Feng & Tuan, 2005). While this is not a direct correlation of topics, it does show that there is a potential to increase motivation while teaching science-related courses. Science with integrated arts is the second motivational strategy chosen because it has shown to have a positive impact on students’ motivation in a short amount of instructional time (Conradty & Bogner, 2019). Intrinsic motivation remained high among male and female students six weeks after four hours of lessons had taken place. Finally, gamification was selected due to the success of other teachers using the design to introduce new word concepts (Vos, van der Meijden, & Denessen, 2011). Students will be learning about new words such as abiotic and biotic factors and their relations to the ecosystem around them. Using gamification will hopefully allow students to learn these new words and others in the curriculum. EMBEDDING MOTIVATIONAL STRATEGIES 21 The objectives of this project are to: 1. Develop junior high science curriculum with embedded motivational strategies. 2. Develop one unit of instruction aligned with science standards. METHOD As referenced in the literature review, strategies do exist that can help students achieve motivational improvements within the classroom (Chen & Chou, 2015; Conradty & Bogner, 2019). Unfortunately, lesson plans that integrate effective motivational strategies in the junior high setting are not as standard. In order to improve motivation within junior high science classes, developing effective lesson plans must happen. The purpose of this project was to develop a unit plan that incorporates the three chosen motivational strategies, gamification, science with integrated arts, and ARCS thus increasing the number of effective lesson plans available. Each lesson plan will include information for each motivational strategy to aid the teacher in using each method effectively. The unit begins with gamification to introduce new vocabulary and concepts to the students. With this strategy, students construct a game that helps them learn this new information. Gamification lasts three instructional classes. The unit lesson plans then transition to science with integrated arts. The purpose of this is to increase intrinsic motivation and help students with a more visual understanding of how the carbon cycle functions. Tasking students with learning how the carbon cycle functions and then building a model to represent the flow of energy within this cycle will last two classes. Additional instructions are included to clarify how to incorporate this motivational strategy. The focus of these first two strategies is to begin the understanding process of the new concepts. The last strategy to be incorporated into the curriculum will be EMBEDDING MOTIVATIONAL STRATEGIES 22 ARCS. ARCS builds on this information and helps tie in the relevance of the information to real-life circumstances. Students research and create a paper to show their more profound level of understanding of the effects of humans on ecosystems. A classroom debate/discussion then takes place to discuss how we should proceed as a society. The ARCS portion of the unit lasts four lesson plans and will incorporate elements of instruction from previous lesson plans with embedded ARCS elements into the curriculum. Combining techniques that have worked previously with new ARCS ideas will hopefully increase the likelihood of successful implementation within the classroom. Lesson plans will include explanations for core standard applicability, instructions for teaching (including lesson objectives, time intervals, materials, room arrangement, procedures, assessment(s)), and instructions for implementing motivational strategies. In order to vet the created lesson plans for effectiveness and viability within the classroom, two junior high teachers will evaluate the materials. These are junior high science teachers in a local Utah school network. Using a newly developed rubric, teachers review lesson plans and provide feedback. Teachers highlight the effectiveness that each group of lesson plans meet expectations. Data from the teachers’ responses are included below in the Discussion section and Appendix B. Scope of Curriculum This unit focuses on Strand 8.3.3 of the Utah SEEd Standards for 8th grade integrated science. The strand aligns with the information currently taught and is more useful because it better prepares students for high school biology. The lesson plans provide information to teach how existing ecosystems can store matter and transfer energy. Three of the mentioned motivational strategies are embedded: gamification (created games), science with integrated arts, and ARCS. EMBEDDING MOTIVATIONAL STRATEGIES 23 Three lesson plans with embedded gamification motivation strategies will cover new vocabulary that familiarizes students with terms such as producers, consumers, and decomposers that will help them understand later concepts. These lessons align with MS-LS2-2: LS2.B of the NGSS and 8.3.3 of the Utah SEEd standards. In recent years gamification usually involves a digital game creation to either motivate students or teach a new subject. Junior high science teachers do not usually have a background in digital game creation, so a physical game construction will be substituted. Building a physical game helps with visual learning, and the creation of the game helps with the retention of new information. Students also enjoy the opportunity to make and play a game to learn new information. Science with integrated arts allows students to construct a model describing the carbon cycle and the flow of energy involved. These lessons align with MS-LS2-3: LS2.B of the NGSS and 8.3.3 of the Utah SEEd standards. Three lesson plans are created with integrated arts as the focus. A primary focus will be on physical art formation. Manipulation of physical materials could help those with an acumen for visual learning. Increased enjoyment in learning leads to greater motivation to learn the material. Fewer instructions are provided to students creating a necessity to be more autonomous in production and creative in the outcome. Increased autonomy increases intrinsic motivation within students. Integrated arts in science helps with long-term knowledge retention. Students will be able to incorporate ARCS relevancy criterium as they research factors affecting ecosystems and then include that information into a classroom discussion. These lessons align will MS-LS2-4: LS2.C of NGSS and 8.3.3 of Utah SEEd standards. Four lesson plans will be embedded with the principles of ARCS motivational strategy. ARCS has been used in science classes, but throughout the research done, none were found to be in junior high. The EMBEDDING MOTIVATIONAL STRATEGIES 24 successful use in other science courses will aid in the likelihood of success within the junior high classroom. During these lesson plans, students will be engaged by learning about current events in ecology. Students will also be preparing materials to have an educated discussion about humans’ impact on ecology. This will help students relate to the topic and make it more enjoyable. Motivation increases when this occurs. Results and Discussion The following section addresses the suggestions that were provided by two junior high science teachers. A rubric was provided to each teacher to help with quick evaluations of lesson plans. Three open-ended questions are included after each rubric to allow for more extensive evaluation. Reviewer number one chose not to use the rubric. This teacher decided to make comments on the various sections and provided advice to improve those sections. Reviewer number two filled out the rubric, and the three corresponding questions. More reviews could have been helpful, but there was an impediment; the COVID-19 quarantine. A potentially deadly virus was moving throughout the world. All nonessential business operations were shut down or had to work remotely. Schools were shuttered, and teachers had one week to adjust their curriculum before reopening online. Due to the increased workload, teachers were reluctant or unable to provide feedback. Reviewer One Suggestions, Adjustments, and Resolutions Table one provides a clearer understanding of the suggestions provided by Reviewer One. Some suggestions can only be found once, and others are provided multiple times throughout the lesson plans. Table one includes suggestions mentioned multiple times with adjustments and explanations assumed to be the same for each related suggestion. EMBEDDING MOTIVATIONAL STRATEGIES 25 Table 1 Includes simplified reviewer one suggestions and alterations made to lesson plans Suggestion Adjustment Explanation Include missing rubric for student assignment Inserted the rubric into lesson plan instructions. A rubric for the model of a carbon cycle model was already created but not included in the lesson plan. Bold sections in lesson plans Bolded section headings It makes it easier to identify. Exit questions to address the objective None Time to discuss the models after completion is already included. Reviewer two did not mention a need for change. Step out paragraphs into smaller sections for clarification (multiple times) Paragraphs were broken down the paragraphs into bulleted and shorter instructions. Breaking down the paragraphs makes it easier to read and helps understand the next step that needs to take place during the lesson. Missing wording to clarify assignment to complete Changed wording to clarify Confusing wording. Changing made more apparent and should help teachers to know what to do next. Include an outline to help students plan None Unnecessary. Instructions provided in bullet point form should provide students what they need. Provide a pre-built model for reference None Previous experience has shown that in this type of situation, many student groups will just copy the example rather than being creative and building up motivation to try harder. Include informal assessments None Unnecessary. Informal assessments are already included to gauge students’ understanding. What should happen if they (students) finish early? Students should prepare for their presentations. More time will help them prepare for their presentation and question session. EMBEDDING MOTIVATIONAL STRATEGIES 26 How can we address (know) that students accomplished the objective? A worksheet and rubric were created. Students can check the rubric and make sure their understanding meets the criteria. The worksheet will help judge post-assignment understanding. Reviewer Two Rubrics, Suggestions, and Resolutions Reviewer two used the table one featured below to provide feedback about the gamification lesson plans. This format is easy to use and provides succinct information. Three open-ended questions follow that allow the reviewer to clarify and expand on their thoughts. After each corresponding table, suggestions, and resolutions from Reviewer Two can be found. Table 2 Gamification Rubric Exceeds Meets Approaching Negligible Ease of Following the Lesson Plan The lesson plan was easy to read, understand, and would be to implement The lesson plan was mostly easy to read, understand, and would be to implement The lesson plan was understandable but needed improvements. The lesson plan is challenging to understand and needs many improvements. Incorporation of the Games The lesson plan should incorporate games while helping students learn very effectively The lesson plan should incorporate games while helping students learn effectively The lesson plan should incorporate games while helping students learn somewhat effectively The lesson plan does not seem to incorporate games and would not help students learn effectively Standards Alignment The lesson plan aligns with all standards The lesson plan aligns with most of the standards The lesson plan aligns with some of the standard The lesson plan does not align with any standards What was/were the most effective area(s) of this lesson plan? EMBEDDING MOTIVATIONAL STRATEGIES 27 Again, I love that you give students materials and let them run with this project. I also like that you emphasized that students will be using those terms frequently throughout the unit. Sometimes students don’t understand basic terms at the beginning, and then they are lost throughout a whole unit. I like that you really emphasized these terms so that students have a good base understanding before moving on to more complicated concepts. I also liked that you gave each student a specific role in each group so that students are all actively involved. What was/were the least effective area(s) of this lesson plan? I think that showing them examples of previous students’ games that were successful might spark more ideas as they are getting started. Are there any other comments to add? Table 3 Includes simplified reviewer two suggestions to gamification lesson plans and alterations made Suggestion Adjustment Explanation Provide examples of games None This is a new lesson plan, and no examples existed. Teachers used the table four featured below to provide feedback about the science with integrated arts lesson plans. This format is easy to use and provides succinct information. Three open-ended questions follow that allow the reviewer to clarify and expand on their thoughts. Table 4 Science with Integrated Arts – Rubric Exceeds Meets Approaching Negligible Ease of Following the Lesson Plan The lesson plan was easy to read, understand, and would be to implement The lesson plan was mostly easy to read, understand, and would be to implement The lesson plan was understandable but could use improvements. The lesson plan is challenging to understand and needs many improvements. Incorporation of the Arts The lesson plan incorporates the arts very effectively The lesson plan incorporates the arts well The lesson plan incorporates the arts but is lacking The lesson plan is not active at incorporating the arts Standards Alignment The lesson plan aligns with all standards The lesson plan aligns with most of the standards The lesson plan aligns with some of the standards The lesson plan does not align with any standards EMBEDDING MOTIVATIONAL STRATEGIES 28 What was/were the most effective area(s) of this lesson plan? I absolutely loved how you let students do their own research and give them the materials they need to make their own model. I think that giving them so much freedom in their expression of their research really helps them to internalize concepts. What was/were the least effective area(s) of this lesson plan? I honestly think that this was very complete and well done! The only thing I would say is that it would be nice to see a copy of the rubric that you would use to grade the carbon cycle models. Are there any other comments to add? Table 5 Includes simplified reviewer two suggestions to integrated arts lesson plans and alterations made Suggestion Adjustment Explanation The rubric was missing for carbon cycle model creation Inserted rubric into the lesson plan A rubric for the model of a carbon cycle model was already created but not included in the lesson plan. Teachers used the table six featured below to provide feedback about the science with integrated arts lesson plans. This format is easy to use and provides succinct information. Three open-ended questions follow that allow the reviewer to clarify and expand on their thoughts. Table 6 ARCS – Rubric Exceeds Meets Approaching Negligible Ease of Following the Lesson Plan The lesson plan was easy to read, understand, and would be to implement The lesson plan was mostly easy to read, understand, and would be to implement The lesson plan was understandable but needed improvements. The lesson plan is challenging to understand and needs many improvements. Attention The lesson plan would do an excellent job of grabbing The lesson plan would do a good job of grabbing The lesson plan would do a fair job of grabbing The lesson plan would not grab students’ attention. EMBEDDING MOTIVATIONAL STRATEGIES 29 students’ attention students’ attention. students’ attention. Relevance The lesson plan has significant elements that tie to relevant topics. The lesson plan has good elements that tie to relevant topics. The lesson plan has decent elements that tie to relevant topics. The lesson plan does not seem relevant to today’s topics Confidence The lesson plan seems excellently equipped to build up students’ confidence The lesson plan seems well equipped to build up students’ confidence The lesson plan seems decently equipped to build up students’ confidence The lesson plan does not seem like it would build up confidence at all. Satisfaction The lesson plan should leave students feeling extremely satisfied with what they have accomplished The lesson plan should leave students feeling satisfied with what they have accomplished The lesson plan should leave students feeling mildly satisfied with what they have accomplished The lesson plan would not leave students feeling satisfied with what they have accomplished Standards Alignment The lesson plan aligns with all standards The lesson plan aligns with most of the standards The lesson plan aligns with some of the standard The lesson plan does not align with any standards What was/were the most effective area(s) of this lesson plan? I really liked the emphasis on class discussion. I think that middle school students are much more interested in themselves than they are in their teachers, so it is a very engaging teaching strategy for them. I also like that instead of lecturing you had students try to critically think and figure things out for themselves. What was/were the least effective area(s) of this lesson plan? While the discussion portion was great (on the first lesson), I think that a whole class period dedicated to discussion might lose their attention after a while. More hands-on activities might be a good stimulus to spark new discussion partway through. Are there any other comments to add? Table 7 Includes simplified reviewer two suggestions to ARCS lesson plans and alterations made Suggestion Adjustment Explanation Shorten discussion time. Students may lose attention if The amount of time during the discussion was shortened. Junior high students can have a short attention span for EMBEDDING MOTIVATIONAL STRATEGIES 30 the whole class period is dedicated to this activity. discussions, and this does seem like an appropriate change. Create a hands-on activity to spark new discussions. An exit questionnaire for students to reflect on what they discussed, learned and would like to learn. Reviewer one felt there needed to be a post-discussion assessment. A mid-lesson interruption might cause too much disruption in the discussion flow, so a post-discussion was included instead. Although reviewer number one chose not to use the rubric and only provides information for the curriculum on Ecology (ARCS), the feedback was very beneficial. The lesson plans now read more naturally and will allow the teachers to understand what is required of them more easily. For example, there are multiple requests to step out paragraphs into smaller sections. Instructional areas now provide information to teachers in smaller, bulleted sections. This change allows the reader to flow from one step to the next more effortlessly. Most of the suggestions provided were simple, yet meaningful adjustments. Rewording a sentence that specified an assignment, including a missing rubric for an assignment, and bolding section headings. The most significant change was including a post-discussion assignment. This assignment helps gain a better understanding of the students’ comprehension of human impact on ecology. There are three suggestions from reviewer number one that were not adjusted. Suggestions included providing an outline to students to help with planning and including information assessments. These were good suggestions, but including them would be unnecessary as those elements are in the lesson plans already. Consideration to include a pre-built model for reference to help students understand their objectives was made. Including an example might be a good idea, but previous experience shows that many students just make a copy of the example rather than being creative. EMBEDDING MOTIVATIONAL STRATEGIES 31 The idea of the designed curriculum is to improve motivation and autonomy. Overall, the feedback provided by reviewer number one was excellent. Reviewer number two did use the three rubrics and provided useful feedback. The number of suggested corrections was less than that of reviewer number one. Four suggestions total were made by reviewer number two. Reviewer number two provided the same recommendation from reviewer number one to insert the missing rubric. The lesson plan now contains the missing rubric. The next suggestion is to include a pre-built game example to help students understand the requirements of the upcoming lesson plan. This suggestion does have its merits, but previous experience has shown that students may just copy the given example. The two suggestions that provided the most significant help are related to one another. Lesson number four in the ARCS lesson plans includes instruction about a discussion that should take place. A suggestion to shorten the discussion time is given because students may lose focus. This suggestion does seem sound as the original idea was for a full class period of almost 60 minutes, but shortening to 45 minutes seems more reasonable. Suggestion number four is to include an activity to help break up the time in the middle of the discussion. This idea could hurt the flow of the discussion. Rather than including an activity in the middle, a post-discussion reflection is included instead. Although reviewer number two provided fewer suggestions than reviewer number one, they are helpful and do improve the lesson plans. More suggestions and reviews could have been useful, but due to circumstances of COVID-19, it was not possible. The suggestions were useful and helped improve the lesson plans for all three motivational strategies. Although only one reviewer used the provided rubric, the suggestions that were given by the other reviewer went into great detail about how to EMBEDDING MOTIVATIONAL STRATEGIES 32 improve the lesson plans. The provided information was used to improve other lesson plans. Lesson plans now flow better, read more naturally, and are more enriching for the students. The principal idea behind this curriculum project was to create quality junior high science lesson plans and embed them with proven motivational strategies. Increasing the number of quality lesson plans will help teachers improve the motivation of their students. This motivation will help the students achieve more exceptional results and be more content within the classroom. The incorporation of games in gamification motivates students to learn while having fun. Integrating arts while learning about the carbon cycle creates a physical reminder of the materials and helps students that generally do not enjoy science to become more motivated to participate. The ARCS lesson plans provide many examples and ideas that are relevant to current events and situations. Studies show that learning about relatable content is more satisfying. The variety in the lesson plans should keep learning exciting for the students, which can also keep them more motivated. Overall, the lesson plans are well prepared, vetted by experience junior high science teachers, and are ready to be taught in the classroom. The next step to take would be to expand on the number of lesson plans with a new strategy. Responsible Research and Innovation (RRI) is a new motivational strategy in Europe. Students learn about the ethical concerns related to new research such as medicines, food, and fuels. Students can increase their motivation while learning about the products they use. The motivation increases because of the relatedness of the information. Developing more lesson plans will help more teachers as more options are available to increase the motivation of their students. EMBEDDING MOTIVATIONAL STRATEGIES 33 References Arnold P.L., & Nunnery, J.A. (2012). Classroom management and motivation. In: N.M. Seel (Ed.) 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School Students’ Intrinsic Motivation for Learning Science in RRI Activity: the Influence of Perceived Competence and Relatedness. Revista Romaneasca pentru Educatie Multidimensionala, 11(3), 180-200. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. Rieser, S., Naumann, A., Decristan, J., Fauth, B., Klieme, E., & Büttner, G. (2016). The connection between teaching and learning: Linking teaching quality and metacognitive EMBEDDING MOTIVATIONAL STRATEGIES 37 strategy use in primary school. British Journal of Educational Psychology, 86(4), 526- 545. Wilkie, K. J., & Sullivan, P. (2018). Exploring intrinsic and extrinsic motivational aspects of middle school students’ aspirations for their mathematics learning. Educational Studies in Mathematics, 97(3), 235-254. APPENDICES Appendix A: Curriculum Appendix B: Suggestions and Resolutions EMBEDDING MOTIVATIONAL STRATEGIES 38 EMBEDDING MOTIVATIONAL STRATEGIES 39 Appendix A Curriculum EMBEDDING MOTIVATIONAL STRATEGIES 40 Appendix A Introduction of Ecology (Gamification Motivational Strategy: Lessons 1-3) Gamification Motivational Strategy Creating a game that incorporates scientific concepts can increase motivational levels within students. In order to successfully use new ideas, students must take ownership of the creational period. This ownership can cause students to delve deeper into the new information, which can help with mastery. This ownership can also improve motivation within the students. One way to use this strategy is to provide students with the concepts, a set of requirements for game creation, and then allowing the students to take over the process of the creation. Lesson Component Strategy Incorporation Creation of game Improved motivation as ownership of game creation increases. Playing the game Greater retention of new vocabulary—helps with motivation as the satisfaction of learned knowledge increases. Playing game (2) Competition can increase extrinsic motivation Intro to Ecology Lesson 1 Subject: Integrated Science Grade: 8th NGSS: MS-LS2-2: LS2.B Utah Standard: 8.3.3 Time: 80 min Materials/Resources: • Posterboard or card stock (good for game boards). 1 per group • Markers - preferably permanent and different colors to allow for creativity • Glue - 1 stick and 1 white (such as Elmer’s) per group • 1 Hot glue gun with spare sticks (about 10) • Assorted Colored pencils - about 100 or one package per group • Tape - 4 clear and 4 masking EMBEDDING MOTIVATIONAL STRATEGIES 41 • Blank 3x5 cards (enough for each group to write each word and definition on for game) • Pipe cleaners - 2 assorted color packages • Balloons (assuming no latex allergies) - 1 package of about 15 • Colored paper (1 pack of about 300) • Any other supplies you have that you feel could be used in an artistic project. Students are creative, and the more options they have, the better the games can become. Unit Goal: Be able to construct a physical game that teaches the aspects of ecosystems. Lesson Objective: By the end of this lesson, students will be introduced to new ecology vocabulary Introduction: 5 min - Hook: Jeopardy, Who Wants to be a Millionaire?, Scrabble, Boggle, and Scene it. Does anyone have any idea what these have in common? • Wait for a response. Specifically, you want to wait until students answer with the idea that they are all games that teach. • How about: abiotic, biotic, commensalism, and competition? (You are looking for: words that describe the various elements of an ecosystem or at the very least new words they are going to be learning). Lesson Presentation: 10 min - Explain: for the next couple of classes, you are going to be involved in the creation of a new type of assignment. Rather than me assigning you some words, you look up the definitions and then try to learn them with flashcards or something similar, you will be creating a game that incorporates those words. • To do this, you will be put into groups of four students. Each student will have a role to do. • One student will be the leader of the group. That person will be responsible for the organization, guiding the group, and making sure the game is high-quality before submitting it for grading. • A second student will be the scribe of the group. Any sort of note-taking or writing will be the primary duties of this student. • Student number three will be responsible for technology. Because you are going to have to look up new words, this student will need to access Canvas (online school system). The student will find the words on the school's Canvas site and then need to look up the definitions using the internet. Make sure they are ecology-related definitions. EMBEDDING MOTIVATIONAL STRATEGIES 42 • Finally, the last person will be the main person in charge of building the game. What I mean by that is this student will be in charge of the more difficult parts of building your game. • To clarify: even though each student has a role, you will all be working to build the game. • All games must include the following: physical construction, all assigned words and definitions, and instructions about how to play and win. • You will find the list of words on Canvas in the file titled “Ecology Game Creation.” • You will notice many supplies on the front lab table and the side one. You can use any of the supplies you see. You may also bring supplies from home next class if you would like. • The assignment is worth 50 points. I’ve put a rubric in the same file as the words to help you understand how it will be graded. • You will have the rest of this class to plan how you would like to construct the game, the entirety of the next class, and 40 minutes from the following class to finish it. • The remainder of that class will be playing the game to help you learn the new vocabulary. • It is very important that you create a good game that teaches the words well because the words you will be using are going to be used throughout the upcoming unit. • Does anyone have any questions? Okay, now listen carefully as I read out the classmates that will be in your group for this assignment. After I’ve read all of the names, you will need to put your desks in groups of four students and begin. 60 min – Game planning and construction Vocabulary Words: Ecology, Carrying Capacity, Habitat, Omnivores, Carnivores, Prey, Biotic factors, Food chain, Symbiosis, Herbivore, Biomes, Niche, Ecosystem, Limiting factor, Energy pyramid, Energy through an ecosystem, Organism, Producer, Consumer, Food web, Predator, Abiotic, Decomposer 5 min – Clean up Game Construction Lesson 2 Subject: Integrated Science Grade: 8th NGSS: MS-LS2-2: LS2.B Utah Standard: 8.3.3 Time: 80 min EMBEDDING MOTIVATIONAL STRATEGIES 43 Materials/Resources: • Posterboard or card stock (good for game boards). 1 per group • Markers - preferably permanent and different colors to allow for creativity • Glue - 1 stick and 1 white (such as Elmer’s) per group • 1 Hot glue gun with spare sticks (about 10) • Assorted Colored pencils - about 100 or one package per group • Tape - 4 clear and 4 masking • Blank 3x5 cards (enough for each group to write each word and definition on for game) • Pipe cleaners - 2 assorted color packages • Balloons (assuming no latex allergies) - 1 package of about 15 • Colored paper (1 pack of about 300) • Any other supplies you have that you feel could be used in an artistic project. Students are creative, and the more options they have, the better the games can become. Unit Goal: Be able to construct a physical game that teaches the aspects of ecosystems. Lesson Objective: By the end of this lesson, students will be introduced to new ecology vocabulary Introduction: 5 min - Remind students of objectives for today (building game). • Remind of requirements and time frame to finish construction (all of this period except for the last 10 minutes used to clean up) and 40 minutes next class. • Answer any questions then have students put desks in groups of 4 and get started. Lesson Presentation: 65 min – Students construct games. • During this time, make sure to move about the classroom looking for any confusion and/or questions that may arise from students. • Also, look at the game building and make sure each one is covering the requirements. Make sure to compliment groups on efforts. • Give positive advice on how to improve games if necessary. 10 min – Clean up EMBEDDING MOTIVATIONAL STRATEGIES 44 Finish Construction and Play Games Lesson 3 Subject: Integrated Science Grade: 8th NGSS: MS-LS2-2: LS2.B Utah Standard: 8.3.3 Time: 80 min Materials/Resources: • Posterboard or card stock (good for game boards). 1 per group • Markers - preferably permanent and different colors to allow for creativity • Glue - 1 stick and 1 white (such as Elmer’s) per group • 1 Hot glue gun with spare sticks (about 10) • Assorted Colored pencils - about 100 or one package per group • Tape - 4 clear and 4 masking • Blank 3x5 cards (enough for each group to write each word and definition on for game) • Pipe cleaners - 2 assorted color packages • Balloons (assuming no latex allergies) - 1 package of about 15 • Colored paper (1 pack of about 300) • Any other supplies you have that you feel could be used in an artistic project. Students are creative, and the more options they have, the better the games can become. Unit Goal: Be able to construct a physical game that teaches the aspects of ecosystems. Lesson Objective: By the end of this lesson, students will be introduced to new ecology vocabulary Introduction: 1 min - Remind students they must finish within 40 minutes. If they finish early, they should put their supplies away, and take the time to play their games. Have students put desks in groups of four and finish building. Lesson Presentation: 40 min – Students finish constructing games Observe - make sure groups are fulfilling the requirements. Provide positive affirmations and constructive critiques if necessary. 5 min – Clean up 30 min – Play games EMBEDDING MOTIVATIONAL STRATEGIES 45 Carbon Cycle (Science with Integrated Arts Motivational Strategy – Lessons 1-3) Science with Integrated Arts – Motivational Summary Incorporating physical arts into science can increase motivation retention and improve long-term knowledge in students. Effects have shown to last days or even weeks after a lesson lasting just a few hours. To use this type of motivational strategy, you may provide instructions and then allow an autonomous learning process to occur. Students may construct a physical representation of what you are studying. Making it interactive and enjoyable can help improve both motivation and long-term knowledge retention. Lesson Component Strategy Incorporation Model creation with vocabulary incorporated Increased knowledge retention can lead to greater satisfaction and confidence in abilities. This can lead to greater motivation. Limited instructions It allows for more autonomy in decisions. This can increase intrinsic motivation as ownership of decisions is increased. Carbon Cycle Introduction and Model Preparation Lesson 1 Subject: Integrated Science Grade: 8th NGSS: MS-LS2-3: LS2.B Utah Standard: 8.3.3 Time: 80 min Materials/Resources: ● Computer - 1 ● Colored paper - Black, brown, blue, green, yellow, red, orange, pink, purple ● White paper - 4 ● White glue - 1 bottle ● Markers - Permanent markers (work better on colored paper) of different colors: black, brown, green, yellow, orange, red, blue, purple, and gray. ● Scissors - 1 pair EMBEDDING MOTIVATIONAL STRATEGIES 46 ● Posterboard - 1:22x28 or greater ● Print out or online upload of carbon cycle research questions (included below) ● Print out or online upload of the rubric Other options to place where students can retrieve if they choose (I like to provide many options so students can show their creativity and make it as realistic as possible): ● Cardboard boxes - can be cut up or used whole for model ● Dirt ● *Fake grass, trees, or other plants ● Toy cars ● Toy farm animals ● Toy factory Unit Goal: Students will be able to understand ecosystems and the effects that humans have on them. Lesson Objective: By the end of this lesson, students will be able to construct a realistic model of the carbon cycle Introduction: 5 min: Ask - What is a cycle? • Wait for responses. You’re waiting for, “it is something that goes around and around.” What is carbon? • Students don’t need to give the correct answer on this one, but it is fine if they do Lesson Presentation: 5 min: Continue - today, we are going to be learning about the carbon cycle. • First, I have written up some questions. In assigned groups, you will use the internet to look up the answers to these questions. • The better and more comprehensive the information you gather, the easier the next assignment is going to be. • After you believe you have all the answers, you will raise your hands in your groups. I will visit your group, and you will tell me what you have learned. • I am going to check for understanding and if you need to fill in any missing information. • After you have finished this step, I will give you further instructions on what your group is to do next. EMBEDDING MOTIVATIONAL STRATEGIES 47 At this point, follow your classroom procedure to distribute the ‘Carbon Cycle Worksheet’ assignment or instruct students how to retrieve it online. 20 min - Instruct students to get computers and get started. As students are researching, move about the classroom to check for comprehension, and focus on the assignment. Provide help where needed. As groups begin finishing research questions explain the model instructions listed next: ● For the rest of today’s class, you are going to be designing and starting to build a model of the carbon cycle. ● On this Carbon Cycle Model – Rubric handout (or online), I have provided a rubric of the requirements for this project. ● The first thing you will need to do is come up with ideas as a group and then decide which would be the best. Make sure to write them down as you brainstorm. ● You will then want to draw a draft of what you’d like your model to look like when completed. ● As you can see (point to materials), there are many materials you can use to build this model. Make sure it is easy to understand and meets all the requirements in the rubric. ● You will have the rest of today and all of the next class period to finish the model. If there are any other materials, you would like to use, please let me know. Remember to make these models as realistic and creative as possible. • The handout ‘Carbon Cycle Model - Rubric’ is located on the page after the ‘Carbon Cycle Worksheet.’ 40 min - Work on models 10 min remaining - instruct students to clean up and place unfinished projects in a safe place for the next class. After they have cleaned up, if there is any time left to discuss evidence, they see the carbon cycle in their lives. EMBEDDING MOTIVATIONAL STRATEGIES 48 Name: Carbon Cycle Worksheet 1. What is the carbon cycle? 2. How does the carbon move throughout the cycle? 3. What can affect the cycle? 4. What are the major components of the cycle (list 3+ organic(living) and 3+ inorganic(nonliving) components)? 5. How would you increase the movement of carbon in the cycle? 6. What could you do to decrease the movement of carbon in the cycle? 7. Is the carbon cycle a good thing? Bad thing? Why do you believe this? 8. What can you do as a student to increase or decrease the rate at which carbon moves? Carbon Cycle Drawing EMBEDDING MOTIVATIONAL STRATEGIES 49 Carbon Cycle Model - Rubric Name(s): 10. Distinguished 8. Proficient 6. Apprentice 4. Novice Content- Amount of Information The topic was completely addressed. All required objects were present. The topic was addressed. Most required objects were present. The topic was addressed. Some required objects were present. The topic was not addressed. No required objects were present. Design- Quality of Work Design is of high quality and well presented. Design is of good quality. Design is of fair quality. Design is of lower quality. Design- Creativity and Originality The design was unique and interesting. Design is mostly original. Design is half a unique and half borrowed expression. Design is a borrowed expression. Content- Clarity of Information All information was accurate and was delivered effectively. The subject explanation of carbon cycle knowledge was thorough. Subject knowledge was evident. The subject explanation of carbon cycle knowledge was good. Information was relevant, but details and examples did not explain the carbon cycle thoroughly. Information was confusing or irrelevant. Information was difficult to read/and or did not explain the carbon cycle well enough. EMBEDDING MOTIVATIONAL STRATEGIES 50 Finish Model Building Lesson 2 Subject: Integrated Science Grade: 8th NGSS: MS-LS2-3: LS2.B Utah Standard: 8.3.3 Time: 80 min Materials/Resources: ● Computer - 1 ● Colored paper - Black, brown, blue, green, yellow, red, orange, pink, purple ● White paper - 4 ● White glue - 1 bottle ● Markers - Permanent markers (work better on colored paper) of different colors: black, brown, green, yellow, orange, red, blue, purple, and gray. ● Scissors - 1 pair ● Posterboard - 1:22x28 or greater ● Print out or online upload of carbon cycle research questions ● Print out or online upload of carbon cycle model instructions Other options to place where students can retrieve if they choose (I like to provide many options so students can show their creativity and make it as realistic as possible): ● Cardboard boxes - can be cut up or used whole for model ● Dirt ● *Fake grass, trees, or other plants ● Toy cars ● Toy farm animals ● Toy factory Unit Goal: Students will be able to understand ecosystems and the effects that humans have on them. Lesson Objective: By the end of this lesson, students will be able to construct a realistic model of the carbon cycle EMBEDDING MOTIVATIONAL STRATEGIES 51 Introduction: 5 min – Talk to students about their models. Check for any confusion or difficulties they might be experiencing. Lesson Presentation: 65 min – Work on models ● While students are working, make sure to move about the room. Provide guidance and make sure groups are covering the requirements. 10 min – Clean up Model Presentations Lesson 3 Subject: Integrated Science Grade: 8th NGSS: MS-LS2-3: LS2.B Utah Standard: 8.3.3 Time: 40 min Materials/Resources: ● Students’ Models Unit Goal: Students will be able to understand ecosystems and the effects that humans have on them. Lesson Objective: By the end of this lesson, students will be able to construct a realistic model of the carbon cycle Introduction: 5 min – Today, you get the chance to share your models with the class. (Provide some compliments on the work you’ve seen them doing in class). While you are presenting remembers to explain EMBEDDING MOTIVATIONAL STRATEGIES 52 • Why did you choose to design your model this way? • What does each part represent in relation to the carbon cycle? • At this point, you may ask for volunteer groups to share, or you may choose. Lesson Presentation: 20 min – Students present their models. 15 min – Open the class discussion about what was learned from this project. • What is the carbon cycle? • How does it function? • What are the components? • What variables can increase the effects? Decrease them? • As a society, is there any way we can change these? • If so, what can be done? EMBEDDING MOTIVATIONAL STRATEGIES 53 Humans’ Impact on Ecology (ARCS Motivational Strategy Lesson Plans 1-4) ARCS Motivational Strategy The idea behind this motivational strategy is to create initial interest in the topic you are planning to teach, make it relevant to real-life scenarios, and keep the students’ confidence growing. ARCS stands for: Attention, Relevance, Confidence, and Satisfaction. Attention: First, tie it to real-world examples. Students want to know that what they are learning means something. Get students active. This could be through hands-on activities or just asking intriguing questions to get their brains going and get them thinking. Relevance: during this part of the lesson, you need to tie the information to something they’ve learned previously or help them understand why they should want to learn it for the future. Confidence: students should be challenged in such a way that they feel they’ve accomplished something. Let them have control over their learning process, provide feedback for accomplishments, and help them understand how to improve. Satisfaction: both intrinsic and extrinsic motivation can help students grow. Providing rewards and positive feedback are good extrinsic motivators, but they must be used sparingly. Finding ways to create a positive learning environment that encourages continued learning without rewards will help build up intrinsic motivation and carry students' love of learning much further. Lesson Component Strategy Incorporation ‘What if’ question? Attention activity get students’ minds going by having them think about what would happen if you removed something from an ecosystem Real-world examples (videos) Relevance helps students see the negative effects on ecosystems EMBEDDING MOTIVATIONAL STRATEGIES 54 Discussion – preparation and discussion Confidence – creating valid discussion material and then using it in a classroom discussion. They can feel their sharing their understanding with others and hopefully influencing them to see their point of view. Providing feedback during various steps of the lesson: during and after. Moving about the room to provide feedback. Provide comments after the discussion. Discussion Introduction and Planning Lesson 1 Subject: Integrated Science Grade: 8th NGSS: MS-LS2-4: LS2.C Utah Standard: 8.3.3 Time: 80 min Materials/Resources: ● Computers ● Ecosystems Worksheet ● Stopwatch Unit Goal: Students will be able to understand ecosystems and the effects that humans have on them. Lesson Objective: By the end of this lesson, students will be able to construct a fact-based argument about a hypothetical change to ecosystems. Introduction: ● The idea behind this lesson is to be an attention grabber, get students thinking about things that affect ecosystems, and finding out what they know. Introduction (5 min) - I’m going to start out today by saying certain words, and I want you to raise your hand when you think you’ve figured out what I’m talking about. <Pause in between each word and wait> ● Cormorant, Nightjar, Ibis, Grouse, Swift, Loon, Thrush, Heron, Stork, Owl, Eagle, Chicken. When they figure out ‘bird’ is the keyword, then move on. EMBEDDING MOTIVATIONAL STRATEGIES 55 ● Can anyone tell me any characteristics of birds? Have them list off 5 or more. They should list things like: eating insects, rodents, can migrate and move to different places, are a major food supply to many countries, etc. ● My question to you is this: what would happen to our community if all the birds were to disappear tomorrow? ● What if they disappeared throughout the entire state? Country? World? ● Continue (10 min) - For the next few days, we are going to be learning about ecosystems; their traits and differences. At the end of this unit, we are then going to have a discussion about the effects of humans on the ecosystems that surround them. Lesson Presentation: • Attention grabber - Now, normally, at this point, I would present or assign you some sort of new material to start learning about ecosystems, but today we’re going to try something a little bit different. • Rather than you learn about how ecosystems work, then talking about the effects if you change something, we’re going to start with you using your own intellects to think through an issue and then over the next few days learn if your assumptions were accurate or not. • A couple of minutes ago, we were talking about birds and what might happen if they disappeared. I’ve created a list of living and nonliving things and placed them in this jar <hold up the jar with the names in it>. • You and a partner will come up here, pull a slip of paper from the jar, and that will be your assigned topic. You will then have 15 minutes to determine to discuss what would happen if that subject were to disappear, and we didn’t have it ever again. • Some criteria to consider: how would the loss of your topic affect the animals, plants, humans, and the ecosystem in which it existed? • Ok, now get with your partner, one of you come to the front to draw a topic from the jar, and then I’ll start a timer for 15 minutes. <Make sure you assign one or both students to write down what you discuss>. 20 min - Have partners retrieve topics, start a timer, and move about the classroom to listen and observe discussions. Remind students to write down ideas as they talk; if they aren’t already. • Topics: birds, fish, bears, wheat, rice, oil, wolves, mice, mosquitoes, flies, rats, cows, weeds, flowers, corn 25 min - Have each group share what was discussed and what they believe would happen and why. (Make sure to compliment groups on ideas so it will build up confidence for the upcoming unit). EMBEDDING MOTIVATIONAL STRATEGIES 56 15 min - Talk to students about the upcoming discussion in three class periods; format and expectations. ● During this time, explain to students that there will be a discussion about the effects of humans on ecosystems. ● Now, we are going to talk about the format that you, as a class, would like to have for the best discussion. (Your goal is to take in ideas and then decide together. Make sure the rules and guidelines that are decided on will guide a positive discussion that allows students to learn both sides: positive and negative impacts. The discussion should last about 45-60 min.) o Recommendation: have a scribe write the ideas on a whiteboard or projector in front of the class, so you don’t lose track. o Vote on the ideas with students. There needs to be a way that both sides are represented. The discussion needs to be respectful and informative. 5 min - Clean up for the day Humans’ Impact on Ecosystems – Videos and Solutions Lesson 2 Subject: Integrated Science Grade: 8th NGSS: MS-LS2-4: LS2.C Utah Standard: 8.3.3 Time: 80 min Materials/Resources: Projector or TV Unit Goal: Students will be able to understand ecosystems and the effects that humans have on them. Lesson Objective: By the end of the lesson, students will be able to create a realistic solution to a current problem in an ecosystem. EMBEDDING MOTIVATIONAL STRATEGIES 57 Introduction: *At your discretion, talk about what was learned from the previous lesson. Lesson Presentation: *Note - you may or may not want to pause the videos to help students take notes. This is dependent on how well you believe your class will keep up. 20 min – To start class today, we’re going to be watching 3 videos about the effects of humans on the environment. As you are watching the first two videos, you’ll need to answer the following questions: What was the circumstance of the video? What caused the issue? Are there solutions? If so, what are they? Watch 2 videos about Exxon and Gulf Oil Spills. • https://www.youtube.com/watch?v=zcZ9MLDuIl0 • https://www.youtube.com/watch?v=_tq91E9WRRY Before watching this third video (Crash Course video about Humans Impacts on the environment), you need to write down and answer a different set of questions. • How do ecosystems help the world? • What is biodiversity? How does it help the world? • How does deforestation impact the world around us? • How does desertification impact the world around us? • What is an invasive species, and how can it affect an ecosystem? • https://www.youtube.com/watch?v=5eTCZ9L834s 15 min - Discuss the questions students answered while watching the videos. 10 min - This last video we’re going to watch talks about the effects of humans on the environment, but towards the end, it gives some possible solutions to help. As you’re watching this video write down the four possible solutions and how they could help. https://www.youtube.com/watch?v=0Puv0Pss33M 10 min - Talk about what students learned that was new and the possible solutions. 20 min - Choose one problem that you heard about today or one you find online. Then, propose a realistic solution to cure this problem. • Write the steps that would need to be taken, how they would need to be implemented, and how it would help the ecosystem(s) of the world. • You’ll need to turn in your ideas before you leave today. • As students are doing this, make sure to observe their ideas and compliment what they’re designing. EMBEDDING MOTIVATIONAL STRATEGIES 58 5 min - Clean up Discussion Preparation Lesson 3 Subject: Integrated Science Grade: 8th NGSS: MS-LS2-4: LS2.C Utah Standard: 8.3.3 Time: 80 min Materials/Resources: Unit Goal: Students will be able to understand ecosystems and the effects that humans have on them. Lesson Objective: By the end of this lesson, students will be able to construct an argument based on researched backed evidence to either support or disprove the effects of humans on ecosystems around the world. Introduction: 10 min - Today, you will be preparing for the discussion that we will have the next class. ● At this point go over the rules and procedures of the discussion ● Emphasize important elements of having a good discussion. Examples could include: learning from both sides, including facts to support ideas, refraining from confrontation, and harsh reactions towards others. ● Talk about the importance of writing down coherent ideas so that other students may understand what is trying to be shared. ● Finally, remind students that the first part of today will be researching and writing down ideas. The last part will be coordinating with members of the class that share your views. EMBEDDING MOTIVATIONAL STRATEGIES 59 Lesson Presentation: 40 min – Researching and writing down the idea for discussion. 20 min – Coordinating with like views. 10 min – Clean up and give a last reminder of rules/procedures for next class Students’ Discussion and Resolutions Lesson 4 Subject: Integrated Science Grade: 8th NGSS: MS-LS2-4: LS2.C Utah Standard: 8.3.3 Time: 60 min Materials/Resources: Timer Post-discussion questionnaire Unit Goal: Students will be able to understand ecosystems and the effects that humans have on them. Lesson Objective: By the end of this lesson, students will be able to construct an argument based on researched backed evidence to either support or disprove the effects of humans on ecosystems around the world. Introduction: 5 min – Remind students of rules and procedures. Lesson Presentation: 40 min – Students discussion Closure: 15 min – Talk to students about what they learned from the discussion. • What were the important thoughts that they hadn’t had before? • Have their views changed? Why or why not? EMBEDDING MOTIVATIONAL STRATEGIES 60 • Even if they haven’t changed, how has learning about the other side of the discussion helped? • What are the most destructive practices that humans are having on the world ecosystems? • What are the most positive practices that humans are having on the world ecosystems? • How can we, as humans’ effect what is going on around us? 15 min – Reflection • At this time, I am going to have you answer a couple of questions based on the discussion. • <Hand out post-discussion questionnaire> 5 min – Hand in papers and clean up Post-discussion Questionnaire 1. What is your biggest takeaway from the discussion we had? 2. What is one thing you wish we had discussed but didn’t? 3. Why is that (answer from question #2) important to you? EMBEDDING MOTIVATIONAL STRATEGIES 61 Appendix B Rubrics EMBEDDING MOTIVATIONAL STRATEGIES 62 Rubrics The following rubrics were created to aid junior high teachers in review of the lesson plans. Each rubric design was created for this curriculum project. Emails were sent to each reviewer with all lesson plans and rubrics included. Teachers reviewed the lesson plans and then marked the areas using the highlighter tool in the word processor that they felt represented the level at which that lesson plan met the criteria. After reviewing the lesson plans, the teachers returned the rubrics with areas highlighted. Lesson plans were reviewed for effectiveness and need for adjustments. Special attention was given to areas that did not reach ‘Exceeds’ or ‘Meets.’ Adjustments were made to improve areas of ‘Approaching’ and ‘Negligible.’ Comments below the table were reviewed and adjustments were made to the lessons. EMBEDDING MOTIVATIONAL STRATEGIES 63 Table 8 Gamification - Rubric Read each category down the left side then highlight the area to the right that best represents that category. Best would be ‘Exceeds,’ and the lowest would be ‘Negligible.’ Exceeds Meets Approaching Negligible Ease of Following the Lesson Plan The lesson plan was easy to read, understand, and would be to implement The lesson plan was mostly easy to read, understand, and would be to implement The lesson plan was understandable but needed improvements. The lesson plan is challenging to understand and needs many improvements. Attention The lesson plan would do an excellent job of grabbing students’ attention The lesson plan would do a good job of grabbing students’ attention. The lesson plan would do a fair job of grabbing students’ attention. The lesson plan would not grab students’ attention. Relevance The lesson plan has significant elements that tie to relevant topics. The lesson plan has good elements that tie to relevant topics. The lesson plan has decent elements that tie to relevant topics. The lesson plan does not seem relevant to today’s topics Confidence The lesson plan seems excellently equipped to build up students’ confidence The lesson plan seems well equipped to build up students’ confidence The lesson plan seems decently equipped to build up students’ confidence The lesson plan does not seem like it would build up confidence at all. Satisfaction The lesson plan should leave students feeling extremely satisfied with what they have accomplished The lesson plan should leave students feeling satisfied with what they have accomplished The lesson plan should leave students feeling mildly satisfied with what they have accomplished The lesson plan would not leave students feeling satisfied with what they have accomplished Standards Alignment The lesson plan aligns with all standards The lesson plan aligns with most of the standards The lesson plan aligns with some of the standard The lesson plan does not align with any standards What was/were the most effective area(s) of this lesson plan? EMBEDDING MOTIVATIONAL STRATEGIES 64 What was/were the least effective area(s) of this lesson plan? Are there any other comments to add? Table 9 Science with Integrated Arts - Rubric Read each category down the left side then highlight the area to the right that best represents that category. Best would be ‘Exceeds,’ and the lowest would be ‘Negligible.’ Exceeds Meets Approaching Negligible Ease of Following the Lesson Plan The lesson plan was easy to read, understand, and would be to implement The lesson plan was mostly easy to read, understand, and would be to implement The lesson plan was understandable but could use improvements. The lesson plan is challenging to understand and needs many improvements. Incorporation of the Arts The lesson plan incorporates the arts very effectively The lesson plan incorporates the arts well The lesson plan incorporates the arts but is lacking The lesson plan is not active at incorporating the arts Standards Alignment The lesson plan aligns with all standards The lesson plan aligns with most of the standards The lesson plan aligns with some of the standards The lesson plan does not align with any standards What was/were the most effective area(s) of this lesson plan? What was/were the least effective area(s) of this lesson plan? Are there any other comments to add? EMBEDDING MOTIVATIONAL STRATEGIES 65 Table 10 ARCS - Rubric Read each category down the left side then highlight the area to the right that best represents that category. Best would be ‘Exceeds,’ and the lowest would be ‘Negligible.’ Exceeds Meets Approaching Negligible Ease of Following the Lesson Plan The lesson plan was easy to read, understand, and would be to implement The lesson plan was mostly easy to read, understand, and would be to implement The lesson plan was understandable but needed improvements. The lesson plan is challenging to understand and needs many improvements. Incorporation of the Games The lesson plan should incorporate games while helping students learn very effectively The lesson plan should incorporate games while helping students learn effectively The lesson plan should incorporate games while helping students learn somewhat effectively The lesson plan does not seem to incorporate games and would not help students learn effectively Standards Alignment The lesson plan aligns with all standards The lesson plan aligns with most of the standards The lesson plan aligns with some of the standard The lesson plan does not align with any standards What was/were the most effective area(s) of this lesson plan? What was/were the least effective area(s) of this lesson plan? Are there any other comments to add?