Goals and Objectives:
Upon Completion of this activity, Students will be able to:

• Name the 7 R’s of Sustainable Packaging Principles  
• Describe in their own words innovation and technology.
• Work cooperatively in a group to complete a given task.
• Design and create a package to solve a given problem.
• Document the process by using the technology design loop.

Bloom’s Taxonomy:

• Knowledge – Watching the introductory movie on the internet / Reading the informative Go Green website. /
                          Name the 7 R’s of Sustainable Packaging Principles
• Comprehension – Finishing the Individual Investigation and Research worksheet.
• Application – Generating multiple solutions
• Synthesis – Modeling the design using 3-D modeling software and creating a model.
• Analysis – Working with a group to evaluate the pros and cons of different designs / Judging final designs in comparison to other groups.
• Evaluation – The meeting of all teams to evaluate and justify the best designs.

Gardener’s Multiple Intelligences:

• Intrapersonal – Individual research and investigation.
  
• Interpersonal – working with their group
  

• Logical/Mathematical – Using problem solving skills to generate possible solutions. Establishing “the best” final solution. Evaluating the final solution and graphing the data vs. the class.

• Visual/Spatial – Looking at the animations and videos and the overall webquest layout. Using a 3d modeling software to create a working model of the final solution. Using a computer layout program to create the final documentation report.
  
• Verbal/Linguistic – Reading and interpreting the webquest tasks and processes. Completing the Individual Investigation and Research Worksheets. Creating the final documentation report.

• Bodily/Kinesthetic – Using the computer to create models and documentation reports. Using various tools and materials to create the final prototype.

• Musical/Rhythmic – watching and listening to the video clip on the internet.

NJ Core Content Standards for Technological Literacy: 

Descriptive Statement: Using computer applications and technology tools students will conduct research, solve problems, improve learning, achieve goals, and produce products and presentations in conjunction with standards in all content areas, including career education and consumer family, and life skills. They will also develop, locate, summarize, organize, synthesize, and evaluate information for lifelong learning.
Strands and Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Basic Computer Skills and Tools
6. Produce and edit page layouts in different formats using desktop publishing and graphics software.
B. Application of Productivity Tools
Social Aspects
3. Make informed choices among technology systems, resources, and services in a variety of contexts.
Problem-Solving and Decision Making
9. Create and manipulate information, independently and/or collaboratively, to solve problems and design and develop products.
10. Identify, diagnose, and suggest solutions for non-functioning technology systems.
11. Identify a problem in a content area and formulate a strategy to solve the problem using brainstorming, flowcharting, and appropriate resources.
12. Integrate new information into an existing knowledge base and communicate the results in a project or presentation.

Descriptive Statement: The following indicators are based on the Standards for Technological Literacy (STL, 2000) and support the National Academy of Engineering’s (2002) call for students to gain technological literacy. Students will be expected to understand the various facets of technology and the design process. They will analyze and evaluate design options and then apply the design process to solve problems. A systems perspective is employed to emphasize the interconnectedness of all knowledge and the impact of technology and technological change. Students will be expected to use technology as it applies to physical systems, biological systems, and information and communication systems. The intent at the elementary and middle school levels is that all students develop technological literacy and are prepared for the option of further study in the field of technology education.
Strands and Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students electing courses in technology education will:
A. Nature and Impact of Technology
1. Use appropriate data to discuss the full costs, benefits and trade-offs, and risks related to the use of technologies.
B. Design Process and Impact Assessment
1. Analyze a given technological product, system, or environment to understand how the engineering design process and design specification limitations influenced the final solution.
2. Evaluate the function, value, and appearance of technological products, systems, and environments from the perspective of the user and the producer.
3. Develop methods for creating possible solutions, modeling and testing solutions, and modifying proposed design in the solution of a technological problem using hands-on activities.
4. Use a computer assisted design (CAD) system in the development of an appropriate design solution.
C. Systems in the Designed World
1. Explain the life cycle of a product from initial design to reuse, recycling, remanufacture, or final disposal, and its relationship to people, society, and the environment, including conservation and sustainability principles.
2. Analyze the factors that influence design of products, systems, and environments.
3. Compare and contrast the effectiveness of various products, systems, and environments associated with technological activities in energy, transportation, manufacturing, and information and communication.

Gregorc’s Learning Styles:
 

Retention / Sense and Meaning:
Sense and Meaning is established in many ways throughout this webquest, and is constantly reaffirmed until the end.
To begin, the students are brought to the intro page which is a flash animation of beautiful landscape scenery that is ultimately
being eroded to reveal a landfill. This should hit home and help elicit an emotional response within the students, as
provide a hook, or an anticipatory set. Both of these are helpful in having the students place this into long
term storage. Second is the online web movie which is provided by www.cleanair.org.  This movie is
a very exciting and will appeal to the high school aged students because of the upbeat music, and
flashy content. This is definitely a movie created for digital natives.

Motivation:
Intrinsic-
Students are hopefully intrinsically motivated within this activity because of the hook provided by the flash
intro page.  By appealing to their emotions and providing hard data and stats of the amount of waste produced
in America by packaging, the students should take this as a call to action. To create additional motivation
a teacher might point out the amount of plastic water bottles that are present in the classroom
from the students, or use questioning to find out how many students had some piece of food packaged in plastic
for breakfast or lunch.

Extrinsic-
Interest- Hopefully the interest is created by the appealing nature and design of the webquest, and
by the students’ interests to help solve a real world problem with no real given solution.
Accountability- is created by giving each student a separate job that is necessary to the
completion of a group project. By having each student responsible for their own
separate area, they are less likely to let each other down, or to lean on any given member to do
a majority of the work. 
Feedback- will be provided in a timely fashion to help keep the students on task and mindful that this
project will be an important part of their grade.  This will also be an important way to provide information to the students
about how they can improve their work and grades in the future.
Level of concern- The level of concern will be established by the teacher by walking around and meeting with
every individual and group during the project. By doing so, the teacher is keeping the students “honest” and “on task” while
making sure that they do not spend long periods of time heading in the wrong direction.
 

Note: if the video clips located on the intro or process pages do not properly play, you need to download the codec's from here.