Inquiry Project-Bystander Effect
PBL Project
Chloe Watts
Topic: Bystander Effect
Part 1: Driving question: What are your three initial driving questions?
1 - What are some ways you could test the bystander effect in public?
2 - Why would some people not offer help to a victim of some sort?
3 - How does the bystander effect relate to psychology?
What is your one, final driving question?
What are some ways you could test the bystander effect in public?
Background information of this driving question:
This will be for grades 10-12, targeting psychology standards of the popular Bystander Effect by using PBL. The project will require the teacher to teach a lesson on this topic including all information and background information. The students will then take their knowledge from the lesson and come together and test the Bystander effect in public and make a video documenting their findings. Students can research the subject on their own and find more information if necessary. There is a lot of room for students to be creative, and use their imagination to test the effect. The students can also use this knowledge in the real-world, when they see a situation play out in public that could be related to the bystander effect. Students will present their findings and observations based on their research at the end of the week with their video in front of class.
Why do you think this is a good driving question?
This is a good driving question because it forces the students to get out of their comfort zone and use their creativity to test the effect. This is a relevant topic because this effect is known because of strangers not helping others when they might be in need, and in highschool we should teach students that it is good to help others even if they are stranger. They are many answers to this question, for example you could walk through the grocery store and drop a 20 dollar bill and see if a stranger will tell you that you dropped it or if they will pick it up and keep it. By creating a video, they are able to present their findings and prove they gained knowledge and enjoyed the project. There are many different ways to go about answering this question and proving they grasped the importance of the bystander effect so this allows the students to show their personality of how they will test out the theory.
Part2: Grabber
What is your grabber?
http://listverse.com/2009/11/02/10-notorious-cases-of-the-bystander-effect/
This is a link to a website that has an article over the bystander effect. This provides 10 examples and a few examples comes with videos. This will give examples to students and allow them to think outside of the box when thinking of ways to test the effect.
Why do you think this grabber is beneficial and how it align with your driving question?
I think that this grabber is the most beneficial from others I saw because it doesn't only describe the bystander effect and give and example, but it provides multiple examples and a couple videos. This way students can get ideas and use this grabber to brainstorm with others to come up with what they are going to do. This allows them to come up with their own ideas and examples and they are able to come up with how they will make their video for the class. They will present their video and will be required to share their knowledge they gained from their research.
Culminating activities: List all your activities here:
Introduction:
After the grabber, it will be my responsibility to make sure the students completely understand the bystander effect by playing a kahoot quiz game immediately following the lesson. The students will learn all relevant information pertaining to the bystander effect. I will provide even more examples by showing more examples from youtube and previous students projects. After providing video examples, students will gather with their table groups and brainstorm ideas of how to make their video and how they will test out the effect. From there, the students will set up days to get together and make their video, they will video each member of the group testing out the effect and make a imovie to present to class the following week.
2. Discussion
After the lesson, students will be asked if they have ever been in a situation where they were a victim of something in public, and weren't offered any help. During the discussion, students will talk with their groups about incidents that have happened to them that could pertain to the bystander effect. Students will be sharing their thoughts on the bystander effect and how this could have possibly happened to them in the past. This is when students will be allowed to brainstorm with their group and come up with how they will test out the theory and make their video.
3. Group Work
The students will get into groups of 4. They will be paired up with their table groups, they will not be able to pick their partner. They will put their ideas together to come up with how they will go about their project. Students will brainstorm together and to come up with the best way to test out the bystander effect. Once they have come up with how they will work together they will begin to make their video and test out the effect all together. When they are presenting their video they will be using imovie and show what they have learned when researching this topic.
4. Presentations
They will present their video in front of class for their fellow students. After their video they will be allowed to talk about what they learned and their findings. While they are presenting I will grade their work and allow them to know their grade immediately following.
Why do you think this is a good activity for PBL? Authentic?
This activity is good for the class because it's not only a fun topic, but it allows the students to learn in a fun way too. Creating a video makes the activity unique way to learn and meet new people at their table groups and teaches them how to work with others. This is very authentic because students can use their imagination and creativity to come up with ideas how to test the effect.
How will I judge what students have learned from the activity?
I will know if the student really grasped the topic by watching them present and watching their video. When they are talking about what they learned after they present their video I will judge if they did a lot of research or if they did the bare minimum.
Assessment Rubric is Below:
