Ecological Modeling

CORE ACTIVITY: Ecological Modeling (45 minutes)

Materials: Large bull’s eye drawn on multiple pieces of chart paper - one copy for the “final” model (see Example), and enough copies for groups of three to brainstorm their models, Post-its, Ecological Modeling worksheet, Stickers

• Small group brainstorm (10 minutes): Organize group into small groups of 2-5 people. Pass out a stack of post-its to each group and a piece of chart paper with a bull’s eye drawn in the middle (see “Materials”). Explain that our health is influenced by many things in the world around us. Have youth write the word “self” in the center of the bull’s-eye and “the world” as the outermost circle.
  • Each person in the group should write 3-5 things that they think influences their topic on the post-its.
  • When everyone is done, put the post-its out so everyone in the group can see.
  • Have groups discuss what’s listed on the cards and categorize according to similarity.
  • Put aside any post-its that are redundant and identify if anything is missing.
  • Reach a group consensus on remaining post-its.
• Small group model (10 minutes): Explain that groups should now place post-its on the appropriate circles of the bull’s-eye. There is no right or wrong placement for the cards. Discuss in your group where you think they should go in relation to the self and why.
  • Using the causes, groups should come to a consensus on the labels for the different layers of the model.
• Share ecological model (10 minutes): Bring groups together and have each present the ecological models they have developed.
  • Once all the groups have presented, have the whole group negotiate to agree on one final model. Try to combine and/or rename the different labels. Transfer post-its to this final model.
  • Pass out the Ecological modeling worksheet and compare. What is different? Are there pieces they missed?
• Identify 3-5 most important factors (10 minutes): Explain that we are going to identify the 3-5 most important causes that we have listed on the ecological model, so that we can begin narrowing down our research project
  • Guidance for choosing most important factors:
    • Remember that the purpose of our research project is to support a change that we want to make in our school or community. How does identifying the causes of our health problem help us start to come up with solutions? Is there a cause that you think affects the most people? Which one? Why? Which levels of the ecological model do you think have the greatest impact on our health outcome? Which levels can we most feasibly change?
    • We should look beyond causes at just the “individual” level, so that we can have a broader impact - the farther up we go on the ecological model, the bigger our impact is
    • We also want to choose a cause that we can feasibly address this year. As youth, you can impact ALL levels! But within the scope of this year, where do you think we could have the biggest impact? (example: “interpersonal” or “institutional” levels).
  • Pass out 3 stickers to each student. Have students walk up to the ecological model and place stickers next to their top 3 causes.
  • Count up to identify 3-5 top factors
• Introduce concept of variables (5 minutes):
  • Explain that in research, we use the word "variable" to describe the issues we are trying to understand and the different causes of that issue. Write "dependent variable" and "independent variable" on the board. Ask if anyone has heard of these words before and knows how to define them.
  • Write the focus health problem next to "dependent variable." Explain that the dependent variable is the issue or outcome that we want to change.
  • Write the top 3-5 causes identified by the group next to “independent variables." Explain that an “independent variable” is what we believe is influencing the dependent variable or causing the issue.
  • In scientific research, we believe that if we change the independent variable, we would see a change in the dependent variable.