1. Reaching Stakeholders
Jennifer Lynch
Jackson Middle School
Selling your ideas is challenging. First, you must get your listeners to agree with you in principle. Then, you must move them to action. Use the Dale Carnegie Training® Evidence – Action – Benefit formula, and you will deliver a motivational, action-oriented presentation.

2. E.I.S. JMS I-40 Realignment I-40 Plan D I-44 I-35 N.Canadian River
Downtown
I-40
Bricktown
Plan D
N.Canadian River
JMS
I-40 Realignment
I-44
I-35

3. Environmental Impact Study of I-40 Interchange
Students will study environmental impacts of moving I-40 south into their community.
Working with help from governmental entities, public schools, private enterprise and the community, the study will focus on how this movement will impact land use, air quality, noise levels, pond ecology, wild life, drainage concerns and historic areas.

4. Community Stakeholders
Susan Moore, SAGE III, NASA Langley Research
Drs. Mark Nanny, Robert Narin and Mike Mooney from Biology, Civil Engineering and Environmental Studies, OU
John Bowman, Project Engineer, DOT, Suzie.Shields, ODEQ, G.Johnson, Surveys, DEQ, David Strepp, Environmental Planning, ODOT
Paul Pipes, Geologist, OCGS
Sergio Gallegos, Housing Project Director, Latino Agency. Pat Fennel, Riverside Neighborhood Assn.
Students, Teachers and Administrators, Jackson Middle School and the OKCPBS system.

5. Objectives and Activities
Measure vibration, noise, air quality, water body modification, waste disposal, effects on public parks and pollution of the land during and after highway construction.
Use data gathering devices to collection environmental information and report by adding data to World Watcher and Arc View computer programs on class web site.

6. Culminating Unit Outcomes
After examining, analyzing and evaluating the causes of pollution upon the global environment, students will locate, select and organize information to produce a presentation for local civic groups and community leaders about our civic responsibility and the need for community action in relation to environmental protection.
The presentation will take place at a new park adjacent to I-40 near the Riverside Neighborhood Center designed and build by JMS students as a celebration of their work on the study.

7. Real-World Issues
What are some of the duties of an environmental engineer?
How do major highways effect the health and environment of communities and ecosystems close to their construction sites?
What are the risks experienced by people in the study corridor?
How could you test for those risks?
What are the results of your tests?
What do you think needs to be done as a result of your tests?

8. Roles and Performance Students can assume these and other roles:
Web Page Designer
Teacher
Editor
Researcher
Statistician
Engineer
Manager

9. Stakeholders Students and families of school Local businesses
Partnering Universities
Government Offices
State and Local Education Districts.
Open your presentation with an attention-getting incident. Choose an incident your audience relates to. The incidence is the evidence that supports the action and proves the benefit. Beginning with a motivational incident prepares your audience for the action step that follows.

10. Students and Family’s Benefits
Attendance will improve as school work relates to world of work.
As parents become more aware of other Stakeholder’s functions they may discover how they can benefit through employment or services offered.
Open your presentation with an attention-getting incident. Choose an incident your audience relates to. The incidence is the evidence that supports the action and proves the benefit. Beginning with a motivational incident prepares your audience for the action step that follows.

11. Local Business
Establishing good public relations with the community and investors by showing they care about young people.
Building upon future pool of employees by building student and public understanding of what their business function is.
Promoting their product or service by increasing traffic.
Open your presentation with an attention-getting incident. Choose an incident your audience relates to. The incidence is the evidence that supports the action and proves the benefit. Beginning with a motivational incident prepares your audience for the action step that follows.

12. Partnering Universities
Promoting public relations with global communities by spreading good news.
Increase enrollment of undergraduate students by familiarizing pre-college students of programs.
Help make acquiring funding easier with more positive interactions established with clientele.
Open your presentation with an attention-getting incident. Choose an incident your audience relates to. The incidence is the evidence that supports the action and proves the benefit. Beginning with a motivational incident prepares your audience for the action step that follows.

13. Government Agencies
Improve the image of some agencies who may have developed negative public trust.
Increase public awareness of new and established programs in which they can participate.
Encourage public to take action in state or community matters.
Open your presentation with an attention-getting incident. Choose an incident your audience relates to. The incidence is the evidence that supports the action and proves the benefit. Beginning with a motivational incident prepares your audience for the action step that follows.

14. State and Local Education Districts
Bringing experts in their field into the schools to assist with reaching discipline objectives.
Once resources are identified they can be passed on to others in the district.
Open your presentation with an attention-getting incident. Choose an incident your audience relates to. The incidence is the evidence that supports the action and proves the benefit. Beginning with a motivational incident prepares your audience for the action step that follows.

15. Action Taken
Determined educational objectives and what was needed to reach those objectives.
Determined who dealt with issues regarding objectives at each business, agency or public facility and discovered what entities were willing and/or able to do.
Coordinate Stakeholder’s help into planned lessons, relating each to established objectives.
Next, state the action step. Make your action step specific, clear and brief. Be sure you can visualize your audience taking the action. If you can’t, they can’t either. Be confident when you state the action step, and you will be more likely to motivate the audience to action.

16. Action Benefits
Team derived unit planning is more conducive to information acquisition because there are varied sources of input available, offering students options, which help students learn and retain more.
Students perceive their work as being more important if they see real people doing this kind of work.
Working as a Stakeholder team is more satisfying for all persons involved.
To close, restate the action step followed by the benefits. Speak with conviction and confidence, and you will sell your ideas.

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