An analysis of urban green space areas, and
public policy solutions
for potential & real-life
problems
Living
Environment
Ecology
– Human Impact Unit
Mr.
Willis
Introduction
Parks
with unique species, protected habitats, and public uses are an important part
of NYC’s distinction among other large cities.
However
natural areas and habitats today are losing space and natural diversity
throughout the city.
Loss
of ‘green space’ is rooted in many sources.
Your
group is one of many new investigation teams created by the “Harlem
Conservation Committee”. You will
identify a green space in your community and determine the potential loss of
this valuable area. You will develop
Public Policy solutions to problems you discover in your analysis.
The Task
·
Your group will choose a local green space area.
·
Perform a habitat analysis identifying all living organisms associated
with your habitat, and identifying potential risks to its ecosystem.
·
Perform a public policy analysis, identifying several problems,
proposing several solutions, and presenting your best solution.
·
Create a persuasive brochure, poster, or speech based on your findings
to be used by the “Harlem Conservation Committee”.
Each group will have a:
Group Leader -this person is responsible for making sure that everyone
works together to think through the problem and
to organize a very good final
presentation.
Research Assistant-this person is responsible for
helping the teacher and the group gather the information and to write
down the really important facts
Project Presenter -you will give final presentation for the group to the
rest of the class
Policy Maker -you will be responsible for filling out the worksheets
(see process section below)
Process (Task Specifics)
Your research
group will begin research using the topics in the Science Public Policy
Analysis (SPPA).
1. Identify the local green
space. (see links below for ideas)
Your choices include:
a.
b. North section of
c.
d.
e.
f. Another area your group is
familiar with in the
2. Provide a description of
your area and describe its utilization by humans and by other living organisms.
List all living organisms in the area, and the resources that each one
uses. Use this table format:
|
Organisms Type |
Autotrophs
/ Producers |
Consumers / Herbivores |
Consumers / Carnivores |
Consumers / Decomposers |
Consumers / Humans |
|
Organisms list: |
Example: dandelion weed |
|
|
|
|
|
Abiotic resources utilized or affected |
Needs limited water, soil, mild sunlight |
|
|
|
|
|
Biotic resources utilized or affected |
May be eaten by rodents |
|
|
|
|
3. Review the Science Public
Policy Analysis website. You will be
using this process to develop solutions related to conservation of space.
Start HERE.
4. Discuss your green space’s
importance to the local area and greater environmental concerns; explain what problems
would arise if this area is lost (Complete worksheet #1).
5. Provide evidence
that your green space area is in jeopardy (Complete worksheet #2).
6. Identify the cause
of these problems in your green space (Complete worksheet #3)
7. Propose some
policy solutions to prevent this green space being lost (Complete worksheet #5)
8. Select the best of your
solutions for the problem (Complete worksheet #6)
9. Choose a method to present
your findings to the local community (i.e. brochure, poster, or speech)
10.
Create your presentation. You
will present your findings to the class.
a. Each group will be
responsible for creating a brochure, poster, or public group speech.
i.
Your group can choose another method (like a rap song) approved by the
teacher.
ii.
Each method must stress the importance of the green space to the
community, and support a solution to save the area.
11.
Present your findings to the class on the selected day.
Resources
Use
the following links to reliable internet resources. You are free to add to this list, but make
sure the source is reliable and relevant.
SPPA & General
Park Resource Links:
Public Policy Analyst
Main Page (select Science PPA for this class)
City of New York: Parks & Recreation
Articles & Websites on
Parks for this assignment
Close-up article on
Harlem’s Hamilton Grange – Village
Voice
Making
Strides in Harlem – an article about
Heartbreak
Hill in [Northern] Central Park
Central Park Website: Virtual
Park - see Northern section for this
assignment
Harlem’s
St. Nicholas Park – article from NYC Parks Department
Evaluation (Rubrics)
Group Evaluation for Groupwork/Product/Presentation
|
CATEGORY |
4 - Excellent |
3 - Very Good |
2 - Good, may need improvements |
1 - Generally Incomplete |
|
|
Group
independently develops a reasonable, complete timeline describing when
different parts of the work (e.g.,planning,
research, first draft, final draft) will be done. All students in group can
independently describe the high points of the timeline. |
Group
independently develops a timeline describing when most parts of the work will
be done. All students in group can independently describe the high points of
the timeline. |
Group
independently develops a timeline describing when most parts of the work will
be done. Most students can independently describe the high points of the
timeline. |
Group
needs adult help to develop a timeline AND/OR several students in the group
cannot independently describe the high points of the timeline. |
|
|
Each
student in the group can clearly explain what information is needed by the
group, what information s/he is responsible for locating, and when the
information is needed. |
Each
student in the group can clearly explain what information s/he is responsible
for locating. |
Each
student in the group can, with minimal prompting from peers, clearly explain
what information s/he is responsible for locating. |
One
or more students in the group cannot clearly explain what information they
are responsible for locating. |
|
|
Researchers
independently locate at least 2 reliable, interesting information sources for
EACH of their ideas or questions. |
Researchers
independently locate at least 2 reliable information sources for EACH of
their ideas or questions. |
Researchers,
with some adult help, locate at least 2 reliable information sources for EACH
of their ideas or questions. |
Researchers,
with extensive adult help, locate at least 2 reliable information sources for
EACH of their ideas or questions. |
|
|
Group
develops a persuasive and complete product describing the park, a potential
problem, and a potential solution to preserving the green space |
Group
presents their green space, identifies a possible problem, and briefly
suggests a possible solution |
Group
presents a green space but has difficulty defining a potential problem, or
developing a clear solution |
Group
does not complete assignment according to task instructions |
|
|
Group
presentation is persuasive, informative, and all group members contribute |
Group
presentation is complete and informative. Some aspects are not fully
developed. |
Group
presentation describes the area and suggests a problem. Some group members
are contributing more to this project than others. |
Group
does not clearly describe the green space or problem, or is lacking a viable
solution. Not all group members are participating. |
Public Policy Worksheet Rubric
The topic of
research and green space area was clearly defined and described (worksheet #1).
|
4 – excellent & complete |
3 – very good & complete |
2 – efforts noted, good work |
1 – parts missing, incomplete |
Evidence of
green space problems are accurately identified and clearly understood
(worksheet #2).
|
4 – excellent & complete |
3 – very good & complete |
2 – efforts noted, good work |
1 – parts missing, incomplete |
The information
researched addressed a problem and identified particular causes of the problem
(worksheet #3).
|
4 – excellent & complete |
3 – very good & complete |
2 – efforts noted, good work |
1 – parts missing, incomplete |
The information
researched addressed alternatives for solution (worksheet #5).
|
4 – excellent & complete |
3 – very good & complete |
2 – efforts noted, good work |
1 – parts missing, incomplete |
The information
researched addressed the best solution (worksheet #6).
|
4 – excellent & complete |
3 – very good & complete |
2 – efforts noted, good work |
1 – parts missing, incomplete |
The student
demonstrated understanding of topic during small group discussion
(collaborative efforts).
|
4 – excellent & complete |
3 – very good & complete |
2 – efforts noted, good work |
1 – parts missing, incomplete |
Total Points
Possible: 16 points
Average Total
Points Earned:__________________
This Web quest meets the following NY State English and Science Standards
English:
v
E1c:
Read and comprehend informational materials.
v E2a: Produce a report of information.
v
E4b:
Analyze and subsequently revise work to improve its clarity and
effectiveness.
Science
v
S8a: Demonstrates scientific competence
by completing secondary research.
v
S7b: Argues from evidence.
v
S7e: Communications in a form suited to
the purpose and the audience.
v
S5c: Uses evidence from reliable sources
to develop descriptions, explanations, and models; and makes appropriate
adjustments and improvements.
v
S5d: Proposes, recognizes, analyzes,
considers, and critiques alternative explanations; and distinguishes between
fact and opinion.
v
S5f:
Works individually and in teams to collect and share information and
ideas.
Applied Learning
v A2b: Prepare a formal written proposal or report to an organization beyond the school.
Conclusion
In
this assignment each group was to explore a natural area that sits in the
community we reside and work and play in.
These areas are unique to urban areas and
Hopefully
you have seen how to evaluate natural ecosystems, and how to identify potential
problems. Limiting factors exist in all
natural areas, and green space parks are no exception. There are solutions to these problems, and
using the Science Public Policy format, you can organize these thoughts and
ideas into meaningful and viable solutions.
I
hope this was an enjoyable and informative assignment.
Sincerely,
Mr.
Willis
Information:
This
WebQuest was developed using the PPA format, during workshops and guidance from
Project Critical.
Mr.
Willis of
is
useful to other educators and students.
Any
comments or questions can be forwarded to nwillis2k1@yahoo.com
Links
to other websites are for informational & educational purposes only.