Hunger In
Ms. Cruz
A WebQuest
As
the Central American countries struggle to rebuild their institutions and productive
infrastructure after the civil wars of the 1980s, nature has thrown additional
obstacles in their path. First Hurricane Mitch struck the region in 1998, leaving
more than 9,000 dead, an equal number disappeared and $6 billion in damages.
Then there came a series of earthquakes in 2001, which hit
These
natural disasters have revealed the precariousness of
The
drought has lasted since May, threatening the corn and bean harvests that are the
basis of the Central American diet, especially among peasant and indigenous communities.
Those who can are surviving on bananas and mangos, while others have already
eaten the seeds for next year's crops. For the last three years, a drop in the
price of coffee on the world market has further complicated the region's
livelihood, as has a surplus of coffee from
Of
course, natural disasters are tragic and unpredictable. The root of the crisis
in
The social problem is clear. The undernourishment of
so many people results in a serious social problem.
NOW-you can help! In this web quest you will become a
PUBLIC POLICY ANALYST! You, and your group of advisers, will analyze the social
problem of malnutrition and devise public policy alternatives to combat the
problem. You will submit your public policy facts and recommendations to the
United Nations who will then assist in implementing the policies. Hopefully,
you will make a difference!
1: Each group will complete a story
board. This board will have three sides similar to the format of a science
project.
2: The board will contain
illustrations, pictures, graphs, charts and reports representing each of the SIX steps of the Public Policy
Analyst.
3: All reports will be completed
using MS word and be clearly written in 14 fonts.
4: The PPA board must be attractive
and capture the attention of the viewer.
I: ORGANIZATION OF THE
PROJECT
The class will be divided into
groups of THREE
Each member of the group must
fulfill his given responsibilities. The group will decide the roles for each
member using the outline below. Each group member will be responsible for the
individual assignments but there will be a group grade for the story board and
oral report
2: Individual responsibilities for
group members
Student # 1: Researcher-This
student will do the research, with help of other members. He/she will search
the Internet and gather information that will be used to complete the
worksheets. The information gathered will be focused on destruction of the
South American rainforest and its affects on the future of the planet.
Student # 2: Presenter- This
student will be responsible to convey the group findings to the class. He/she
will be the main speaker in the Oral Presentation and will assign others their
subordinate roles for the oral presentation. The
story board should be used as part of this presentation. The presenter will coordinate the oral report but all members
will take part in some form.
STUDENT # 3: This student will be responsible for construction of the project story
board. He/she will get input from all group members.
NOTE: Each group member should do individual
research whenever possible. As a group, you will complete the worksheets
(steps) in the Public Policy Analyst.
II: The SIX-STEP PUBLIC
POLICY ANALYST
Each group will complete
Six Public Policy Analyst
worksheets for the social problem
#1- Defining the
Social Problem
What is the problem
that you plan on addressing?
#2- Gather evidence
of the problem
How do we know that this is a problem?
#3- Identify the
causes of the problem
What
causes this problem that you plan on addressing?
#4-
Identify and
evaluate the existing public policies
What
policies already exist on your problem?
#5- Developing public
policy solutions
What new
public policy do you want to create?
#6- Selecting the
best policy solution
Decide with your group the best policy to
use for the problem.
Your
group will use these worksheets as resource for completing the task assignments
III: THE PRESENTATION:
Each
group will use the internet sites listed in the “resource” section of the web
quest for
information
That
will complete the PPA worksheets. You will also access outside print material
where
needed.
ORAL PRESETNATION
Each
group will give an oral presentation to the class regarding their findings. The
story board will be used in this presentation. The presentation will be a
minimum of 10 minutes and must capture the attention of the audience. Each
group oral presentation will be given in both English and Spanish; the exact
timing will be decided by the group after consulting with your teacher.
GENERAL
Web Sites
SPECIFIC WEB SITES
1.
A
chronic catastrophe - Central America
2.
Epidemiology
and Prevention of Severe Protein Malnutrition
3.
Central America: The Lost Land
4.
Planet
Ark : Central America drought
worsens hunger, UN says
5.
Hurricane Stan:
humanitarian update from Central
America | WFP ...
6.
Hunger in Central America
7.
400000 People
Suffer the Curse of Hunger
|
|
CATEGORY |
4 EXCELLENT
|
3 VERY GOOD
|
2 SATISFACTORY
|
1 UNSATISFACTORY
|
|
Enthusiasm
|
Facial
expressions and body language generate a strong interest and enthusiasm about
the topic in others. |
Facial
expressions and body language sometimes generate a strong interest and
enthusiasm about the topic in others. |
Facial
expressions and body language are used to try to generate enthusiasm, but
seem somewhat faked. |
Very
little use of facial expressions or body language. Did not generate much
interest in topic being presented. |
|
Preparedness
|
Student is
completely prepared and has obviously rehearsed. |
Student
seems pretty prepared but might have needed a couple more rehearsals. |
The
student is somewhat prepared, but it is clear that rehearsal was lacking. |
Student
does not seem at all prepared to present. |
|
Speaks
Clearly |
Speaks
clearly and distinctly all (100-95%) the time, and mispronounces no words. |
Speaks
clearly and distinctly all (100-95%) the time, but mispronounces one word. |
Speaks
clearly and distinctly most of the time. Mispronounces no more than one word.
|
Often
mumbles or can not be understood OR mispronounces more than one word. |
|
Props |
Student
uses several props (could include costume) that show considerable
work/creativity and which make the presentation better. |
Student
uses 1 prop that shows considerable work/creativity and which make the
presentation better. |
Student
uses 1 prop which makes the presentation better. |
The
student uses no props OR the props chosen detract from the presentation. |
|
Stays
on Topic |
Stays on
topic all (100%) of the time. |
Stays on
topic most (99-90%) of the time. |
Stays on
topic some (89%-75%) of the time. |
It was
hard to tell what the topic was. |
|
Content
|
Shows a
full understanding of the topic. |
Shows a
good understanding of the topic. |
Shows a
good understanding of parts of the topic. |
Does not
seem to understand the topic very well. |
GRADING: “A” = 21-24 POINTS “B”= 16-20 POINTS “C”= 11-15 POINTS
“F”=BELOW 11 POINTS
|
|
CATEGORY |
4 EXCELLENT
|
3 VERY GOOD
|
2 SATISFACTORY
|
1 NEEDS IMPROVEMENT
|
|
Graphics
-Clarity |
Graphics
are all in focus and the content easily viewed and identified from 6 ft.
away. |
Most
graphics are in focus and the content easily viewed and identified from 6 ft.
away. |
Most
graphics are in focus and the content is easily viewed and identified from 4
ft. away. |
Many
graphics are not clear or are too small. |
|
Graphics
- Originality |
Several of
the graphics used on the poster reflect a exceptional degree of student
creativity in their creation and/or display. |
One or two
of the graphics used on the poster reflect student creativity in their
creation and/or display. |
The
graphics are made by the student, but are based on the designs or ideas of
others. |
No
graphics made by the student are included. |
|
Graphics
- Relevance |
All
graphics are related to the topic and make it easier to understand. All
borrowed graphics have a source citation. |
All
graphics are related to the topic and most make it easier to understand. All
borrowed graphics have a source citation. |
All
graphics relate to the topic. Most borrowed graphics have a source citation. |
Graphics
do not relate to the topic OR several borrowed graphics do not have a source
citation. |
|
PPA
USE |
The poster
includes all required elements as well as additional information. |
All
required elements are included on the poster. |
All but 1
of the required elements are included on the poster. |
Several
required elements were missing. |
|
Knowledge
Gained |
Student
can accurately answer all questions related to facts in the poster and
processes used to create the poster. |
Student
can accurately answer most questions related to facts in the poster and
processes used to create the poster. |
Student
can accurately answer about 75% of questions related to facts in the poster
and processes used to create the poster. |
Student
appears to have insufficient knowledge about the facts or processes used in
the poster. |
|
Content
- Accuracy |
At least 7
accurate facts are displayed on the poster. |
5-6
accurate facts are displayed on the poster. |
3-4
accurate facts are displayed on the poster. |
Less than
3 accurate facts are displayed on the poster. |
|
Attractiveness
|
The poster
is exceptionally attractive in terms of design, layout, and neatness. |
The poster
is attractive in terms of design, layout and neatness. |
The poster
is acceptably attractive though it may be a bit messy. |
The poster
is distractingly messy or very poorly designed. It is not attractive. |
GRADING: “A” = 24-28 POINTS “B”= 20-24 POINTS “C”= 16-19 POINTS
“F”=BELOW 16 POINTS
From
this web quest, you should have learned to that the hunger in
English Language Arts
Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
Standard 2: Language for Literary Response and Expression
Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.
Standard 3: Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
Science
Standard 1: Analysis, Inquiry, and Design
Students will use mathematical
analysis, scientific inquiry, and engineering design, as appropriate, to pose
questions, seek answers, and develop solutions.
Standard 2: Information Systems
Students will access, generate,
process, and transfer information using appropriate technologies.
