Ms.
Mack
MS
321-Minerva Mirabal
Introduction: Teenage obesity is one of the biggest
health problems facing teens in the
Task:
You will work in groups
of three and use the steps of the Public Policy Analyst (PPA) to research the
problem of childhood obesity and devise possible solutions to the problem. Each
group will receive one grade so all group members are responsible for the
quality of the work. You will create an educational poster based on your
research. Additionally, each student will prepare a report on the topic of 1 ½
pages.
Process and
Resources
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. RESEARCH FOR THE POSTER AND
THE PPA
In order to create your poster, you will
follow the steps outlined below. Clicking on the underlined word will explain
what you need to do for each step. Each step includes a worksheet and should
translate into a section of your report. Your teacher will hand out paper
copies of each worksheet. Each group must complete one set of worksheets that
will serve as an outline to your paper and will let me know that you are in
fact working on your project. You will earn two points for each completed
worksheet. Each step is followed by a hyperlink that will take you to research
related to that step. DO NOT copy the information directly from these pages.
You are encouraged to do additional research on your own.
1. Define the problem. (worksheet1) Be sure to define the term ‘obesity’ and
include a description of BMI.
Resource
1
2. Gather evidence of the
problem (worksheet2)
(use the above resources)
3. Find some causes for the
problem (worksheet3)
Causes
of teenage obesity
Causes of
childhood obesity
4. Look at the current policies
associated with the problem and list the positive and negative aspects of the
polices (worksheet4)
In this section be sure to look over the current menus offered to students in
the schools in terms of their nutritional value.
Nutritional
Policies in NYC schools 1
Nutritional
Policies in NYC schools 2
NYS physical education
requirements
5. Come up with NEW policies
that you think will help solve the problem.(worksheet5) In
this section you need to consider various ways meals in schools could be
improved to reduce the chances of obesity developing in students.
6. Choose the best policy. (worksheet6)
Click here to search for pictures that you would like to include in your pamphlet.
III. Writing
the Persuasive Essay
This should be a
well-written essay whose goal is to persuade the reader to undertake steps that
will lead to healthy eating and weight management. Your essay should be factual
and interesting to the reader. It is a good idea to add pictures,
illustrations, etc. to make your essay more attractive. Be sure to hand the
essay in on the assigned date.
Evaluation:
You will be graded as a group according to the rubric below. Your score for each aspect of the assignment will be summed and you will receive a grade of A-F.
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Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score |
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Worksheet 1 |
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Worksheet 2 |
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Worksheet 3 |
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Worksheet 4 |
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Worksheet 5 |
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Worksheet 6 |
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Defining the
Problem |
Problem defined incorrectly. |
Problem defined incompletely, no
mention of BMI. |
All aspects of problem clearly
defined. |
Definition of problem reflects
clear understanding of problem. |
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Gathering Evidence
of the Problem |
No evidence of problem cited. |
1 piece of evidence included. |
2 pieces of evidence included. |
2 pieces of evidence included.
Evidence is particular to NYC high school students. |
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Determining Causes
of the Problem |
1 cause mentioned. |
3 causes mentioned. |
3 causes specific to NYC high
school students mentioned. |
4 causes specific to NYC high
schools mentioned. |
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Looking at Current
Policies |
Description of identifiable
performance characteristics reflecting a beginning level of performance. |
Description of identifiable
performance characteristics reflecting development and movement toward
mastery of performance. |
Description of identifiable
performance characteristics reflecting mastery of performance. |
Description of identifiable
performance characteristics reflecting the highest level of performance. |
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Practical
Solutions Included in Poster? |
No practical solutions included. |
One practical solution included. |
More than one practical solution
included. |
Multiple practical solutions
that would appeal to high school students included. |
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Scientific Content
of Poster |
There is no reference made to
class material. |
Reference is made to biochemical
molecules. |
Biochemical molecules are
included when discussing practical solutions. |
Practical solutions include
specific amounts of biochemical molecules. |
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Visual Appeal of Poster |
Pamphlet is hand written without
color. |
Pamphlet is typed without
pictures. |
Pamphlet is typed with pictures
in black and white. |
Pamphlet is typed with pictures
in color. |
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Level of Poster |
Not appropriate for middle
school students. |
Appropriate for middle school
students but not well organized. |
Appropriate for middle school
students and well organized. |
Appropriate for middle school
students, well organized and will grab the interest of middle school
students. |
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Total Score |
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Letter Grade |
A = 44 - 38 |
B = 37 - 34 |
C = 33 - 29 |
D = 28 - 27 |
F = < 27 |
Rubric for Persuasive
Essay
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Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
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Persuasive essay |
Mentions the topic, but is
disorganized and/or is written in poor English. |
Essay deals with the topic, but
is too generalized to be persuasive to the reader. There are many errors in
English usage. |
Essay is specific and well
written on the middle school level. However are some flaws in English usage,
content or persuasiveness. |
Project is complete persuasive
and well written, with no major flaws in English usage. |
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Total Score |
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Letter Grade |
F |
C |
B |
A |
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Conclusion:
By the time you complete this webquest, you will
be familiar with the problem of childhood obesity in NYC. You will critique
current social policies dealing with this problem and will come up with
practical solutions to this problem based on your knowledge of the causes of
childhood obesity and your knowledge of typical teenage behavior.
Standards:
NYC Performance Standards
Science:
S4c Demonstrates an understanding of health.
S4d Demonstrates an understanding of the impact of technology.
S4e Demonstrates an understanding of the impact of science.
S5a Frames questions to distinguish cause and effect; and identifies or controls variables.
S5c Uses evidence from reliable sources to develop descriptions, explanations and models; and makes appropriate adjustments and improvements.
S5d Proposes, recognizes, analyzes, considers, and critiques alternative explanations; and distinguishes between fact and opinion.
S5e Identifies problems; proposes and implements solutions; and evaluates the accuracy, design and outcomes of investigations.
S5f Works individually and in teams to collect and share information and ideas.
S6a Uses technology and tools to observe and measure objects, organisms, and phenomena, directly, indirectly, and remotely, with appropriate consideration of accuracy and precision.
S6d Acquires information from multiple sources.
S6e Recognizes and limits sources of bias in data.
S7a Represents data and results in multiple ways
S7b Argues from evidence.
S7c Critiques published materials.
S7d Explains a scientific concept or procedure to other students.
S7e Communicates in a form suited to the purpose and the audience.
Health,
Physical Education, and Family and Consumer Sciences:
Standard 2: A Safe and Healthy Environment: Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.
Standard 3: Resource Management: Students will understand and be able to manage their personal and community resources.
English Language
Arts:
Standard
1: Language for Information and Understanding
Standard
2: Language for Literary Response and Expression
Standard
3: Language for Critical Analysis and Evaluation