A PROJECT CRITICAL WEB QUEST
GLOBAL WARMING
A MAJOR PROBLEM FOR OUR PLANET
Ms. D. Mahfood
It’s a Thursday night
and you are preparing for work in the morning.
The sweat is rolling down your face.
It feels like it is 100oC outside and its 8 o’clock at
night! Just when you think you can not
handle the heat anymore the telephone rings.
You have just been assigned by the Mayor to a special task force of
scientists who are investigating the causes of the recent increase in
temperature in
1: The class will be divided into groups of FIVE
2: Each group will be responsible for of a Poster
Project
3: Each member of the group will have an individual
responsibility that will be decided upon by the group as a whole
4: THE POSTER BOARD
--Each
group will construct of POSTER BOARD, similar to the ones shown below
-The
poster board will include a study of GLOBAL WARMING
-The
headings for the poster board will follow the PUBLIC POLICY ANALYST
format
describe in the process. You will have SIX headings mirroring the
SIX-STEP
PUBLIC POLCIY ANALYST
--The
poster board should be attractive and have graphs, charts, pictures,
illustrations and text materials
SHOWING THE PROLEM OF GLOBAL WARMING AND TEMPERATURE CHANGE
1: The class will be divided into groups
of FIVE and group responsibilities will be divided by consensus of the group
members
2: HERE ARE THE INDIVIDUAL ROLES AND
RESPONSIBILITIES
-
TWO- students will do RESEARCH: research information using
the internet and books about your topic
-STATISTICS
ANALYST-research statistics and create graphs and charts that represent the
statistics that will be used on the poster board
TWO
RECORDER/ORGANIZERS/WRITERS-record group findings and work closely with the
researchers and statistic analyst to organize the data. These members will
complete the PPA worksheets hyperlinked below. These students will organize the
date from the work sheets and complete the poster board
ONE-POSTER
MAKER-work closely with the organizer to display your commission’s findings on
a poster which includes important written information, illustrations, charts,
graphs. This MEMBER will also proof read all material for accuracy and content.
This member will also be the time keeper, making sure deadlines are met.
THE SIX STEP PUBLIC POLICY
ANALYST
Each step of the
PPA must be included on the poster board. Focus should be made on the public
policy
Step # 5 and step # 6. All worksheets must be
filled out and the essays for each step must reflect the completed worksheets.
1) Defining the
Social Problem
2)
Gathering
Evidence of the Problems
3)
Identifying
Causes of the Problems
4) Identify and
Evaluate Existing Pubic Policy
5) Develop Public
Policy Solutions
The worksheets above should be completed using the
INTERNET sources found in the resource section below and by use of print
material, magazines, newspapers and text books.
GENERAL WEB SITES –These can be
used to find all information needed for completion of the worksheets in the
SIX-STEP PUBLIC POLICY ANALYST
READ THE FOLLOWING
LINK FOR HELP-“Conducting Internet searches”
SPECIFIC WEBSITES—Use these
links to focus in on the six-steps
NOTE: You do NOT have to use all sites.
These sites are for your convenience. Your group is to choose those sites they
feel fulfill the task.
POSTER PICTURES AND
EXPLANATIONS
POLICY
SUGGESTIONS and PICTORAL EXPLANATIONS
U.S.
DEPARTMENT OF AGRICULTURE
HUMAN IMPACT ON GLOBAL WARMING
NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION
EVALUATION-RUBRIC
|
CATEGORY |
4 EXCELLENT |
3 VERY GOOD |
2 SATISFACTORY |
1 UNSATISFACTORY |
|
Content - Accuracy |
At
least 7 accurate facts are displayed on the poster. USES ALL STEPS OF PPA |
5-6
accurate facts are displayed on the poster. USES FIVE OF THE SIX STEPS OF THE
PPA |
3-4
accurate facts are displayed on the poster. USES ALL STEPS OF THE PPA WITH
SOME ERRORS |
Less
than 3 accurate facts are displayed on the poster. . INCORRECTLY USES OR
FAILS TO USE PPA STEPS |
|
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. |
|
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. |
|
Labels |
All
items of importance on the poster are clearly labeled with labels that can be
read from at least 3 ft. away. |
Almost
all items of importance on the poster are clearly labeled with labels that
can be read from at least 3 ft. away. |
Several
items of importance on the poster are clearly labeled with labels that can be
read from at least 3 ft. away. |
Labels
are too small to view OR no important items were labeled. |
|
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. |
After completing this Web quest, you should be
familiar with global warming and the role human beings play, if any, in
increasing local temperatures. You will
have sharpened your critical thinking skills as you evaluate the existing
public policies and suggest the best policies to prevent the increase in
temperature. You will also evaluate the
role humans play in global warming. You also now should be aware of the role of
the public policy analyst. It is this professional who researches major social
problems and finds public policy solutions to help all.
Let’s hope you and your group made a difference!
SCIENCE
Science Standard 1: The central
purpose of scientific inquiry is to develop explanations of natural phenomena
in a continuing, creative process.
Science Standard 4, Key Idea 5:
Plants and animals depend on each other and their physical environment.
Science Standard 4, Key Idea 6:
Human decisions and activities have had a profound impact on the physical and
living environment.
English Language Arts
Standard 1:
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 to acquire, interpret,
apply, and transmit information.
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.