Presented by: Mrs. J Dawkins
ALL SAINTS ELEMENTARY SCHOOL
INTRODUCTION
Imagine—Everyday is the middle of a hot
summer. You can never cool down. Carbon Dioxide, methane, nitrous oxide and
many other greenhouse gases (GHG’s) have been emitted into our atmosphere. The
result is known as “Global Warming”. These gases create a “greenhouse effect”
that can raise the earth’s temperature to severe desert levels. These gases
prevent the sun’s rays from leaving the atmosphere thus making the earth an
oven! There will be no snow, ice or polar caps. Energy will be used up quickly
in attempts to cool homes and workplaces. Since the Industrial revolution, greenhouse
gases have increased 10 times. There has
been a noticeable increase just since the year 2000.
Who are the culprits? What countries are destroying
our planet? Just click on COUNTRIES OF EMISSIONS
and you will see clearly. We are! The
A rise of just a few degrees can melt ice caps, create
category five hurricanes, destroy the food chain and have sea levels rise above
the skyscrapers of
You will now become a public policy analyst. You and
your group will search for solutions for this social problem and evaluate the
TASK: 
The class will be divided into groups which will
create two products.
Product # 1: Each group will write a minimum five
page research paper. The paper will be typed using MS Word at 12 font. The
paper will use the Public Policy Analyst six
step formats as an outline. Each step will be clearly researched and written.
More details will be given in the Procedure section of the web quest.
Product # 2 will be a power point presentation that
can be presented to the United Nations Committee outlining what your find is
and following the research in your paper. The Power point will have a minimum
of 10 slides and contain text, pictures, graphs, charts and other illustrations
that prove your thesis. All six steps of the Public Policy Analyst must be used
in the power point.
Both products will be judged by the rubrics shown in the
“evaluation” section of the web quest
PROCEDURE
The class will be divided into groups of FOUR. Each
group member will be given a specific responsibility but all members should
help each other. Cooperation will be an integral part of the evaluation
process.
Student # 1: Recorder & Writer-This student
will take notes on information gathered by group members and write an outline
for the power point slides and research paper. These notes will also be used by
each member to write the paper. This student will be responsible for completing
the six step Public Policy Analyst Worksheets for Global Warming and the
Student # 2: 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 t
Student # 3:
Time keeper of organizer-Will keep the group on track. He/she will assist in
the research, lead & coordinate group meetings and be aware of teacher made
deadlines and schedules. This student will also help in completing the two
products and act as a liaison between group members.
Student # 4: Power Point Creator. This student
will create the power point (product #2). He/she will use the PPA worksheets
and format them into slides outlining the social problem according the PPA
procedure.
THE SIXS
STEP PUBLIC POLICY ANALSYT
The
six worksheets are hyperlinked below. Complete all using the Internet resources
Worksheet
# 1: Defining the
social problem
Worksheet
# 2: Gathering
Evidence for the problem
Worksheet
# 3: Identifying
the causes
Worksheet
# 4: Evaluation
of an existing Public Policy
THIS STEP IS CRUCIAL—YOU WILL EVALAUTE
THE
Worksheet
#5: Develop Solutions
Worksheet # 6: Select the BEST
solution
REMINDERS: Work cooperatively and use the Public Policy Analyst as your guide and outline! All worksheets must be given in with your products.
RESOURCES
GENERAL
WEB SITES
WW.GOOGLE.COM
SPECIFIC
WEB SITES
EPA--Greenhouse
gas statistics
KYOTO POROTOCOL KYOTO IN DETAIL
EVALUATION
RUBRIC FOR POWER POINT PRESENTATION
|
|
CATEGORY
|
4 EXCELLENT |
3 VERY GOOD |
2 SATISFACTORY |
1 UNACCEPTABLE |
|
COOPERATION |
ALL MEMBERS OF THE GROUP TOOK PART IN CONSTRUCTION OF THE POWER
POINT |
ALL MEMBERS TOOK PART IN
CONSTRUCTION OF THE POWER POINT BUT NOT EQUALLY |
FOUR OF THE FIVE MEMBERS
TOOK PART IN CONSTRUCTION OF THE POWER POINT |
THE POWER POINT HAD LITTLE GROUP COOPERATION AND WAS CONSTRUCTED
BY ONE MEMBER |
|
Originality |
Presentation shows considerable originality and inventiveness.
The content and ideas are presented in a unique and interesting way. |
Presentation shows some originality and inventiveness. The
content and ideas are presented in an interesting way. |
Presentation shows an attempt at originality and inventiveness
on 1-2 cards. |
Presentation is a rehash of other people's ideas and/or graphics
and shows very little attempt at original thought. |
|
Text - Font Choice & Formatting |
Font formats (e.g., color, bold, italic) have been carefully
planned to enhance readability and content. |
Font formats have been carefully planned to enhance readability.
|
Font formatting has been carefully planned to complement the
content. It may be a little hard to read. |
Font formatting makes it very difficult to read the material. |
|
Content - Accuracy |
All content throughout the presentation is accurate. There are
no factual errors. |
Most of the content is accurate but there is one piece of
information that might be inaccurate. |
The content is generally accurate, but one piece of information
is clearly flawed or inaccurate. |
Content is typically confusing or contains more than one factual
error. |
|
Spelling and Grammar |
Presentation has no misspellings or grammatical errors. |
Presentation has 1-2 misspellings, but no grammatical errors. |
Presentation has 1-2 grammatical errors but no misspellings. |
Presentation has more than 2 grammatical and/or spelling errors.
|
|
Sequencing of Information |
Information is organized in a clear, logical way. It is easy to
anticipate the type of material that might be on the next card. |
Most information is organized in a clear, logical way. One card
or item of information seems out of place. |
Some information is logically sequenced. An occasional card or
item of information seems out of place. |
There is no clear plan for the organization of information. |
|
Use of Graphics |
All graphics are attractive (size and colors) and support the
theme/content of the presentation. |
A few graphics are not attractive but all support the
theme/content of the presentation. |
All graphics are attractive but a few do not seem to support the
theme/content of the presentation. |
Several graphics are unattractive AND detract from the content
of the presentation. |
|
ASSIGNMENT DELEGATION |
Group delegates tasks and shares responsibility effectively all
of the time. |
Group delegates tasks and shares responsibility effectively most
of the time. |
Group delegates tasks and shares responsibility effectively some
of the time. |
Group often is not effective in delegating tasks and/or sharing
responsibility. |
|
Effectiveness |
Project includes all material needed to gain a comfortable
understanding of the topic. It is a highly effective study guide. |
Project includes most material needed to gain a comfortable
understanding of the material but is lacking one or two key elements. It is
an adequate study guide. |
Project is missing more than two key elements. It would make an
incomplete study guide. |
Project is lacking several key elements and has inaccuracies
that make it a poor study guide. |
|
USE OF PPA |
INCLUDES ALL STEPS OF THE PPA |
INCLUDES MOST STEPS OF THE PPA |
INLCUDES ALL STEPS OF THE PPA BUT WITH INACCURACIES |
DOES NOT INLCUDE PPA AS A FORMAT OR HAS MANY INACCURACIES |
RUBRIC FOR RESEARCH PAPER
|
CATEGORY |
4 EXCELLENT |
3 VERY GOOD |
2 SATISFACTORY |
1 NEEDS IMPROVEMENT |
|
Organization |
Information
is very organized with well-constructed paragraphs and subheadings. All steps in the PPA are used correctly. |
Information
is organized with well-constructed paragraphs. Most steps in the PPA are used correctly. |
Information
is organized, but paragraphs are not well-constructed. All steps are in the PPA are used but some are incorrectly. |
The
information appears to be disorganized. Few steps in the PPA are used and they are used incorrectly. |
|
Amount of Information |
All
topics are addressed and all questions answered with at least 2 sentences
about each. |
All
topics are addressed and most questions answered with at least 2 sentences
about each. |
All
topics are addressed, and most questions answered with 1 sentence about each.
|
One or
more topics were not addressed. |
|
Quality of Information |
Information
clearly relates to the main topic. It includes several supporting details
and/or examples. |
Information
clearly relates to the main topic. It provides 1-2 supporting details and/or
examples. |
Information
clearly relates to the main topic. No details and/or examples are given. |
Information
has little or nothing to do with the main topic. |
|
Mechanics |
No
grammatical, spelling or punctuation errors. |
Almost
no grammatical, spelling or punctuation errors |
A few
grammatical spelling or punctuation errors. |
Many
grammatical, spelling, or punctuation errors. |
|
Paragraph Construction |
All
paragraphs include introductory sentence, explanations or details, and
concluding sentence. |
Most
paragraphs include introductory sentence, explanations or details, and
concluding sentence. |
Paragraphs
included related information but were typically not constructed well. |
Paragraphing
structure was not clear and sentences were not typically related within the
paragraphs. |
|
Internet Use |
Successfully
uses suggested internet links to find information and navigates within these
sites easily without assistance. |
Usually
able to use suggested internet links to find information and navigates within
these sites easily without assistance. |
Occasionally
able to use suggested internet links to find information and navigates within
these sites easily without assistance. |
Needs
assistance or supervision to use suggested internet links and/or to navigate
within these sites. |
|
Diagrams & Illustrations |
Diagrams
and illustrations are neat, accurate and add to the reader's understanding of
the topic. |
Diagrams
and illustrations are accurate and add to the reader's understanding of the
topic. |
Diagrams
and illustrations are neat and accurate and sometimes add to the reader's
understanding of the topic. |
Diagrams
and illustrations are not accurate OR do not add to the reader's
understanding of the topic. |
GRADING: “A’= 21-24
“B”= 17-20 “C”= 13-16 “F” = BELOW 13
CONCLUSION: 
From this web quest you should have learned that
Global Warming and greenhouse gas Emissions pose a major threat to our
families, our society and our planet. Uncontrolled progress and
industrialization have created a situation that could spell disaster. Global
Warming is an equal opportunity threat that crosses cultural and political
boundaries. The WORLD must unite to stop, what scientists call, “our greatest
threat”. Will countries finally unite? That will be the job of the public
policy analyst. This social scientists evaluates social problems and recommends
solutions that save millions. You have taken that role in this web quest. Let’s
hope that you made a difference. The United Nations surely hopes so. Thanks for
your participation!
STANDARDS ADDRESSED
Social Studies
Standard 4: Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual
skills to demonstrate their understanding of the necessity for establishing
governments; the governmental system of the
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.
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.