A PROJECT CRITICAL WEBQUEST
http://www.yamagiku.co.jp/pathology/image/135/5.jpg
Presented by: Ms. Brown
Dr. G.
Hodge, Principal
Introduction:
You and your
team members are a policy task force hired by Mayor Michael Bloomberg and the
Department of Education to investigate the rise of Chlamydia and other STD’s in
NYC public school students. This is a
very serious issue and your suggestions for a solution will be very important
to the future health of young adults in New York for many years to come. Good
luck in your efforts!
The Task:
You and your team members will gather evidence,
examine existing health policy and create a report recommending feasible and
effective solutions to the problem. The
most convincing plans will be presented to Frederick Douglass Students as well
as be submitted to the NYC health Department for further review. Your team’s conclusions will be used to keep
NYC students healthy.
The Process
You will work in pre-selected
groups of five team members to complete the three tasks.
Your team will create the
following:
a.
One 10 - 15 slide
PowerPoint presentation focused on your research findings regarding the rise of
Chlamydia and other STDs in teens and young adult, as well as your team’s
public policy recommendations to the Department of Health on decreasing the
rate of infection in NYC youth. Include
graphs and tables to support your findings and recommendations.
b.
One 10 -15 slide
educational PowerPoint presentations that will help educate your peers on the
health risks of STD’s. Choose one STD
and include a description of it, the mode of transmission (how is the STD
passed on from person to person) and steps teens and young adults can take to
avoid infection.
c.
Design and
implement an anonymous 15 question true/false questionnaire of 100 FDA high
school students between 9th and 12th grades. The questionnaire will survey students’
knowledge of STD infection, transmission and protection information. This questionnaire should also gauge the
students’ attitudes about the risky behaviors that may expose them to STD
infection.
NOTE:
You should use the Science Public Policy Analysis to complete these tasks.
STEP ONE: ALL members are responsible for completing a section
of the Science Public Policy Analyst (PPA). You should complete the PPA
worksheets provided in the hyperlink to aid you in your research. Each team member will be assigned an
individual role that will help complete this task. You will use the worksheets
as a basis for your products.
The six steps (roles) of the Public Policy
Analyst (PPA) are as follows:
1.
Define your problem
being addressed. PPA Worksheet
1
2. Gather the evidence. You may find that the rates for different STD
infections will vary. This in itself can be important to understanding the
trend of teen behaviors. PPA Worksheet 2
3. Identify the
causes. Your group should research
what different experts suggest are the reasons for the infection rates being
what they are. PPA Worksheet 3
4.
Evaluate existing
policy. You need to research the Department of Health’s and the DOE’s
current STD prevention policies. Decide
whether they are feasible and effective enough to address the problem. PPA Worksheet 4
5.
Develop public
policy analysis solutions. PPA Worksheet 5
6.
Select the Best
Solution (Feasibility vs. Effectiveness)
PPA
Worksheet 5
i.
To complete this
task, you should also conduct a benefits vs. cost analysis of your recommended
solutions. Use PPA worksheet 7.
As a group your team should begin this task by
defining the problem. Team members should assist other members in their
research upon completing their own. Each
section should have information that is well researched, well written and
clearly stated.
Each team member will be
assigned an individual role that will help complete the rest of the tasks. The
roles include the following:
The PPA Research Coordinator
The PPA Power Point Graphic Organizer
The STD Education Researcher
The STD Power Point writer/ Graphic Organizer
STD Survey Designer
STEP TWO
– To complete the three Projects for the Mayor and the Department of
Health. Each student will be responsible
for one aspect of the three tasks. The roles include the following:
The PPA Research Coordinator –
ü
Responsible for
coordinating team members’ work on the Science Public Policy Analyst worksheets. He or she makes certain their tasks are
completed.
ü
Assembles the
written information from group members and presents the STD PPA Power Point Presentation.
The Power Point
Presentation should uniform, 10 – 15 slides with clear and well written organized
information. Be sure to check the presentation for spelling and grammatical
errors.
ü
Must work closely
with PPA Power Point Writer/Graphic Organizer as well as the STD Surveyor
PPA Power Point Graphic Organizer –
ü
Responsible for
researching and assembling tables, pictures and graphs for the PPA Power Point.
ü
There should be a
graphic supporting each section of the PPA according to the information
collected by your team members. There
should be at least 5 slides (NOT
including the title slide graphic) with supporting graphics.
ü
You should work
closely with the PPA researcher and STD Surveyor to create and present the PPA
Power Point Presentation.
STD Survey Designer–
ü
Responsible for
creating, distributing and collecting the FDA STD survey.
ü
Responsible for
processing the data and including the statistical information and assembling
the statistical data - including graphs, charts and tables into the PPA Power
point.
ü
Must work closely
with the PPA Power Point Writer/ Graphic Organizer as well as the PPA
researcher to create and present the PPA Power Point.
STD Education Power Point Researcher –
ü
Responsible for choosing
researching the information regarding STD’s targeting high school students. In
particular you must choose and compile research discussing the biology,
transmission mode, health risks and prevention of ONE STD.
ü
You are responsible for contributing well
researched, clearly stated information to this presentation.
ü
Must provide
factual information to complete a 10 – 15 slide Power Point Presentation.
ü
Must work with
the STD Power Point writer to present your work.
STD Power Point Writer/ Graphic Organizer –
ü
Responsible for compiling
research information into a coherent 10 – 15 slide power point presentation.
ü
Also responsible for researching and compiling
graphs, tables and pictures that would support the power point
presentation.
ü
There should be
at least 5 slides with graphics (NOT
including the Title Slide graphic).
ü
Must work with
the STD Power Point Researcher to present this work.
RESOURCES
General Resources
How do I conduct
Internet research?
Specific Resources
National Prevention
Information Network
NYC
Vital Signs: A report from the NYC Health Department
Citation and Bibliography Resources
Power Point Tutorials
How do I create
Power Point presentations?
EVALUATION
Rubric
|
|
CATEGORY
|
4 EXCELLENT |
3 VERY GOOD |
2 SATISFACTORY |
1 NEEDS IMPROVEMENT |
Grade |
|
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. |
|
|
Graphics Sources |
Graphics are effective at supporting each of the steps of the
PPA. The illustrator(s) are given credit somewhere in the presentation. |
Most Graphics Present support the steps of the PPA. Sources are
documented in the presentation for all images. |
Graphics are present. Sources are documented in the presentation
for all "borrowed" images. |
Some graphics are borrowed from sites that do not have copyright
statements or do not state that non-commercial use is allowed, OR sources are
not documented for all images. |
|
|
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. |
|
|
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. |
|
|
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.
|
|
|
USE OF PPA |
Uses all 6 Steps of the PPA clearly and effectively. |
Uses 5 steps of the PPA clearly and effectively. |
Uses 4 steps of the PPA effectively. |
Uses 3 or less steps of the PPA effectively |
|
Scoring Rubric for Questionnaire
|
CATEGORY
|
4 |
3 |
2 |
1 |
Score |
|
Ideas/Research Questions |
Researchers independently identify at least 4 reasonable,
insightful, creative ideas/questions to pursue when doing the research. |
Researchers independently identify at least 4 reasonable
ideas/questions to pursue when doing the research. |
Researchers identify, with some adult help, at least 4
reasonable ideas/questions to pursue when doing the research. |
Researchers identify, with considerable adult help, 4 reasonable
ideas/questions to pursue when doing the research. |
|
|
Group Timeline |
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. |
|
|
Delegation of Responsibility |
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. |
|
|
Plan for Organizing Information |
Students have developed a clear plan for organizing the
information as it is gathered and in the final research product. All students
can independently explain the planned organization of the research findings. |
Students have developed a clear plan for organizing the
information in the final research product. All students can independently explain
this plan. |
Students have developed a clear plan for organizing the
information as it is gathered. All students can independently explain most of
this plan. |
Students have no clear plan for organizing the information
AND/OR students in the group cannot explain their organizational plan. |
|
|
Quality of Sources |
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. |
|
Grade:
20-18=A
17-15=B
14-12=C
11-10=D
9 - 0-=F
CONCLUSION
By participating in this web quest you should have
learned the
severity of the STD crisis among NYC teens. You also have learned the role of
the public policy analyst along with the skill of conducting policy research.
You have made valuable contribution by creating new public policies. You may
have saved many lives. Let’s hope you have made a difference. Thanks for your
participation.
STANDARDS ADDRESSED
Mathematics, Science, and Technology
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.
Standard 3: Mathematics
Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.
Standard 4: Science
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Standard 5: Technology
Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
Standard 6: Interconnectedness: Common Themes
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
Standard 7: Interdisciplinary Problem Solving
Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
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.
views.
Social Studies
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