1.
INTRODUCTION:
Since the mid 1900’s, many countries,
including the industrialized ones, have been producing excessive amounts of carbon dioxide
to an alarming rate. The problem with it
is that carbon dioxide has been accumulating on the Earth’s upper atmosphere
mixing up with the ozone layer. The ozone layer is the Earth’s shield against
excessive sun’s heat and UV rays.
Therefore, the mixing of carbon dioxide and ozone dilutes the ozone
layer. This creates a hole in the
atmosphere, allowing the entry of excessive heat and UV
rays to Earth. This excessive amount
of heat accumulates between the Earth’s surface and its atmosphere causing
changes in the weather patterns (Global Warming)
around the globe, drought,
and illnesses (such as skin cancer)
in living organisms.
Can
Global Warming be stopped or at least reduced?
What can you do to solve this problem?
What can countries and people do to save the environment and people’s
lives? This problem is critical for the
next generation. Life on Earth will not
exist as it is 50 years from now. The ice caps
will melt. Island
countries will be wiped out.
Populations of human, animals,
plants will disappear. You, your
brothers, sisters, and friends might die.
You must take a stand now.
You are a junior scientist assigned to a team of
researchers at the
2. THE
TASK:
The
class will be divided in groups of five.
Each group will make a minimum of ten slide Power
Point Presentation on the social problem of Global Warming.
A} This POWER
POINT PRESENTATION will be completed by the group. It will be a 10 slide
minimum and include the PPA steps, graphs, charts and text.
B} Each group will present an ORAL
PRESENTATION of a minimum of 10 minutes. You will use your power point
and other materials that include the six steps of the Public Policy Analyst.
All Power points also must
include the six PPA steps and use the information gathered from the Six Public
Policy Analyst worksheets. These PPA worksheets will form the outline for your
PowerPoint.
Each group member will be a researcher. And each group member will be assigned one of
these roles in the web quest:
1: Recorder and Writer (write down all pertinent information
gotten from the research in part I.)
2: Power Point Producer (produces
the Power Point Presentation-uses graphics, text, charts and other suggestions
from the group)
3: Time Keeper and Manager (manages
the time and ensures that everyone is on task)
4: Public Relation Advisor -Answer
concerns and questions from the audience during the ORAL PRESENTATION
5: Power
Point Presenter (presents the group research in an oral report).
You will use an internet educational
tool called the PPA (Public Policy Analyst) using six steps:
1. IDENTIFY THE PROBLEM.
2. FIND
EVIDENCE OF THE PROBLEM.
3.
IDENTIFY THE CAUSE.
4. EVALUATE EXISTING PUBLIC POLICY.
5.
DEVELOP PUBLIC POLICY SOLUTIONS.
6. DETERMINE THE BEST SOLUTIONS.
Your tasks will be evaluated based on a
rubric system which uses the ten
Marking Period point grade. The rubric system has the following components:
3: THE PROCESS: 
OZONE LAYER
Your product must include the six steps of the PPA
listed below. You will use the websites
and the internet resources to complete the worksheets.
STEP 1: THE
PUBLIC POLICY ANALYST
This is the process by which social
problems are analyzed and public policies are formulated
Worksheet 1. Identify
the social problem
Worksheet 2. Find
evidence for the problem.
Worksheet 3. Identify
the cause of the problem.
Worksheet 4. Evaluate
the existing public policy.
Worksheet 5. Developing new Public Policies
Worksheet 6. Choose
the best solutions.
STEP 2:
Your group will do a Power Point
Presentation of a minimum of10 slides. ALL SIX STEPS of the PPA must be
included in the PowerPoint. You may use the steps as the power point outline.
You may divide the 10 slides among the six steps. This Power Point Presentation is followed by
an
Oral Presentation in which
you must use your Power point findings, pictures, and other types of resources
that you might have.
4.
RESOURCES: 
I have included the following web links for your
research: These resources will be used to complete the six PPA worksheets.
Carbon Dioxide
Ozone Layer Global Warming
Effect of CO2
Depletion
I have also included here specific
websites for your project as well as general websites below.
●Global Warming ●Ozone Depletion ●google.com ●ask.com ●yahoo.com
GENERAL WEB SITES
5.
EVALUATION 
This Power Point Project and
Presentation is 10 Marking Period Final Points.
Your group’s work will be graded using the following rubrics:
POWER
POINT PRESENTATION RUBRICS
|
CATEGORY |
4 EXCELLENT |
3 VERY GOOD |
2 SATISFACTORY |
1 UNACCEPTABLE |
|
Cooperation |
ALL MEMBERS OF THE GROUP TOOK
PART IN CONSTRUCTION OF THE POWER POINT (RESEARCH). |
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 |
4-EXCELLENT=5 PTS; 3-VERY GOOD=4 PTS; 2-SATISFACTORY=3
PTS; 1-NEEDS IMPROVEMENT=2 PTS.
6.
CONCLUSION: 
EFFECTS OF GLOBAL WARMING
After completing
this web quest you should have learned that (1) the main sources of carbon
dioxide on Earth, (2) its effect on the depletion of the ozone layer, (3) its
effect on Global Warming, (4) its effect on the melting of the ice caps, human
health, and sea water level rising.
You
will be also very knowledgeable on the use of the PPA tool to pinpoint the
problem of carbon dioxide and the ozone layer or any other kind of
problem. You have learned about the actual
policy for the emission of carbon dioxide according to local, state, federal,
and international guidelines. You are now
able to determine new policies and to submit your own best policies to local,
state, federal, and international governments.
In our
lifetime, we all can make a difference and this is your chance to save the
environment and the planet for your family, friends, and the next generation.
Thank you for your participation.
7.
STANDARDS ADDRESSED
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.