PROJECT CRITICAL
Acid Rain: An Increase of Respiratory
Diseases
on
the East Coast of USA.
Presented by:
MIGUEL RODRIGUEZ
HIGH SCHOOL FOR INTERNATIONAL BUSINESS AND FINANCE
NEW YORK CITY
Introduction: 
There
is an increase in Respiratory Diseases in the East Coast of
You are about to become a part of
a consultant group that will advise
politicians and government institutions in ways to reduce the causes and find
solutions to the increase in Respiratory diseases associate with Acid
Rain. You are about to help our
environment and individuals affected by these conditions. You will present your findings to a committee of politicians and state and city representatives.
All of you should be proud of your contribution to the well being of humankind.
Good luck on your quest!
Task:
You will be working in groups
of four students, within your groups you have to create the following product.
1.
A power point presentation: describing the major health problems associate with
acid rain, you have to emphasize in the solutions to this problem. Make sure to
include between 10-15 slides, use bullets to
address the main ideas, all slides must contain a paragraph. All steps of the Public Policy Analyst should be included in the
PowerPoint Presentation. During presentations all members of the group must
explain between 3-4 slides. Each student presenter should use 10-15 minutes for
their presentation.
STUDENTS
RESPONSABILITIES:
Student 1/ Researcher:
you will be responsible to obtain all the information regarding the issue from
web sites, textbooks, handouts, etc.
Student 2/ power
point design: you are responsible to choose font size, color, images, graphs,
data and the presentation itself.
Student 3/ group
manager: you are responsible to coordinate group discussions and presentation.
Student 4/ time
keeper: keep time and assist other members of the group.
Process:
Step 1:
Ø
You will assign
to a group of four students as described above
Ø
Within your group
you have to choose a role such as researcher, web designer, group manager, time
keeper.
Step 2:
Your group will complete worksheets in the six-step Public
Policy Analyst that are linked below, to
investigate and solve the problem of Acid Rain. Your group will use these
worksheets as an outline for completing the tasks.
Each
group will use the Internet sites listed in the resource section to complete the worksheets. The worksheets
will then be used as resource material for completing the worksheets.
a) Identify
the Problem using Worksheet #1.
b)
Gather Evidence using Worksheet # 2.
c) Identify
Causes of the Problem using Worksheet # 3.
d)
Evaluate the Policy, using Worksheet #4.
e)
Develop a solution to the Problem using Worksheet #5.
f) Select the Best Solution using Worksheet #6.
Step 3:
After completing the worksheets, all
members of the group must discuss the implications of the problem and the
solutions. You can rehearse your presentations before doing it. I do not want
to see students standing at the front of the class without knowing what are
they going to explain during their presentation.
REMINDER: ALL SIX
STEPS OF THE PUBLIC POLICY ANALYST
MUST INLCUDED IN YOUR POWER POINT AND
ORAL PRESENTATONS
Student groups will use these Internet sites to
complete the worksheets from the six steps of the Public Policy Analyst.
General web sites:
Specific Web sites:
http://www.epa.gov/acidrain/education/site_students/whyharmful.html
http://facstaff.gpc.edu/~pgore/Earth&Space/acidrain.html
http://www2.maxwell.syr.edu/plegal/critical/critical.html
http://www.healthgoods.com/Education/Environment_Information/Acid_Rain/effects_of_acid_rain.htm
http://www.healthline.com/galecontent/acid-rain
Articles: http://www.sciencedaily.com/articles/a/acid_rain.htm
http://thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0000025
http://www.shuksanenergy.com/advantages-of-nuclear-power.html
Evaluation: 
|
Area |
Elements |
Possible |
|
Oral |
|
30 |
|
Slide show |
|
55 |
|
Content |
|
15 |
|
Total possible points |
|
100 |
|
|
|
|
Conclusions: 
“CLEAN CITY AIR”
After completion of this web quest you have
gained a better understanding of the effect of acid rain in Human Health and
the causes related with this problem. You have had the opportunity to enhance
your research skills and evaluate public policies regarding this critical issue and social problem. In future web quest
we will learn about other environmental concerns such as global warming, ozone
depletion and their effect in climate changes. Let’s hope you found policy
solutions and became an effective public policy analyst.
Thank you for your participation!
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.
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.
STANDARD 7: Interdisciplinary
Problem Solving
Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.
For example:
¥ collect, collate, and process data concerning potential natural disasters (tornadoes, thunderstorms, blizzards, earthquakes, tsunamis, floods, volcanic eruptions, asteroid impacts, etc.) in an area and develop an emergency action plan
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