Ms.Bingham
The
Choir Academy
Grade6
Photo of a cute Black Bear cub in a tree in Yellowstone National
Park, a safety area while left alone for short periods of time.
INTRODUCTION:
Bear-a-mania
we’re missing you. What does Yogi and Boo Boo, Smokey
the bear and the North American Black bear have in command? They all are
endangered.
TASK:
As member of the
National Wild Life Preservation Society (NWLPS), you have been asked to design
a three minute PowerPoint presentation to create discussion around policy to
help save these animals. The NWLPS would like you to submit a hard copy of this
PowerPoint presentation to The Agency of Wildlife and Animal Affairs.
PROCESS:
You will be
assigned to a group. Each group member
will have a specific task to accomplish as follows:
·
Leader-will
be responsible for keeping the time frame, collecting the materials and
assuring that all the group members are actively participating
·
PowerPoint
developer-will take the ideas and final feedback of the group to develop the
Power Point presentation.
·
Research-will
be responsible for making sure that the final presentation
incorporates the research that group did to come up with their solution. Make sure that citings
are made at the end of the PowerPoint, complete with web links.
·
Public
Policy Analyst-will make sure that all of the steps of the Public Policy analysis
are completed and recorded on the six worksheets
·
Presenter-will
present for the group to The Agency of Wildlife and Animal Affairs
Along with the
information from the text and the resources, follow the Public Policy Analyst
(PPA) six step processes. http://www.maxwell.syr.edu/plegal/TIPS/select.html
Complete the
worksheets and allow them to guide you with your policy paper, power point, and
public awareness project.
1.
Identifying the
problem (Worksheet
#1)-
2.
Gathering Evidence
(Worksheet #2)
3.
Identifying Causes
of the problem (Worksheet #3)
4.
Evaluate the Policy
(Worksheet #4)
5.
Develop a Solution
to the problem (Worksheet #5)
6.
Selecting the Best
Solution (Worksheet
#6)
RESOURCES:
1.
Black Bears, Black Bear Pictures, Black
Bear Facts - National
2.
Black Bear - NYS Dept. of
Environmental Conservation
3.
Smoky Mountains black bear
facts
4.
Tips for Living with Black
Bears | The Humane Society of the ...
5.
living with bear for internet
6.
National Wildlife Federation
7.
Kids' Planet
ESPECIES Animal Fact Sheets
Evaluation:
You will also receive a grade for your work as a group
member:
|
|
Excellent
100-90 (4) |
Very Good
89-80 (3) |
Satisfactory
79-65 (2) |
Unsatisfactory
65-Below (1) |
|
Ideas and Content |
Problem
clearly identified and thoroughly researched |
Problem
identified and reasonably well researched |
Problem
identified |
Problem
identified but research is lacking |
|
PPA Usage |
All six steps
of the PPA are clearly addressed and
all worksheets correctly completed |
All six steps
of the PPA are addressed and most
worksheets correctly completed |
Limited
research |
Incomplete
worksheets |
|
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. |
|
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. |
|
Cooperation |
We worked will
as a team. We each did our jobs. We all contributed equally. We solved our problem
creativity |
We worked
reasonably well as a team. We did our jobs. We helped each other, when
needed. We got
the job done. |
We had a rough
start. Needed intervention at least two times. Completed the task with
assistance. |
We needed
direction most of the time. We struggled with every component of the process.
Final project looked rushed. |
Each group member will receive a grade for the power point
and the presentation.
Conclusion:
You have now learned the
importance of maintaining a balance with nature. Your investigations may have
helped the Black Bear population to continue to grow in New Jersey. This
investigation and presentation has helped bring a voice to the cruel and
unnecessary killing of the Black Bear population. As an animal rights activist
and Public Policy Analyst you have taken the first step towards creating a
connection between science and technology in the support of the living
environment.
The WebQuest uses the following Science and Technology
Standards:
Life Sciences
Concepts – Standard 2
·
Demonstrates understanding of
populations and ecosystems and the effects of resources and energy transfer on
populations.
Scientific Thinking- Standard 5
·
Identifies problems; proposes and
implements solutions; and evaluates the accuracy, design, and outcomes of
investigations.
·
Works individually and in teams to to collect and share information and ideas.
Scientific
Communication- Standard 7
·
Represents data and results in
multiple ways.
·
Argues from evidence.
·
Critiques published materials
·
Explains a scientific concept or
procedure to other students
·
Communicates in a form suited to the
purpose and the audience.
Technology Standards – Standard 5
·
Students
will apply technological knowledge and skills to design, construct, use, and
evaluate products and systems to satisfy human and environmental needs.
References
Photos 1 & 2 taken from www.alaskainpictures.com
Photo 3 taken from www.hallobay.com
Rubric design used by Ms. Abgail Hope, HS of
Arts and Technology; http://www2.maxwell.syr.edu/plegal/crit9/hopewq1.html