Children dying from the flu virus in the USA.

Sandy Tamayo

Frederick Douglass Academy




Flu shot is only 36% effective this season, the worst in a decade.† Eighty-four children have died this season from flu-related illnesses according to the Centers for Disease Control and Prevention. The new report shows that for the week ending Jan. 27, just under 10 percent of U.S. death certificates listed flu or pneumonia. People should stay home from work or school if they get sick to prevent spreading flu, and people should still get vaccinated if they havenít already.† Even though the vaccine is not as powerful as officials hoped, it can lessen the illnessís severity, keep people out of the hospital, and save lives.




Your task is to type a four-page paper using the six steps of the public policy analysis. Your teacher would put you into groups of four.




Your teacher would assign you into a group of four.

Group leader: keep the team on task

Researcher (responsible for materials)

Spoke person (Presenter)

Note-taker (recorder)


Your class has been chosen to work with The CDC in developing a more effective vaccine to stop the spread of the virus.† Using a map of the USA determine which states have the most cases reported of flu incidence. How can you use that information to create a more effective vaccine? In your group brainstorm your problems. Relate the above scenario to the six steps of the Public Policy Analysis. Your group will present your findings to your class and maybe the school.


1. Identify the Existing Problem

Children dying from the flu virus in the USA.


2. Gather Evidence


How are vaccines manufactured?

3. Identify the Cause of the Problem


4. Evaluate Existing Policies

How health officials determine the virus used in the flu vaccine?

†What factors determined what virus are selective?

How health officials determine what virus to use in flu vaccines.††††


5. Develop New Policies

What new policy would you put in place to make new vaccines more effective every year?

What can you proposed to stop the spread of the virus?

6. Select best solution (Feasibility vs. Effectiveness)

CDC Flu Site








Student Name:† __________________________________________






Introduction (Organization)

The introduction is inviting, states the main topic and previews the structure of the paper.

The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader.

The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.

There is no clear introduction of the main topic or structure of the paper.

Support for Topic (Content)

Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.

Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported.

Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported.

Supporting details and information are typically unclear or not related to the topic.

Conclusion (Organization)

The conclusion is strong and leaves the reader with a feeling that they understand what the writer is \"getting at.\"

The conclusion is recognizable and ties up almost all the loose ends.

The conclusion is recognizable, but does not tie up several loose ends.

There is no clear conclusion, the paper just ends.





†††††† Identify

††† the cause

†††††† of the

†††† problem


†††††††† Evaluate

††††††††† existing

††††††††††† policy


†††††† Develop

††††††††† New

††††††† policies


††††††† Choose

††††††† the most

††††††† effective

†††††††††† policy



Activity sheets

       Define the problem

       Gathered evidence

       Identify the cause

       Evaluate an existing policy

       Develop solutions

       Select the best solution




By the end of you paper you will be able to learn How to Use the steps of the PPA, How virus are selected for flu season vaccines and how vaccines are manufactured.




4: 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.