Stopping Child Obesity

Mr. Maurtua

PS 128

Introduction:

You are a researcher in the area of childhood obesity, and are going to educate elementary students on this subject. You are going to have students create a way how to keep their bodies fit and prevent themselves from becoming obese.

According to statistics, one out of three children is obese or overweight and that number tripled over the past 30 years. Overweight and obesity and their associated health problems have a significant economic impact on the U.S. economy. Obesity has been a major factor in the rising cost of medical care, and now accounts for an estimated 21 percent of medical spending.

Healthy lifestyle habits, including healthy eating and physical activity, can lower the risk of becoming obese and developing related diseases

Task: You will be creating one the following. PowerPoint presentation Essay/Oral Presentation

Process/Resources:

1. You will work in pairs to create their PowerPoint presentation or oral essay presentation.

2. Mr. Fulano will explain to you how to use the Public Policy Analyst Model so you can create an efficient and clear presentation.

3. Both partners will follow the Public Policy Analyst Model to create a policy for the presentations.

4. You will follow each step of the six steps in Public Policy Analyst Model. Be sure to fill out each worksheet so it will assist you to create a clear presentation. Here are the steps below:

Step 1. Define the Problem

Step 2. Gather Evidence

Step 3. Identifying Causes

Step 4. Evaluate a Policy

Step 5. Develop Solutions

Step 6. Select Best Solutions

Have your six steps read and approved by Mr. Fulano before proceeding onto your presentations. Be sure to list your resources (either internet or book) at the end of your presentations.

The Resources:

Preventing Childhood Obesity

http://www.nsba.org/Board-Leadership/SchoolHealth/obesity-and-schools

Childhood Obesity Facts

http://www.cdc.gov/healthyyouth/obesity/facts.htm

Peaceful Playgrounds

http://www.peacefulplaygrounds.com/nutrition-in-schools-childhood-obesity.htm

Childhood: Obesity and School Lunches

http://www.nytimes.com/2011/02/08/health/research/08childhood.html?_r=0

Learning about Fat

http://health.usnews.com/usnews/health/articles/041011/11fat.htm

Evaluation:

Oral Presentation Rubric

Teacher Name:
Student Name:
CATEGORY	4	3	2	1
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.

Stopping Childhood Obesity PowerPoint Presentation Rubric

Teacher Name:
Student Name:
CATEGORY	4	3	2	1
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.
Graphics Sources	Graphics are hand-drawn. The illustrator(s) are given credit somewhere in the presentation.	A combination of hand-drawn and stock graphics are used. Sources are documented in the presentation for all images.	Some graphics are from sources that clearly state that non-commercial use is allowed without written permission. 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.
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.

Conclusion:

Obesity has increased over the past 30 years and has been found in one of three children. The students will understand the problems and solutions to childhood obesity, and be able to teach and inform other classmates of this epidemic.

Standards:

5.RL.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

5.RL.11 Recognize, interpret, and make connections in narratives, poetry, and drama, to other texts, ideas, cultural perspectives, eras, personal events, and situations.

a. Self-select text to develop personal preferences regarding favorite authors.

b. Use established criteria to categorize, select texts and assess to make informed

judgments about the quality of the pieces.

5.WS.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

5.WS.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

5.SLS.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.