WATER POLLUTION
J. Diaz
PS 28
INTRODUCTION
Water is necessary for the survival of most living things. In fact, dehydration-the lack of water-will kill an organism faster than starvation-the lack of food. Since the plants and animals that many humans and other animals eat also depend upon water, a lack of it could lead to starvation as well as dehydration.
Water pollution is the contamination of water bodies (e.g. lakes, rivers, oceans, aquifers and groundwater). Water pollution occurs when pollutants are directly or indirectly discharged into water bodies without adequate treatment to remove harmful compounds.
Water pollution affects plants and organisms living in these bodies of water. In almost all cases the effect is damaging not only to individual species and populations, but also to the natural biological communities.
Today, New York States waters are cleaner than they once were but, many areas can still be unhealthy for swimming, paddling and other recreation, especially after big rainstorms when the city’s sewer system dumps in tons of sewage. The nitrogen-rich sewage leaches into aquifers, which connect to the region’s surface water, its rivers and bays and the Long Island Sound.
Governor Cuomo has just appointed you to a task force in charge of finding out the sources of water pollution in New York State and cleaning it up.
TASK 
You will be put into groups of four to write a 2-3 page paper on the problem and give a 5 minute oral presentation to the class using the six steps in the Public Policy Analysis.
PROCESS and RESOURCES
1. Identify the Problem: As a task force your group should identify the problem in New York State.
2. Gather Evidence: As a task force read the 3 articles that will help you understand more about the problem. Discuss the articles as a group and decide which information is most important to the problem you identified.
3. Identify Causes: As a task force discuss what some of the main causes for water pollution are in New York State. As a group identify the causes for the problem you are trying to find a solution too.
4. Evaluate Policy: As a task force evaluate the policies already in place to try and prevent water pollution. As a group decided if these policies are working. Discuss if the policies are the problem or the enforcement of the policies. Are there any changes to the policies you would make or does New York State need new policies?
5. Develop Solutions: As a task force develop solutions as a group to prevent water pollution from continuing in New York State. As a group work to develop new solutions to the problem of water pollution in New York State.
6. Select Best Solution: As a task force decide which is the best solution for your group to present to Governor Cuomo. You will need to put together a 2-3 page paper to present to the Governor as well as a presentation based on the 2-3 page paper.
EVALUATION
RUBRIC FOR ORAL PRESENTATION
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Collaboration with Peers |
Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. |
Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group. |
Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. |
Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. |
|
Preparedness |
Students are completely prepared and has obviously rehearsed. |
Students seem pretty prepared but might have needed a couple more rehearsals. |
The students are somewhat prepared, but it is clear that rehearsal was lacking. |
Students do 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. |
|
Comprehension |
Students are able to accurately answer almost all questions posed by classmates about the topic. |
Students are able to accurately answer most questions posed by classmates about the topic. |
Students are able to accurately answer a few questions posed by classmates about the topic. |
Students are unable to accurately answer questions posed by classmates about the topic. |
RUBRIC FOR WRITTEN PROJECT
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Delegation of Responsibility |
Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed. |
Each student in the group can clearly explain what information s/he is responsible for locating. |
Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating. |
One or more students in the group cannot clearly explain what information they are responsible for locating. |
|
Plan for Organizing Information |
Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings. |
Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan. |
Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan. |
Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan. |
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Amount of Information |
All topics are addressed and all questions answered with at least 2 sentences about each. |
All topics are addressed and most questions answered with at least 2 sentences about each. |
All topics are addressed, and most questions answered with 1 sentence about each. |
One or more topics were not addressed. |
|
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. |
|
Mechanics |
No grammatical, spelling or punctuation errors. |
Almost no grammatical, spelling or punctuation errors |
A few grammatical spelling, or punctuation errors. |
Many grammatical, spelling, or punctuation errors. |
|
Paragraph Construction |
All paragraphs include introductory sentence, explanations or details, and concluding sentence. |
Most paragraphs include introductory sentence, explanations or details, and concluding sentence. |
Paragraphs included related information but were typically not constructed well. |
Paragraphing structure was not clear and sentences were not typically related within the paragraphs. |
CONCLUSION
Throughout this project you have learned the causes and effects of water pollution in New York State. Thank you for completing this project and hopefully you have learned some ways that you can make a difference and help prevent water pollution from continuing to be a problem in New York State.
STANDARDS
English Language Performance Arts Standards:
E1c: Read and comprehend informational materials.
E2a: Produce a report of information.
E3b: Participate in group meetings.
E3c: Prepare and deliver an individual presentation.
Science Standards:
S2a: Structure and function in living systems.
S5c: Uses evidence from reliable sources to develop description.