Diabetes in our Community

Daniel Matta

I.S. 528

Introduction:

The number of diabetes cases is continuing to increase in highly populated areas and communities with Hispanic and African American residents. This information does not include the number of people that are not diagnosed and live with the disease. Much of this data can be found at the U.S. Department of Health and Human Services Office of Minority Health. Uncontrolled diabetes is a leading cause of blindness, end-stage kidney disease, and limb amputation. It also doubles the risk of heart disease and increases the risk of stroke. Eye problems including cataracts and glaucoma are also more common in diabetics. How can we prevent Diabetes in our community?

Task:

Research and gather background information on Diabetes.

Write a one page paper on how this topic has affected your life or someone you know.

In groups of 3 create an educational pamphlet targeting the people in your community.

Process:

A).Things to think about when writing this paper and creating the pamphlet. Ask a family member if they know someone with the disease. If you do not know someone, imagine if you did and think about the symptoms researched that the person must live with.

2. The following T.I.P.S. links (1. - 6.) will guide you in completing the six steps PPA process for your pamphlet. You will use the internet websites listed below to complete the steps.

Click onto the link, read the information provided and fill out the worksheets for each step. Use the internet resources provided below as needed.

These steps will help organize the process.

1. Define and describe the problem

2. Gather evidence for this problem

3. Identify causes for this problem

4. Describe and evaluate the existing policy for this problem.

5. Develop solutions/policies for the problems for this existing policy

6. Select the best policy for this problem

B). How to Create a Pamphlet

1. Begin with an 81/2 x 11 sheet of paper, (landscape/ horizontal) view. Create 3 columns on each side of the paper so that when folded you have a total of six columns.

2. Use the following questions as a guideline for the pamphlet: Explore the answers to these questions

1. Why Washington Heights?

2. Why are they at higher risk of getting diabetes?

3. What is diabetes?

4. Why is diabetes called a “silent disease?”

5. How can a person improve his health while living with diabetes?

6. How can people become more informed about the risk of diabetes?

7. How can we prevent Diabetes in our community?

8. How can fitness and diet impact someone that already has the disease?

9. Is there a cure for diabetes? What choices are available?

10. What are the risk factors for getting diabetes?

Essay needs to be done individually and handed in 1 week from today typed.

A brief oral description will be given to the class explaining what is on each pamphlet. The pamphlet will be collected after the oral presentation. (each student must cover 2 sections of the pamphlet.)

Resources:

Blood Sugar Regulation:

http://www.biology-online.org/4/3_blood_sugar.htm

http://members.aol.com/Bio50/LecNotes/lecnot35.html

Diabetes:

American Diabetes Association

General Information:

Center for Disease Control and Prevention

http://www.cdc.gov/diabetes/faqs.htm

The American Diabetes Association

http://www.diabetes.org/main/application/commercewf

Diabetes in New York State: Demographics

http://www.health.state.ny.us/nysdoh/search/index.htm

Discovery Health Channel

http://health.discovery.com/diseasesandcond/encyclopedia/1816.html

Minority Health Resource Center

http://www.omhrc.gov/healthgap/diabetes.htm

National Diabetes Information Clearinghouse

http://www.niddk.nih.gov/health/diabetes/diabetes.htm

Diabetes in Minorities

http://www.niddk.nih.gov/health/diabetes/ubs/hispan/hispan.htm

http://www.diabetes.org/main/community/outreach/african_americans/default.jsp

http://www.lifetimetv.com/reallife/health/features/kids_fitorfat.html

Healthy People 2014

http://www.health.gov/healthypeople/Document/HTML/Volume1/05Diabetes.htm#_Toc494509742

National Diabetes Information Clearinghouse

http://www.niddk.nih.gov/health/diabetes/pubs/nutritn/what/index.htm#2

Evaluation:

Persuasive Essay/Paper:

How can we prevent Diabetes in our community?

Teacher Name: Mr. Matta

Student Name: ________________________________________

CATEGORY	4 - Above Standards	3 - Meets Standards	2 - Approaching Standards	1 - Below Standards	Score
Evidence and Examples	All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position.	Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position.	At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author\'s position.	Evidence and examples are NOT relevant AND/OR are not explained.
Accuracy	All supportive facts and statistics are reported accurately.	Almost all supportive facts and statistics are reported accurately.	Most supportive facts and statistics are reported accurately.	Most supportive facts and statistics were inaccurately reported.
Transitions	A variety of thoughtful transitions are used. They clearly show how ideas are connected	Transitions show how ideas are connected, but there is little variety	Some transitions work well, but some connections between ideas are fuzzy.	The transitions between ideas are unclear OR nonexistent.

Making A Brochure: How can we prevent Diabetes in our community?

Teacher Name: Daniel Matta

Student Name: ________________________________________

CATEGORY	4	3	2	1
Writing - Organization	Each section in the brochure has a clear beginning, middle, and end.	Almost all sections of the brochure have a clear beginning, middle and end.	Most sections of the brochure have a clear beginning, middle and end.	Less than half of the sections of the brochure have a clear beginning, middle and end.
Content - Accuracy	All facts in the brochure are accurate.	99-90% of the facts in the brochure are accurate.	89-80% of the facts in the brochure are accurate.	Fewer than 80% of the facts in the brochure are accurate.
Writing - Vocabulary	The authors correctly use several new words and define words unfamiliar to the reader.	The authors correctly use a few new words and define words unfamiliar to the reader.	The authors try to use some new vocabulary, but may use 1-2 words incorrectly.	The authors do not incorporate new vocabulary.

These 2 rubrics will be used to evaluate your essay and pamphlet. Each section will consist of 12 points and each student will receive an individual grade based on the work they contributed to the group-work.

Conclusion:

Diabetes is a leading killer in Washington Heights and minority communities. We must begin to understand and respect the disease. Awareness and prevention is the key to living a healthier life. The choices we make now will impact our future. This WedQuest gives the opportunity for our students to become activist in their own community. Allowing them to break the cycle of obesity and unhealthy decisions that plague the community

Standards:

New York State Standards:

This Web Quest meets the following New York State Science and English Standards.

Science Standards:

S5c Uses evidence from reliable sources to develop descriptions, explanations, and models, and makes appropriate adjustments and improvements.

S5d Proposes, recognizes, analyzes, considers and critiques alternative explanations and distinguishes between fact and opinion.

S5f Works individually and in teams to collect and share information and ideas.

S7a Argues from evidence.

S7e Communicates in a form suited to the purpose and the audience.

S8a Demonstrates scientific competence by completing secondary research.

English Language Assessment Standards:

E1c Read and comprehend informational materials.

E2a Produce a report of information.

E2e Produce a persuasive essay.

E4a Independently and habitually demonstrate an understanding of the rules of the English language in written and oral work.

E4b Analyze and subsequently revise work to improve its clarity and effectiveness.