Process:
·
Your teacher will divide the class into committees
of three to four students each. Not all
of the roles will be filled.
·
In your committee, discuss the problem of DDT
in the roles you are assigned:
o
Public Health Professionals
o
Parents
o
Ecologists
o
Tribe Leaders
o
Ecotourism Owners
o
Wildlife Managers
o
Constructions Workers
·
Each committee will create a report in the form
of a PowerPoint. Your report will follow
the format of the Science
Public Policy Analyst developed at Syracuse University. This will guide you step by step through the
various components of the report. You
will use the worksheets provided in the links to help you organize your
report. Your group must hand in your
completed worksheets at the end of the project. The steps are as follows:
·
Each committee will create a report in the form
of a PowerPoint presentation to include the following:
o
A description of DDT and how it affects your
committee:
·
What is DDT and how would individuals in your
committee come in contact with DDT
·
The advantages and disadvantages of DDT use
·
Ecological and health impacts of DDT use
·
How would DDT use impact the lives of the
individuals in your committee
o
A national policy proposal for the use of DDT
as a pesticide or an acceptable alternative to DDT use.
o
An explanation of how your policy would affect
the country of Belize.
o
You must reference your sources.
·
Each committee will present their PowerPoint
presentation to the class during a DDT Town Hall Meeting.
·
The class must vote and decide to either
continue DDT spraying to control Malaria in Belize or use an acceptable
alternative.
Resources:
To
collect the evidence to support your policy you may use newspaper or magazine
articles or online sources. The
following list of online sources may be useful to you.
ATSDR – Toxic facts on DDT
Encyclopedia of Earth - DDT
Toxicology
- DDT
DDT and Pesticides
Global Programme of Action -
DDT
DDT
use for Malaria control
ScienceHeroes – DDT Controversy
Belize.com
Belize by Naturalight
Belize Tourism
Pesticide Resistance
Malaria
WHO Malaria
Mosquito Facts
Evaluation
|
|
Excellent
5
|
Good
3
|
Fair
1
|
Unacceptable
0
|
Score
|
|
Research
|
Your group did extensive research from the
recommended and other sites.
|
Your group did research primarily from the
recommended sites.
|
Your group did a minimal amount of research from
sites.
|
No or very little research was done.
|
|
|
Citations
|
At least four citations were made from your
researched sources including ones you found.
|
At least three citations were made from your
researched sources including ones you found.
|
At least two citations were made from your researched
sources including ones you found.
|
No citations were made from your researched sources
including ones you found.
|
|
|
Understanding
|
Your group demonstrated a clear understanding of DDT
and its possible impacts on Belize.
|
Your group demonstrated some understanding of DDT and
its possible impacts on Belize.
|
Your group demonstrated very little understanding of DDT
and its possible impacts on Belize.
|
Your group did not demonstrate an understanding of DDT
and its possible impacts on Belize.
|
|
|
Clarity of Policy Proposal
|
Your group clearly explained and supported their
policy proposal.
|
Your group somewhat clearly explained and supported
their policy proposal.
|
Your group explained their policy proposal but did
not support it.
|
Your group did not explain or support their policy
proposal.
|
|
|
Teamwork
|
It was evident that all members of the group
contributed to the product
|
It was evident that most members of the group
contributed to the product.
|
It was evident that only one member of the group
contributed to the product.
|
It was evident that the members of the group did not
contribute to the product
|
|
Standards:
New York State Learning Standards
The New York State Standards referred to below are the
Mathematics, Science and Technology standards written for commencement
level. The complete MST standards can be
found on the New York
State Education Department website.
This task also supports state learning standards for English Language
Arts, but these standards are not identified in this section. ELA standards may be read
at the New York State
Education Department site.
Standard 1:
Analysis, Inquiry and Design
Students will use mathematical analysis, scientific inquiry, and
engineering designs, as appropriate, to pose questions, seek answers, and
develop solutions.
Key Idea 2: The central
purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing,
creative process.
Performance Indicator:
Students refine their research ideas through library investigations,
including electronic information retrieval and reviews of the literature, and
through peer feedback obtained from review and discussion.
Key Idea 3: The observations
made while testing proposed explanations, when analyzed using conventional and
invented methods, provide new insights into phenomenon.
Performance Indicator: Students,
based on the results of tests and through public discussion, revise the
explanation and contemplate additional research.
Standard 2:
Information Systems
Students will access, generate,
process and transfer information using appropriate technology.
Key Idea 1: Information
technology is used to retrieve process and communicate information and as a
tool to enhance learning
Performance Indicator:
Students access, select, collate and analyze information obtained from a
wide range of sources such as research databases, foundations, organizations,
national libraries, and electronic communication networks, including the
Internet
Standard 4: Science
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.
Physical Setting:
Key Idea 3: Matter is made
up of particles whose properties determine the observable characteristics of
matter and its reactivity.
Performance Indicator:
Students explain the properties of materials in terms of the arrangement
and properties of the atoms that compose them.
Living Environment:
Key Idea 6: Plants and
animals depend on each other and their physical environment.
Performance Indicator:
Students explain how the living and nonliving environments change over
time and respond to disturbances.
Key Idea 7: Human decisions
and activities have had a profound impact on the physical and living
environment.
Performance Indicator:
Students describe the range of interrelationships of humans with the
living and nonliving environment.
Performance Indicator:
Students explain the impact of technological development and growth in
the human population on the living and nonliving environment.
Performance Indicator:
Students explain how individual choices and societal actions can
contribute to improving the environment.
Standard 6:
Interconnectedness: Common Themes
Students will understand the
relationships and common themes that connect science, mathematics and
technology and apply the themes to these and other areas of learning.
Key Idea 5: Identifying
patterns of change is necessary for making predictions for future behavior and
conditions.
Performance Indicator:
Students search for multiple trends when analyzing data for patterns,
and identify data that do not fit the trends.
Key Idea 6: In order to
arrive at the best solution that meets criteria within restraints, it is often
necessary to make trade-offs.
Performance Indicator:
Students analyze subjective decision making problems to explain the
trade-offs that can be made to arrive at the best solution.
Standard 7:
Interdisciplinary Problem Solving
Students will apply the knowledge
and thinking skills of mathematics, science and technology to address real-life
problems and make informed decisions.
Key Idea 1: The knowledge and skills of mathematics, science and
technology are used to gather to make informed decisions and solve problems,
especially those related to issues of science/technology/science, consumer
decision making, design, and inquiry into phenomenon.
Performance Indicator:
Students will analyze and quantify consumer product data and understand
environmental and economic impacts.
Performance indicator:
Design solutions to real world problems on a community, national and
global scale.
This WebQuest meets the
following National Science Education Standards
Life Science:
LS 1e (The Cell) –
Plant cells contain chloroplasts, the site for photosynthesis.
LS 4b (Interdependence of Organisms) – Energy
flows through ecosystems in one direction, from photosynthetic organisms to
herbivores to carnivores to decomposers.
LS 5f (Matter, energy, and organization
in living systems) – As matter and energy flow through different levels of
organization of living systems and between living systems and the physical
environment, chemical elements are recombined in different ways.
Science in Personal and Social Perspectives:
SPSP 4b (Environmental Quality) –
Materials from human societies affect both physical and chemical cycles on
Earth.
Conclusion:
As a result
of this WebQuest you should be able to:
1.
Explain
DDT and how it affects your committee.
2.
Describe
how individuals from your committee would come in contact with DDT.
3.
Explain
the advantages and disadvantages of DDT use.
4.
Describe
the ecological and health impacts of DDT.
5.
Compare
the benefits and costs of using DDT or its acceptable alternative.
6.
Research
available online data and separate fact from opinion.
7.
Work
as a team to research, analyze and organize information to create a clear
public policy statement.
8.
Use
a PowerPoint presentation to effectively communicate information and ideas to
explain and support a policy proposal.
9.
Formulate
effective public policy by means of a public policy analyst.
