Title:

Legislation vs Education

New York City’s Plan on Combating Obesity

Mr. L. Velazquez

The Roberto Clemente School

lvelazq3@schools.nyc.gov

Introduction:

Beginning in March 2013, in New York City, a ban on sugary drinks above 16 ounces in certain establishments will be taking effect. The ban will apply in restaurants, fast-food chains, theaters, delis, office cafeterias and most other places that fall under the Board of Health's regulation. The reason for this ban is to combat obesity. Some people say that just creating legislation to ban certain substances is not enough. They say an educational program is needed to help people understand the risks of obesity.

Task:

You have been appointed by the Board of Health of the City of New York to provide an educational plan on obesity. You will create:

1) A Public Service Announcement about Obesity

2) A brochure highlighting an educational program based on your findings about obesity.

Process/Resources

You will work in teams of three or four students. Using the PPA (Public Policy Analyst) process each team will use worksheets to plan and produce a video (PSA) about obesity and a three panel informational brochure educating the public about how to combat obesity.

Steps in the Public Policy Analyst

1) Define the Problem Worksheet

http://www2.maxwell.syr.edu/plegal/TIPS/select.html

Resources

http://www.nytimes.com/2012/09/14/nyregion/health-board-approves-bloombergs-soda-ban.html?_r=0

http://healthland.time.com/2012/09/13/goodbye-big-soda-new-york-becomes-first-city-to-ban-large-sized-soft-drinks/

2) Gather the Evidence Worksheet

http://www2.maxwell.syr.edu/plegal/TIPS/gather.html

Resources

http://www.nyam.org/dash-ny/obesity-in-new-york.html

http://www.health.ny.gov/prevention/obesity/statistics_and_impact/

http://www.childhealthdata.org/docs/nsch-docs/new-york-pdf.pdf

3) Identify the causes Worksheet

http://www2.maxwell.syr.edu/plegal/TIPS/identify.html

Resources

http://www.webmd.com/diet/what-is-obesity

http://www.news-medical.net/health/What-is-Obesity.aspx

http://www.mayoclinic.com/health/obesity/DS00314

4) Evaluate an Existing Policy Worksheet

http://www2.maxwell.syr.edu/plegal/TIPS/existing.html

Resources

http://www.nyc.gov/html/om/pdf/2012/otf_report.pdf

http://www.health.ny.gov/prevention/obesity/strategic_plan.htm

http://www.cnn.com/2012/09/13/health/new-york-soda-ban

5) Develop Solutions Worksheet

http://www2.maxwell.syr.edu/plegal/TIPS/solutions.html

6) Select the Best Solutions Worksheet

http://www2.maxwell.syr.edu/plegal/TIPS/bestsol.html

After selecting your best solutions create your projects using the information you have found.

Resources

How to write a PSA

http://www.ehow.com/how_4927633_write-psa-script.html

Using Windows Moviemaker

http://windows.microsoft.com/en-US/windows-vista/Getting-started-with-Windows-Movie-Maker

How to produce a brochure using Microsoft Publisher

http://www.wikihow.com/Create-Brochures-Using-Microsoft-Publisher

Keep in mind you will be creating a three panel, double sided brochure.

Evaluation

See Appendix A and B Below

Conclusion:

By completing this WebQuest you will be better versed in the causes and effects of obesity on our society. You will also be introduced to some of the many ways our society is trying to control this rising epidemic. It may be that you can come up with an effective way to educate others about obesity and you may even save a life!

Standards

Common Core

8.RIT.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

8.RIT.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

8W.1 Write arguments to support claims with clear reasons and relevant evidence

8.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content

8W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed

8W.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

8.SL.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

	Evaluating Video PSAs
	1	2	3	4	Total
Subject	The PSA is not interesting, not very educational, provides no insight into topic and into the person.	The PSA is not interesting, not very educational, provides little insight into topic and into the person	The PSA interesting, educational, provides some insight into topic and into the person.	The PSA is interesting, educational, provides insight into topic and into the person.
Content	Student does not have grasp of information; uses language that has no effectiveness on the subject. Very insensitive to the subject.	Student is uncomfortable with information, uses language that has little or no effect on the subject. Somewhat insensitive to the subject.	Student presents the information with little interest.. Language is proper and effective. A thoughtful approach to the subject is demonstrated	Student presents interesting information. Language is used properly and effectively. A thoughtful approach to the subject is demonstrated
Technical Aspects	Camera is shaky, subject is not framed well. Images are not composed. Subject is dark and cannot be seen Sound is unclear and not understandable	Camera is shaky, subject framing can be better images are not composed. Subject is dark and barely visible. Sound is unclear but understandable	Camera is stable, subject framing can be better images are somewhat composed. Subject is lit and visible. Sound is clear and understandable.	Camera is stable, subject is framed well and images are well composed. Subject is lit and clearly visible. Sound is clear and understandable.
Editing	Video is not edited effectively, No flow can be seen. Transitions are not used effectively. Project was not completed in a timely manner.	Video is not edited effectively, flow can be better. Transitions are not used effectively. Project was completed late.	Video is edited effectively, less of ma flow.. Transitions are used but not as effectively. Project was completed in a timely manner	Video is edited effectively, flows well. Transitions are used effectively. Project was completed in a timely manner
				Total Points:

Appendix A – PSA Rubric

Appendix B- Brochure Rubric

CATEGORY	4	3	2	1
Knowledge Gained	All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure.	All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.	Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.	Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure.
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.
Attractiveness & Organization	The brochure has exceptionally attractive formatting and well-organized information.	The brochure has attractive formatting and well-organized information.	The brochure has well-organized information.	The brochure\'s formatting and organization of material are confusing to the reader.
Graphics/Pictures	Graphics go well with the text and there is a good mix of text and graphics.	Graphics go well with the text, but there are so many that they distract from the text.	Graphics go well with the text, but there are too few and the brochure seems \"text-heavy\".	Graphics do not go with the accompanying text or appear to be randomly chosen.