OBESITY AMONG YOUNG CHILDREN
By: Pura Luna
PS125 – The Ralph Bunche School, NYC
INTRODUCTION
Obesity is attacking our children. Presently, in the United States, 1 out of 3 children are considered to be obese. Obesity is such a national concern that First Lady Michelle Obama personally spear-headed a campaign focusing on getting children to eat healthy and exercise. Ms. Obama invited public school students to plant fruits and vegetables in the White House garden! Eating healthy is part of solving the obesity problem. We must also address the fact that with technological advances, children are playing video games in the living room instead of playing outside. This lack of exercise and sedentary lifestyle creates an unhealthy body with many children being diagnosed with ‘typical old age’ ailments.
TASK
Working in cooperative groups of 4 and following PPA steps, students will be able to complete an oral presentation promoting either helping children make healthier food choices or an exercise program.
PROCESS
Questions to consider:
1. Why is a food put into a category of ‘junk’ and/or ‘healthy’?
2. Why are children selecting junk foods over healthy foods?
3. How are their lives impacted by unhealthy eating and limited body mobility?
4. Can changing ones eating habits alone be the answer? Why?
5. Can exercise alone be the answer? Why?
PPA Steps:
4. Evaluate an existing policy
RESOURCES:
· You may use any of the following webpage resources:
· http://www.webmd.com/children/guide/obesity-children
· Definition of obesity from Wikipedia
· Obesity in children and teens
· http://kidshealth.org/parent/general/body/overweight_obesity.html
· http://www.cdc.gov/healthyyouth/obesity/facts.htm
· http://www.helpguide.org/articles/diet-weight-loss/weight-problems-and-obesity-in-children.htm
· http://www.nlm.nih.gov/medlineplus/ency/patientinstructions/000383.htm
· http://www.nlm.nih.gov/medlineplus/ency/patientinstructions/000383.htm
· http://www.webmd.com/parenting/raising-fit-kids/move/kids-exercise-tips
· http://www.livestrong.com/article/336012-exercise-programs-for-obese-children/
· http://www.inspirahealthnetwork.org/steps-for-kids
· http://www.childtrends.org/?programs=physical-training-program-for-obese-children
EVALUATION
http://allwritewithme.files.wordpress.com/2013/11/opinion-3-w-title.pdf
This rubric may be used for self-assessment and peer feedback.
ELEMENT |
Exemplary |
Proficient |
Partially Proficient |
Unsatisfactory |
POINTS |
Research and Note taking |
3 points Note cards indicate you accurately researched a variety of information sources, recorded and interpreted significant facts, meaningful graphics, and accurate sounds and evaluated alternative points of view. |
2 points Note cards show you recorded relevant information from multiple sources of information, evaluated and synthesized relevant information. |
1 point Note cards show you misinterpreted statements, graphics and questions and failed to identify relevant arguments. |
0 points Note cards show you recorded information from four or fewer resources, did not find graphics or sounds, and ignored alternative points of view. |
__/3 |
Pre Production Planning - Storyboard |
3 points The storyboard illustrates the slide presentation structure with thumbnail sketches of each slide including: title of slide, text, background color, placement & size of graphic, fonts - color, size, type for text and headings, hyperlinks (list URLs of any site linked from the slide), narration text, and audio files (if any). All slides are numbered, and there is a logical sequence to the presentation. |
2 points The thumbnail sketches on the storyboard include titles and text for each slide and are in sequential order. |
1 point The thumbnail sketches on the storyboard are not in a logical sequence and have incomplete information. |
0 points There a very few thumbnail sketches on the storyboard and do not provide an overview of the presentation. |
___/3 |
Introduction |
3 points The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals. |
2 points The introduction is clear and coherent and relates to the topic. |
1 point The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience. |
0 points The introduction does not orient the audience to what will follow. The sequencing is unclear and does not appear interesting or relevant to the audience. |
___/3 |
Content |
3 points The content is written clearly and concisely with a logical progression of ideas and supporting information. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. Information is accurate, current and comes mainly from * primary sources. |
2 points The content is written with a logical progression of ideas and supporting information. Includes persuasive information from reliable sources. |
1 point The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information with few facts. Some of the information may not seem to fit. Sources used appear unreliable. |
0 points The content lacks a clear point of view and logical sequence of information. Includes little persuasive information and only one or two facts about the topic. Information is incomplete, out of date and/or incorrect. Sequencing of ideas is unclear. |
___/3 |
Text |
3 points The fonts are easy-to-read and point size varies appropriately for headings and text. Use of italics, bold, and indentations enhances readability. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of text. |
2 points Sometimes the fonts are easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability. |
1 point Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text. |
0 points The text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, and poor use of headings, subheadings, indentations, or bold formatting. |
___/3 |
Layout |
3 points The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings and white space. |
2 points The layout uses horizontal and vertical white space appropriately. |
1 point The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background. |
0 points The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability. |
___/3 |
Citations |
3 point Sources of information are properly cited and the audience can determine the credibility and authority of the information presented. All sources of information are clearly identified and credited using appropriate citation format. |
2 points Most sources of information use proper citation format and sources are documented to make it possible to check on the accuracy of information. |
1 point Sometimes copyright guidelines are followed and some information, photos and graphics do not include proper citation format. |
0 points No way to check validity of information. |
___/3 |
Graphics, Sound and/or Animation |
3 points The graphics, sound and/or animation assist in presenting an overall theme and enhance understanding of concept, ideas and relationships. Original images are created using proper size and resolution, and all images enhance the content. There is a consistent visual theme. |
2 points The graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content. Original images are used. Images are proper size, resolution. |
1 point Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts. Most images are clip art or recycled from the internet. Images are too large/small in size. Images are poorly cropped or the color/resolution is fuzzy. |
0 points The graphics sounds, and/or animations are unrelated to the content. Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content. |
___/3 |
Writing Mechanics |
3 points The text is written with no errors in grammar, capitalization, punctuation, and spelling. |
2 points The text is clearly written with little or no editing required for grammar, punctuation, and spelling. |
1 point Spelling, punctuation, and grammar errors distract or impair readability. (3 or more errors) |
0 points Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required. (more than 5 errors) |
___/3 |
TOTAL POINTS |
___ /27 |
* Primary sources can include original letters and diaries, personal observations, interviews, first-hand accounts, newspaper articles, magazine articles, journal articles, Web pages, audio recordings, video productions and photography.
CONCLUSION
By completing this PPA Web Quest you have learned much about obesity in children, the causes of eating unhealthy foods, lack of exercise and how this affects their livelihood. Use what you have learned here today as you make decisions about how to live a healthier life.
COMMON CORE LEARNING STANDARDS
Reading Standards for Informational Text K-5
7. Draw on information from multiple print or digital sources demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
10. By the end of the year, read and comprehend informational texts including history/social studies, science and technical texts independently and proficiently.
Speaking & Listening K-5
1. Engage effectively in a range of collaborative discussions, building on others’ ideas and expressing their own clearly.
3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
4. Report on a topic with appropriate facts and relevant descriptive details, speaking clearly at an understandable pace.