Obesity among young people in NYC Schools

9th and 10th grade Social Studies

Mrs. Francesca Giardina

Introduction:

According to the Centers for Disease Control and Prevention in the United States, the percentage of children and adolescents affected by obesity has more than tripled since the 1970s. In 2017–2018, about 1 in 5 school-aged children were affected by obesity (20.3% of all 6-11 year olds, 21.2% of all 12-19 year olds) . The prevalence of obesity among 2-19 year old children was 25.6% for Hispanic children, 24.2% for Black children, 16.1% for White children, and 8.7% for Asian children.

According to the Center for Disease Control and Prevention in the United States People who have obesity, compared to those with a healthy weight, are at increased risk for many serious diseases and health conditions. In addition, obesity and its associated health problems have a significant economic impact on the US healthcare system.

Here the link to watch a documentary about Obesity: Obesity and corporate greed | DW Documentary.

Task:

For this assignment you will work in groups of 4 to conduct research about obesity in young people in NYC, its causes, its consequences, and the possible solutions. You will prepare a PowerPoint and you will present it to the class. The presentation must include at least 12 slides, with an additional slide citing all of the sources used. Your presentation must include:

● Definition of obesity

● The causes of obesity

● The possible solutions

Processes/resources:

To develop all these steps, you will follow The 6 Steps of the Public Policy Analyst (PPA) . In addition, you will Complete the worksheets that will help you during your research and creation of your PPT presentation.

Step 1: Defining the Problem

Use this worksheet 1 with your group to define the problem you will present on.

Step 2: Gathering Evidence

Use this worksheet 2 to gather evidence that the obesity problem exists. You can use articles from newspapers and in particular articles from CDC.

Consider also these questions: What is obesity? How BMI and BMI Categories for Children and Teens work?

Step 3: Identify the Causes

What are the causes of obesity? Are they cultural, genetics, social? What are some consequences of being obese at a young age?

Use this worksheet 3 to develop the step 3

Step 4: Evaluate an Existing Policy

Check on the policies that exist for obesity. The menu created in the school helps young people to be healthy. Use these different links:

https://stateofchildhoodobesity.org/policies-topics/
https://www.hsph.harvard.edu/obesity-prevention-source/obesity-prevention/schools/school-obesity-prevention-recommendations-read-and-print/
https://www.congress.gov/bill/117th-congress/senate-bill/596/text

Complete also the worksheet 4 to talk about the existing policies about obesity

Step 5: Develop Solutions

In this last step you will find solutions and in particular you will talk about how to prevent the problem of obesity, and what could be the possible solutions that schools should adopt to help young people that are already obese.

Use this worksheet 5 to propose at least three new/original public policy alternatives.

Step 6: Select the Best Solution

In this last step, you will be deciding which solution is the best solution. Therefore, the solution according to your group is the most appropriate and realistic for young people.

Remember that your solution needs to be both very feasible and very effective, if possible.

Use the worksheet 6 to complete step 6.

Resources:

Evaluation:

Conclusions:

In this unit you became an expert in the obesity problem in young American people. You were able to talk about the definition of obesity, to talk about the preventions, and finally you were able to find possible solutions.

To create your presentation, you used The 6 Steps of the Public Policy Analyst (PPA) . Therefore, now you are able to develop any other social problems following the PPA! Congratulations!

Standards:

1. English Language Arts Standards » Reading: Informational Text grade 9 and 10

Cluster-Key ideas and details

Standard - 9-10R1:

● Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for deeper understanding and for further exploration. (RI&RL)

Standard - 9-10R2:

● Determine one or more themes or central ideas in a text and analyze its development, including how it emerges and is shaped and refined by specific details; objectively and accurately summarize a text. (RI&RL)

Standard - 9-10R3:

● Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

● In literary texts, analyze how complex and/or dynamic characters develop, interact with other characters, advance the plot, or develop a theme. (RL)

● In informational texts, analyze how the author unfolds an analysis or argument, including the sequence, the introduction and development of ideas, and the connections that exist. (RI)

Cluster- crafty and structure:

Standard - 9-10R4:

● Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood. Examine technical or key terms and how language differs across genres. (RI&RL)

Standard - 9-10R5:

● In literary texts, consider how varied aspects of structure create meaning and affect the reader. (RL)

● In informational texts, consider how author's intent influences particular sentences, paragraphs, or sections. (RI)

Standard - 9-10R6:

● Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit messages (e.g., examine rhetorical strategies, literary elements and devices). (RI&RL)

Cluster- Integration of Knowledge and Ideas:

Standard - 9-10R7:

● Analyze how a subject / content is presented in two or more formats by determining which details are emphasized, altered, or absent in each account. (e.g., analyze the representation of a subject / content or key scene in two different formats, examine the differences between a historical novel and a documentary). (RI&RL)

Standard - 9-10R8:

● Delineate and evaluate an argument and specific claims in a text, assessing the validity or fallacy of key statements by examining whether the supporting evidence is relevant and sufficient. (RI&RL)

Standard - 9-10R9:

● Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL)

2. English Language Arts Standards » Writing standards » grade 9 and 10

Cluster- research to build and present knowledge

Standard - 9-10W6:

● Conduct research to answer questions, including self-generated questions, or solve a problem; narrow or broaden the inquiry when appropriate. Synthesize multiple sources, demonstrating understanding of the subject under investigation.

Standard - 9-10W7:

● Gather relevant information from multiple sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism and follow a standard format for citation.

English Language Arts Standards » Speaking & Listening » Grade 9 and 10

Cluster- Presentation of Knowledge and ideas

Standard - 9-10SL4:

● Present claims, findings, and supporting evidence clearly, concisely, and logically; organization, development, substance, and style are appropriate to task, purpose, and audience.

Standard - 9-10SL5:

● Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add elements of interest to engage the audience.

Standard - 9-10SL6:

● Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.