Video Games:
How Can We
Lessen Their Harmful Effects?
T. Helms
JHS 62 Ditmas
Introduction:
Nationwide, students spend most of their time outside
classrooms playing video games. It results in poor academic performance, sleep
and memory problems, lack of social skills due to excessive time spent
socializing online instead of family and friends.
Obesity is another well-known consequence, followed by
increased violence, and addiction to gambling as defined by American
Psychiatric Association. According
to The Entertainment Software Association, 20% of video game players are boys
under the age of 17. Violent games increase their aggressive thoughts and
behaviors. Some become more likely to use drugs and alcohol as video games
change the way we think.
Task:
Each group
will develop and present a PowerPoint.
Process/Resources
In groups of
3, create a Power Point Presentation about the nature of the problem of
students spending too much time on video games.
Also, you will include your evidence of the problem and the causes. You will evaluate the current policies about
video games. Then, you will develop
three policies to deal with the harmful effects of video games and select the
best policy.
First, you
will be assigned into groups of three. All
three will begin as Researchers and note takers of the six steps of the Public Policy Analyst
Then one
student is going to be responsible for note taking, a second one for typing, and the third for proof reading.
Create at least one slide for each
step of the PPA.
Step 1. Define the problem in your words. http://www2.maxwell.syr.edu/plegal/ppae/step1a.html
Steps 2-3. Evidence
http://www2.maxwell.syr.edu/plegal/ppae/step2a.html
and causes.
http://www2.maxwell.syr.edu/plegal/ppae/step3a.html
Use the following links.
http://www2.maxwell.syr.edu/plegal/ppae/step4a.html
http://en.wikipedia.org/wiki/Video_game_controversies
http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=243&np=295&id=2375
Step-4 Evaluate existing
policy.
http://www2.maxwell.syr.edu/plegal/ppae/step4a.html
Step-5 Develop
solutions. Brainstorm with your group what can people do
to enjoy video games safely?
//www2.maxwell.syr.edu/plegal/ppae/step5a.html
Step-6 Select the
best solution. What will you do to play
safely and for fun?
http://www2.maxwell.syr.edu/plegal/ppae/step6a.html
Evaluation:
Power Point
must be on topic, clear, precise, free of grammatical, spelling, and errors,
6-9 slides long. Each student must participate in the presentation.
Power
Point Rubric
|
Mechanics |
Outstanding Demonstrated an outstanding effort in
collecting and organizing the information through creative use of graphics
and text. Slides are error free. |
Good Showed good effort in the
presentation, however graphics and text reflect only an "average"
effort. Some errors. |
Poor Showed little effort in the
presentation. Graphics and text appear to be "thrown together at the
last minute." Lots of errors. |
|
Overall Power Point |
Outstanding An outstanding power point. The
presentation kept my interest and was among the very best in class. |
Good A good power point. The presenter
demonstrated the ability to utilize the various features of the program, however, the presentation did not always keep my
interest. |
Poor The presenter needed outside
assistance in getting through the presentation. |
Oral
Presentation Rubric
|
|
Excellent/Good |
Satisfactory/Needs work |
|
voice/eyes/posture |
Spoke in a loud, clear voice. Made eye
contact with the audience. Didn’t make long pauses or use “Uhmm” and other filler words. |
Most of the time or sometimes,spoke
in a loud, clear voice. Made eye contact with the audience. Didn’t make long
pauses or use “Uhmm” and other filler words. |
|
knowledge of material |
Knows information and is able to
clearly present it to others. |
Is hesitant ,
read most of the time. |
Conclusion:
It is my
hope that you have learned useful information that will help you grow up to be well-informed
and healthy consumers of entertainment industry.
Standards: Common
Core
ELA Reading Standards for Literature,
Grade 6
1. Key Ideas
and Details
Cite textual
evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
2. Determine a theme or central idea of
a text and how it is conveyed through particular details; provide a summary of
the text distinct from personal opinions or judgments.
Writing Standard 4.
Write
informative/explanatory texts to examine and convey complex ideas and information
clearly and accurately through the effective selection, organization, and
analysis of content.
Writing Standard 6
Use
technology, including the Internet, to produce and publish writing as well as
to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of three pages in a single sitting.
Speaking and listening Standard1
1.Engage
effectively in a range of collaborative discussions (one-on-one, in groups) with
diverse partners on grade 6 topics, texts, and issues, building on others’
ideas and expressing their own clearly.
a. Come to
discussions prepared, having read or studied required
material; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow
rules for collegial discussions, set specific goals and deadlines, and define individual
roles as needed.
c. Pose and
respond to specific questions with elaboration and detail by making comments that
contribute to the topic, text, or issue under discussion.
d. Review
the key ideas expressed and demonstrate understanding of multiple perspectives
through reflection and paraphrasing.
Social Studies Standard
Civics, Citizenship, and Government
Students will use a variety of intellectual
skills to demonstrate their understanding of the necessity for establishing
governments; the governmental system of the United States and other nations;
the United States Constitution; the basic civic values of American
constitutional democracy; and the roles, rights, and responsibilities of
citizenship, including avenues of participation.