Student Inactivity at Ditmas

Michael Grzelecki [MGrzele@schools.nyc.gov]

I.S. 62, Cortelyou Rd., Brooklyn, NY 11218

LTG / Winter 2014

Introduction:

A number of studies have recently discovered that inactivity is very closely tied to decreased brain activity. Sedentary behavior has become more acceptable, and more of the norm: afterschool, kids remain indoors, sitting in front of the television or their video game systems. New studies have proven that after long periods of inactivity, your brain does not function as effectively.

The Task:

Using the Public Policy Analyst Model (PPA), students will analyze the problem of minimal physical activity among teens, and develop effective policies to institute at I.S. 62. Students will work as members of groups (ideally 4-5 students per group) and produce policies for the school. Students will create a PowerPoint presentation that will educate the Ditmas community

The Process:

Steps of the PPA Process:

By following the steps of the Public Policy Analyst, you will analyze the problem of student activity and gather information to help with your PowerPoint.

1. Define the problem

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

2. Gather the Evidence

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

3. Identify the Cause

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

4. Evaluate an Existing Policy

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

5. Develop Solutions

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

6. Select the Best Solutions

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

Define the Problem

In order to gather information (before putting together your presentation), fill out the following worksheet with your group members (one worksheet per group). A social problem is a condition that people in the community view as being undesirable.

Worksheet 1: http://www2.maxwell.syr.edu/plegal/TIPS/worksheet1.doc

Gather the Evidence

One of the most important parts of creating an effective argument is finding evidence to support one’s claim. Statistics, as well as reliable experts in the field of psychology, biology and education will give your argument an edge over your classmates’ arguments, and strengthen your presentations. The more outside resources and facts your group can find and use will help to build your group’s case for your preferred policy. Start by reading these links below, looking for stats, and facts to use in your presentation. Remember to cite each outside source.

Worksheet 2: http://www2.maxwell.syr.edu/plegal/TIPS/worksheet2.doc

Outside Resources

http://well.blogs.nytimes.com/2014/01/22/how-inactivity-changes-the-brain/

https://www.activememory.com/blog/2014/1/31/inactivity-can-change-the-brain

http://www.psychologytoday.com/blog/the-athletes-way/201212/the-brain-drain-inactivity

______________________________________________________________________________

SURVEY TIME

Next, students will go out into their “community”, and interview their classmates and neighbors about how they feel about this issue. Below are some possible questions you could include in your survey.

Student Survey:

· Do you feel that you get enough exercise during the school day?

· Are you less effective as a student if you have not gone outside for recess, or if it was not a gym day?

· When should physical activity be built into the school day?

· What types of exercise would you like to see, offered in short physical activity sessions?

· Do you feel as if exercise affects your effectiveness in the classroom?

Adult Survey

· Do you feel students get enough physical activity in school?

· Do you agree that more physical activity improves student effectiveness in the classroom?

· Do you feel gym should be offered every day in middle schools?

· How could more physical activity be incorporated into the school day?

Be sure to document your answers, word for word, and to keep track of the number and variety of responses.

Developing Your Argument

Students will be expected to incorporate the elements of a well-organized argument:

· Claim Statement

· Evidence / Statistics

· Counterargument (Recognition of the other/opposing side of the issue)

· Call to Action (What can be done to make change)

Identify the Causes

Obesity has always been an issue in the United States, but it has been an increasing problem among the younger generation of Americans over the last twenty years. Studies conclude that if you are obese as a child, you are more likely to remain overweight into adulthood.

http://nypost.com/2014/01/30/kids-chance-of-obesity-set-before-age-5-study-claims/

http://nypost.com/2014/01/08/only-1-in-4-teens-meet-us-fitness-guidelines/

As teens yourself, you all have the advantage of being a member of the generation where this problem exists. Be sure to try to include your point of view: in your opinion, what are the causes of inactivity and increased obesity among your peers?

Worksheet 3: http://www2.maxwell.syr.edu/plegal/TIPS/worksheet3.doc

Evaluate an Existing Policy

This is the section of the project where you analyze what programs are already in place.

· How many periods a week do you have gym?

· What is the Department of Education’s policy on gym, and how often it can be offered to middle school students?

· Do other N.Y State middle schools offer gym more regularly?

· What states offer gym more regularly?

Worksheet 4: http://www2.maxwell.syr.edu/plegal/TIPS/worksheet4.doc

Develop Solutions

This is where each of the teams or groups will begin to distinguish themselves from each other. What policies could be put in place or implemented to combat or lessen student inactivity at Ditmas? Think “out of the box” as well,

· What activities would interest students that are currently not being offered?

· What type of drills, say in 10-15 minute reps, could be offered before class? After lunch? In the morning? Between classes?

· How could information be better distributed to the school community regarding nutrition, obesity and exercise

Worksheet 5: http://www2.maxwell.syr.edu/plegal/TIPS/worksheet5.doc

Select the Best Solution

After your group has discussed and worked on all aspects of the PPA Process, and developed your ideas, the last section is choosing the most effective, and feasible solution.

Remember to rate both the feasibility (how realistic) and the effectiveness of each of your group’s ideas, and to only present the top three. The Rubric below should help you to narrow your choices down.

Worksheet 6: http://www2.maxwell.syr.edu/plegal/TIPS/worksheet6.doc

Putting Your Presentation / Public Awareness Campaign Together

After completing all the steps of the PPA, you should have enough information to create your presentation which documents your analysis from Step 1 (Define the Problem) through Step 6 (Selecting the Best Solution for the problem).

Just Do It!!!

In order to create an effective Power Point, review all of the information that your group has gathered together, and choose your words carefully:

· Introduce your ideas on how best to get Ditmas students more active in an efficient manner (less is more)

· Try to include graphics / use audio visuals when possible

· Don’t change fonts more than once, or use too many distracting special effects

· Present your ideas in 10-15 slides, and keep your presentation under ten minutes

· Remember that you are trying to persuade the student body and the administration that your group’s solution to the problem is the most effective

· Use the Power Point as your sales pitch to the Ditmas community

· Have only the best public speakers explain /deliver each slide

Public Awareness Campaign

The second part of the project is the Public Awareness Campaign. Remember that it serves two purposes: to educate, and to persuade the student body, and the administration, that your group has the most effective idea (s) to fix the problem of inactivity at Ditmas.

· A slogan or catch phrase will help your group’s project be remembered

· Pictures or graphics also help capture your idea, and draw attention to your campaign

· Think of commercials or ads that catch your attention in and around the city. What can you learn from them? Think simplicity over a concept you would have to explain

· Get outside input before implementing it, to see if your ad campaign effectively communicates your group’s ideas

Evaluation/Rubric

SKILLS	LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
Organization	Clearly and logically organized speech with an engaging introduction, a logically sequenced body with appropriate transitions, and a clear and convincing conclusion	Clear attempt at organization with a beginning, middle, and end and an attempt to use transitions	Some inconsistencies in organization and/or a lack of sustained focus throughout the speech with inconsistently use transitions	A lack of organization makes it difficult to follow the speaker’s ideas; speech may be too conversational and may ramble without a clear beginning, middle, or end
Subject Knowledge	Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.	Student is at ease with expected answers to all questions, but fails to elaborate.	Student is uncomfortable with information and is able to answer only rudimentary questions.	Student does not have grasp of information; student cannot answer questions about subject.
Language	Uses sophisticated and varied language that is suited to the topic and audience; word choice is concise, original, and effectively conveys the appropriate tone given the purpose of the speech	Uses appropriate language and word choice, but with less sophistication, expressiveness and/or originality	Use words that may be unsuited to the topic, audience or purpose of the speech; word choice lacks originality and fails to convey an appropriate tone for the speech	Inappropriate use of language distracts the audience because it is too informal or too imprecise given the topic and purpose of the speech
Stylistic Devices	Skillful use of various stylistic devices (e.g., repetition, parallelism, anecdotes, analogies, figurative language, different types of appeals) greatly enhance the effectiveness of the speech	Effective use of at least one stylistic device (e.g., repetition, parallelism, anecdotes, analogies, figurative language, different types of appeals) enhances the effectiveness of the speech	An attempt to use at least one stylistic device (e.g., repetition, parallelism, anecdotes, analogies, figurative language, different types of appeals) but it does not enhance the effectiveness of the speech	No attempt to use stylistic devices to enhance the meaning of the speech
Delivery	A combination of appropriate and effective eye contact, clarity and projection of voice, tone and pace, and gestures significantly enhance the speaker’s words	A combination of appropriate eye contact, clarity and projection of voice, tone and pace, and gestures are used but without the smoothness of level four	Inconsistent use of eye contact, clarity and projection of voice, tone and pace, and/or gestures interrupt the flow of the speech	Lack of eye contact, clarity and projection of voice, tone and pace, and/or appropriate gestures make the speech difficult to follow
Overall Effectiveness	Speaker remains enthusiastic, audience attention is maintained, and the purpose of the speech is achieved	Speaker shows some enthusiasm, the audience remains mostly interested, and the purpose of the speech is achieved	Speaker shows limited enthusiasm, audience interest is not sustained, and the purpose of the speech is only partially achieved	Speaker lacks enthusiasm, the audience shows a lack of interest, and the purpose of the speech is not achieved

Conclusion:

When teenagers are in school exercise should be included as part of the schedule on a daily basis, not only as a means of preventing obesity among teens, but also as an activity to promote student effectiveness. Physical activity should play a more prominent role in schools, in order to create a more stimulating educational environment.

Standards:

· CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

· CCSS.ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

· CCSS.ELA-Literacy.W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

· CCSS.ELA-Literacy.W.7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

· CCSS.ELA-Literacy.W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

· CCSS.ELA-Literacy.W.7.2e Establish and maintain a formal style.

· CCSS.ELA-Literacy.W.7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

· CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)