A Large Number of Students Come to School without Breakfast in Class 705
Mrs. Gregus
Introduction
Any given morning at least half of the students all over the country arrive in class without having eaten breakfast. They are just happy to make it to school. They settle into their seats and just when the teacher comes in they begin to lose focus. By mid-morning their attention wavers even more and by the end of the morning they are positively lightheaded and have no idea what the teacher is talking about. Interestingly, the afternoon-after lunch- goes better for some reason. That reason could be the difference between having breakfast and not having breakfast. Year after year research has shown that eating breakfast has a large impact on academic outcome. It also shows that kids not eating breakfast is now becoming a social problem. Experts strongly advocate for everyone, especially children eating a well-balanced breakfast every day. However, children (and often adults) disregard this advice.
You might have noticed that lack of breakfast affects some of your classmates (or even you) in 705 as well. Some of you come in without breakfast and by the end of the morning you might even want to go to the nurse you are feeling so ill. When she tells you to eat something, suddenly you feel so much better. Suddenly you are able to focus and you hear what the teacher is saying. Simply because you ate.
Task
Now, as part of the Ditmas Taskforce for Kids Eating Breakfast, it will be your task to come up with a solution to this problem. You will write an individual essay based on your research that will extoll the benefits of the public policy you have chosen. In addition, you will be also working with a group to create a Public Service Announcement in which you advocate for your chosen solution. You will write a script and then act out the scene(s) you wrote. You will be using the class iPads to record your PSA.
Process
First Round-work individually
· Step 1: Define the problem. During this step you will define what the problem is. Make sure you focus on our class (705) only.
Worksheet: https://flippedtips.com/plegal/tips/worksheet1.html
· Step 2: Gather the evidence. Use at least three reliable web sources to show what experts think: use their data and other writings to show why this is a problem.
Worksheet: https://flippedtips.com/plegal/tips/worksheet2.html
· Step 3: Identify the causes. Support the factors that contribute to what you have identified as the problem. Here you might want to conduct a classroom survey as well.
Worksheet: https://flippedtips.com/plegal/tips/worksheet3.html
· Step 4: Analyzing existing public policy solutions. You must look at what is being done currently to solve this problem, then analyze whether these solutions are good or perhaps not so good.
Worksheet: https://flippedtips.com/plegal/tips/worksheet4.html
· Step 5: Develop solutions. Identify at least three possible solutions that could become a new public policy to solve this problem.
Worksheet: https://flippedtips.com/plegal/tips/worksheet5.html
· Step 6: Select the best solution. Of the three possible solutions you identified, select one which you think is both feasible and effective.
Worksheet: https://flippedtips.com/plegal/tips/worksheet6.html
Second Round:
During this round you will be working in pre-assigned teams of four. You will bring your selected public policy solution and as a group you will choose one which you all agree upon. Then you will complete your PSA with the help of the iPad.
Evaluation
Essay rubric
1. Introduce the claim(s). 4 3 2 1
Acknowledge alternate or opposing
claims, and organize the reasons and
evidence logically.
2. Support claim(s) with logical reasoning and 4 3 2 1
relevant evidence, using accurate, credible sources.
Demonstrate an understanding of the topic or text.
3. Use words, phrases, and clauses to create cohesion 4 3 2 1
and clarify relationships among claim(s) reasons,
and evidence.
4. Establish and maintain a formal style. 4 3 2 1
5. Provide a concluding statement or section 4 3 2 1
that follows from and supports the argument presented.
6. Conventions, Grammar, and Usage 4 3 2 1
Key: Level 4 Exceeds the standards
Level 3 Meets the standards (Passing)
Level 2 Approaching the standards
Level 1 Far below the standards
|
+ (standards that are met)
|
- (areas that need improvement)
|
|
X (errors in grammar, usage, and mechanics)
|
|
Public Service Announcement Rubric
|
4 |
3 |
2 |
1 |
|
|
|
Script |
The project has a clear focus related to the chosen topic and one or more of the following elements; reflects broad research and application of critical thinking skills; shows notable insight or understanding of the topic. |
The project has a clear focus related to the chosen topic and one or more of the following elements; reflects broad research and application of critical thinking skills; shows notable insight or understanding of the topic. |
There is focus that is maintained throughout the project. The project presents information in a accurate and organized manner that can be understood by the intended audience. |
The project has a focus but may stray from it at times. There is an organizational structure, though it may not be carried through in a consistent manner. There may be factual errors or inconsistencies, but they are relatively minor |
Content Score is |
|
Layout/ |
Organization of presentation is excellent. Transitions add to the viewer's understanding of the topic. Titles are added to enhance understanding. Storyboard shows progression. |
Sequence of project components is clear and evident. Transitions provide easy movement from one scene to another. Titles are used and add to the video's flow. Storyboard shows general outline. |
Adequate preparation and sequence is shown. Transitions are adequate. Titles are present. If storyboard is present, it shows the project in a broad outline. |
Either lack of preparation or illogical sequence. Transitions are choppy or distract the viewer. Titles are not present or distract from the overall video. Does not have a storyboard. |
Layout/Design Score is |
|
Technical |
The camera work is smooth and the focus is crisp. Sound and visual files are distortion free. Transitions are timed for smooth movement between scenes. Titles are legible. There are few technical problems, and none of a serious nature. |
The camera work is generally smooth and the focus is usually crisp. Sound and visual files are mostly distortion free. Transitions provide a smooth movement between scenes. Titles are mostly legible. There are few technical problems. |
The camera work may be choppy or panning is too fast. Sound and visual files may have some distortion but it doesn't distract the viewer. There are some technical problems, but the viewer is able to follow the presentation. |
The camera work is choppy and the scenes are blurry or panning is too fast. Sound and visual files contain significant distortion. Transitions are awkward between scenes. Titles are illegible. Technical difficulties seriously interfere with the viewer’s ability to see, hear, or understand content. |
Technical Score is |
|
Appearance |
The project compels the audience's attention. |
The project is interesting to an audience beyond the students who created it. |
The project is interesting to the students who created it. |
The project is lacking in its ability to create interest. |
Appearance Score is |
Conclusion
Congratulations! You now have finished the process of creating a new public policy. During this process you did lots of research, wrote an essay and acted in a short “movie.” In the process you learned how you might be able to influence public policy. Now eat a good breakfast, go out there and change the world!
Common Core Standards
CCSS.ELA-LITERACY.RI.7.1
Cite several pieces of textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.7.2
Determine two or more central ideas in a text and analyze their development
over the course of the text; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.7.6
Determine an author's point of view or purpose in a text and analyze how the
author distinguishes his or her position from that of others.
CCSS.ELA-LITERACY.RI.7.8
Trace and evaluate the argument and specific claims in a text, assessing
whether the reasoning is sound and the evidence is relevant and sufficient to
support the claims.
CCSS.ELA-LITERACY.RI.7.9
Analyze how two or more authors writing about the same topic shape their
presentations of key information by emphasizing different evidence or advancing
different interpretations of facts.
CCSS.ELA-LITERACY.RI.7.10
By the end of the year, read and comprehend literary nonfiction in the grades
6-8 text complexity band proficiently, with scaffolding as needed at the high end
of the range.
CCSS.ELA-LITERACY.W.7.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.7.1.A
Introduce claim(s), acknowledge alternate or opposing claims, and organize the
reasons and evidence logically.
CCSS.ELA-LITERACY.W.7.1.B
Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-LITERACY.W.7.1.C
Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), reasons, and evidence.
CCSS.ELA-LITERACY.W.7.1.D
Establish and maintain a formal style.
CCSS.ELA-LITERACY.W.7.1.E
Provide a concluding statement or section that follows from and supports the
argument presented.
CCSS.ELA-LITERACY.SL.7.5
Include multimedia components and visual displays in presentations to clarify
claims and findings and emphasize salient points.
Sources
data sources:
http://kidshealth.org/teen/expert/nutrition/binge_breakfast.html
http://www.ncbi.nlm.nih.gov/pubmed/23992210
breakfast/academic achievement sources:
http://childobesity180.org/breakfast-and-achievement
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3737458/
http://www.cdc.gov/healthyyouth/health_and_academics/pdf/health-academic-achievement.pdf