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Web Quest By: Mr. Suliman-Zada
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SMOKING KILLS! |
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INTRODUCTION:
Did you know that according to the Center for Disease Control and Prevention, smoking causes more than 5 million deaths per year worldwide. How crazy is that?! In the United States alone, cigarette smoking is responsible for more than 480,000 deaths per year, including an estimated 41,000 deaths every day. It doesn’t stop there…
Smoking causes cancer, heart disease, stroke, lung diseases (including emphysema, bronchitis and chronic airway obstruction), and diabetes. For every person who dies from a smoking-related disease, about 30 more people suffer with at least one serious illness from smoking. More than 16 million Americans suffer from a disease caused by smoking. Are you disgusted yet? Wait, there is more…
On average, smokers die 10 years earlier than nonsmokers. If smoking persists at the current rate among youth in this country, 5.6 million of today’s Americans younger than 18 years of age are projected to die prematurely from a smoking-related illness. This represents about one in every 13 Americans aged 17 years or younger who are alive today. I’ll give you a second to take it all in…
Tasks:
1. Using the 6 steps of the Public Policy Analyst process each student will be required to research information regarding the social problem of smoking, the effect it has on people and you will develop new policies to help smokers to quit. You will use this information to create a fact sheet.
2. Each student will then use the information from the fact sheet they have created to write a persuasive essay in accordance with the six steps of the PPA. Then each student will do an oral presentation of the essay to the class.
Procedures:
1. Each student will be required to use at least 3 Internet resources from the list provided below in order to create their fact sheet using the Public Policy Analyst (PPA) process. The fact sheet must include the PPA steps described below. The six worksheets must be completed by the researcher. There is a link below for access. Click on the “MS Word” worksheet link at the bottom after reading the web page. These sheets must be completed by the “researcher.”
Step #1 - Determining the social problem
Step #2 - Gathering the evidence for the social problem
Step #3 - Determining the causes for the social problem
Step #4 - Evaluating an existing policy related to the social problem
Step #5 - Finding solutions to the social problem
Step #6 - Choosing the best solution
2. Using the fact sheet you created with the PPA process write a 3-page persuasive essay using the PPA process, by including information regarding the social problem of smoking, the effect it has on people and the policies you have developed in order to help smokers quit.
Resources:
General
Websites for Research: 
Specific
Websites for Research: 
1. Center for Disease Control and Prevention
4. American Nonsmokers Rights Foundation
5. Quit Smoking
Evaluation:
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Research Report : Research For Creating Fact Sheet Teacher Name: Mr. Suliman-Zada |
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CATEGORY |
4 |
3 |
2 |
1 |
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Using the PPA Steps With The Research |
Clearly stated each of the 6 PPA steps and research information is correctly stated within each partnering step. |
Stated each of the 6 PPA steps briefly and research information is stated within each partnering step. |
Unclearly stated each of the 6 PPA steps and research information is unlcear as well. |
Steps of the PPA are missing and research information is incorrectly stated. |
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Amount of Information |
All topics are addressed and all questions answered with at least 2 sentences about each. |
All topics are addressed and most questions answered with at least 2 sentences about each. |
All topics are addressed, and most questions answered with 1 sentence about each. |
One or more topics were not addressed. |
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Quality of Information |
Information clearly relates to the main topic. It includes several supporting details and/or examples. |
Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. |
Information clearly relates to the main topic. No details and/or examples are given. |
Information has little or nothing to do with the main topic. |
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Sources |
All sources (information and graphics) are accurately documented in the desired format. |
All sources (information and graphics) are accurately documented, but a few are not in the desired format. |
All sources (information and graphics) are accurately documented, but many are not in the desired format. |
Some sources are not accurately documented. |
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Mechanics |
No grammatical, spelling or punctuation errors. |
Almost no grammatical, spelling or punctuation errors |
A few grammatical spelling, or punctuation errors. |
Many grammatical, spelling, or punctuation errors. |
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Paragraph Construction |
All paragraphs include introductory sentence, explanations or details, and concluding sentence. |
Most paragraphs include introductory sentence, explanations or details, and concluding sentence. |
Paragraphs included related information but were typically not constructed well. |
Paragraphing structure was not clear and sentences were not typically related within the paragraphs. |
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Persuasive Essay : Smoking Kills Persuasive Essay Teacher Name: Mr. Suliman-Zada |
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CATEGORY |
4 - Above Standards |
3 - Meets Standards |
2 - Approaching Standards |
1 - Below Standards |
Score |
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Position Statement |
The position statement provides a clear, strong statement of the author\'s position on the topic. |
The position statement provides a clear statement of the author\'s position on the topic. |
A position statement is present, but does not make the author\'s position clear. |
There is no position statement. |
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Support for Position |
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader\'s concerns, biases or arguments and has provided at least 1 counter-argument. |
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. |
Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. |
Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). |
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Evidence and Examples |
All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position. |
Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position. |
At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author\'s position. |
Evidence and examples are NOT relevant AND/OR are not explained. |
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Accuracy |
All supportive facts and statistics are reported accurately. |
Almost all supportive facts and statistics are reported accurately. |
Most supportive facts and statistics are reported accurately. |
Most supportive facts and statistics were inaccurately reported. |
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Sources |
All sources used for quotes, statistics and facts are credible and cited correctly. |
All sources used for quotes, statistics and facts are credible and most are cited correctly. |
Most sources used for quotes, statistics and facts are credible and cited correctly. |
Many sources are suspect (not credible) AND/OR are not cited correctly. |
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Sentence Structure |
All sentences are well-constructed with varied structure. |
Most sentences are well-constructed and there is some varied sentence structure in the essay. |
Most sentences are well constructed, but there is no variation is structure. |
Most sentences are not well-constructed or varied. |
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Grammar & Spelling |
Author makes no errors in grammar or spelling that distract the reader from the content. |
Author makes 1-2 errors in grammar or spelling that distract the reader from the content. |
Author makes 3-4 errors in grammar or spelling that distract the reader from the content. |
Author makes more than 4 errors in grammar or spelling that distract the reader from the content. |
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Capitalization & Punctuation |
Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read. |
Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read. |
Author makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow. |
Author makes several errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow. |
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Oral Presentation Rubric : Smoking Kills Presentation Teacher Name: Mr. Suliman-Zada |
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CATEGORY |
4 |
3 |
2 |
1 |
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Comprehension |
Student is able to accurately answer almost all questions posed by classmates about the topic. |
Student is able to accurately answer most questions posed by classmates about the topic. |
Student is able to accurately answer a few questions posed by classmates about the topic. |
Student is unable to accurately answer questions posed by classmates about the topic. |
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Preparedness |
Student is completely prepared and has obviously rehearsed. |
Student seems pretty prepared but might have needed a couple more rehearsals. |
The student is somewhat prepared, but it is clear that rehearsal was lacking. |
Student does not seem at all prepared to present. |
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Time-Limit |
Presentation is 5-6 minutes long. |
Presentation is 4 minutes long. |
Presentation is 3 minutes long. |
Presentation is less than 3 minutes OR more than 6 minutes. |
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Speaks Clearly |
Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. |
Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. |
Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. |
Often mumbles or can not be understood OR mispronounces more than one word. |
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Stays on Topic |
Stays on topic all (100%) of the time. |
Stays on topic most (99-90%) of the time. |
Stays on topic some (89%-75%) of the time. |
It was hard to tell what the topic was. |
Conclusion:
By completing this WebQuest you should have learned the dangers of smoking and what tools and resources are out there to help those who are addicting to smoking cigarettes. You have also experienced using the public policy analyst in order to research the dangers and prevention of smoking cigarettes. In addition, you have used the information you gathered to put together a persuasive argument as to why smoking is dangerous and what are the different ways, people who are addicted to smoking cigarettes, can learn to quit smoking. You can now use this useful information to help persuade family, friends and anyone you want to help, quit smoking. You are now able to save lives!
Standards Addressed:
Ela Standards:
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.9-10.7
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
History and Social Studies:
CCSS.ELA-LITERACY.RH.9-10.8
Assess the extent to which the reasoning and evidence in a text support the
author's claims.
CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.
SOURCE FOR STANDARDS:
· History/Social Studies Standards