WEBQUEST

ENERGY DRINKS CAUSING HEALTH PROBLEMS

Mrs. Winn

INTRODUCTION:

Many of you have probably heard of the new products on the market called energy drinks! Energy drinks are types of beverages that contain stimulant drugs such as caffeine which are advertised to provide both mental and physical stimulation. Sounds good, but have you heard about the negative health effects it is causing, especially to teens? Concerns over these potentially harmful effects have been an alarming concern.

TASK:

You will be working with a partner:

1. Your first step is to review the following internet articles

2. Based on your internet articles, you will

a. Prepare a 2-3 page report on the dangers of energy drinks

b. Give an oral presentation

c. Create a poster informing the students at Proctor about the dangers of energy drinks

PROCESS:

You will follow the 6 step Public Policy Format stated below:

*Complete each worksheet

*Save

*Print

1. Define the Problem

2. Gather the Evidence

3. Identify Causes

4. Evaluate a Policy

5. Develop Solutions

6. Select the Best Solution

· http://www.myhealthnewsdaily.com/3272-energy-drinks-four-health-effects.html

· http://www.foxnews.com/health/2012/03/22/dangers-energy-drinks/

· https://www.mnu.edu/newsroom/article/professor-s-mission-to-educate-public-about-energy-drink-dangers/

· http://www.courant.com/news/breaking/hc-blumenthal-energy-drinks-20130327,0,3554043.story

· http://www.quchronicle.com/2013/02/consume-with-caution-the-hidden-dangers-of-energy-drinks/

EVALUATION:

Persuasive Essay Rubric Heidi Goodrich Andrade, Project Zero
Criteria	4	3	2	1
The claim	I make a claim and explain why it is controversial.	I make a claim but don't explain why it is controversial.	My claim is buried, confused and/or unclear.	I don't say what my argument or claim is.
Reasons in support of the claim	I give clear and accurate reasons in support of my claim.	I give reasons in support of my claim but I may overlook important reasons.	I give 1 or 2 weak reasons that don't support my claim and/or irrelevant or confusing reasons.	I do not give convincing reasons in support of my claim.
Reasons against the claim	I discuss the reasons against my claim and explain why it is valid anyway.	I discuss the reasons against my claim but leave some reasons out and/or don't explain why the claim still stands.	I say that there are reasons against the claim but I don't discuss them.	I do not acknowledge or discuss the reasons against the claim.
Organization	My writing has a compelling opening, an informative middle and a satisfying conclusion.	My writing has a beginning, middle and end. It marches along but doesn't dance.	My writing is organized but sometimes gets off topic.	My writing is aimless and disorganized.
Voice and tone	It sounds like I care about my argument. I show how I think and feel about it.	My tone is OK but my paper could have been written by anyone. I need to tell more about how I think and feel.	My writing is bland or pretentious. There is either no hint of a real person in it or it sounds like I'm a fake.	My writing is too formal or too informal. It sounds like I don't like the topic of the essay.
Word choice	The words I use are striking but natural, varied and vivid.	I make routine word choices.	The words I use are often dull or uninspired or sound like I am trying too hard to impress.	I use the same words over and over and over and over. Some words may be confusing to a reader.
Sentence fluency	My sentences are clear, complete, and of varying lengths.	I have well-constructed sentences.	My sentences are sometimes awkward, and/or contain run-ons and fragments.	Many run-ons, fragments and awkward phrasings make my essay hard to read.
Conventions	I use correct grammar, spelling, and punctuation.	I generally use correct conventions. I have a couple of errors I should fix.	I have enough errors in my essay to distract a reader.	Numerous errors make my paper hard to read.

Back to the Rubrics and Self-Assessment Project web page.

Oral Presentation Rubric

Name: _______________________________

	Adequate	Minimal	Inadequate
Content	The speaker focuses primarily on relevant content. The speaker sticks to the topic. The speaker adapts the content in a general way to the listener and the situation.	The speaker includes some irrelevant content. The speaker wanders off the topic. The speaker uses words and concepts which are inappropriate for the knowledge and experiences of the listener (e.g., slang, jargon, technical language).	The speaker says practically nothing. The speaker focuses primarily on irrelevant content. The speaker appears to ignore the listener and the situation.
Delivery	The volume is not too low or too loud and the rate is not too fast or too slow. The pronunciation and enunciation are clear. The speaker exhibits few disfluencies, such as "ahs," "uhms," or "you knows.	The volume is too low or too loud and the rate is too fast or too slow. The pronunciation and enunciation are unclear. The speaker exhibits many disfluencies, such as "ahs," "uhms," or "you knows." The listener is distracted by problems in the delivery of the message and has difficulty understanding the words in the message.	The volume is so low and the rate is so fast that you cannot understand most of the message. The pronunciation and enunciation are very unclear. The speaker appears uninterested.
Organization	The message is organized. The listener has no difficulty understanding the sequence and relationships among the ideas in the message. The ideas in the message can outlined easily.	The organization of the message is mixed up and random. The listener must make some assumptions about the sequence and relationship of ideas.	The message is so disorganized you cannot understand most of the message.
Creativity	Some originality apparent; good variety and blending of materials / media.	Little or no variation; material presented with little originality or interpretation.	Repetitive with little or no variety; insufficient use of materials / media.
Length of Presentation	Within four minutes of allotted time.	Within six minutes of allotted time .	Too long or too short; ten or more minutes above or below the allotted time.


	A service of the Utah Education Network Comments, e-mail: resources@uen.org

poster rubric

Making A Poster: Poster rubric

Teacher name: Mrs. LaCombe-Burby

Student Name ___________________

CATEGORY	4	3	2	1
Required Elements	The poster includes all required elements as well as additional information.	All required elements are included on the poster.	All but 1 of the required elements are included on the poster.	Several required elements were missing.
Labels	All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Many items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Labels are too small to view OR no important items were labeled.
Graphics - Relevance	All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.	All graphics are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation.	All graphics relate to the topic. One or two borrowed graphics have a source citation.	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Attractiveness	The poster is exceptionally attractive in terms of design, layout, and neatness.	The poster is attractive in terms of design, layout and neatness.	The poster is acceptably attractive though it may be a bit messy.	The poster is distractingly messy or very poorly designed. It is not attractive.
Grammar	There are no grammatical/mechanical mistakes on the poster.	There are 1-2 grammatical/mechanical mistakes on the poster.	There are 3-4 grammatical/mechanical mistakes on the poster.	There are more than 4 grammatical/mechanical mistakes on the poster.

Date Created: 2003-07-28

SUMMARY:

Students are now aware and educated on the negative health effects of Energy Drinks. One web site the students were asked to read explains the five health problems linked to energy drinks. In another web site the students took a look at why the Energy Drink Industry was criticized for marketing to children. Dr. Kim Kato, athletic trainer, did research so she could educate athletes about the dangers involved when consuming energy drinks. More shocking is another web site that reveals statistics that will hopefully alarm young adults and children about how serious these energy drinks really are. In 2011, there were 20,783 reported emergency room visits in which energy drinks were the primary cause. A 14 year old girl died after consuming two 24 ounce cans of Monster Energy within a twenty-four hour period. Educating students about the this deadly product will hopefully save lives.

STANDARDS:

Learning Standards for Mathematics,

Science, and Technology at Three Levels

Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate,

to pose questions, seek answers, and develop solutions.

Standard 2: Students will access, generate, process, and transfer information using appropriate technologies.

Standard 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products

and systems to satisfy human and environmental needs.

Standard 6: Students will understand the relationships and common themes that connect mathematics, science, and

technology and apply the themes to these and other areas of learning.

Standard 7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to

address real-life problems and make informed decisions.

Learning Standards for Mathematics,

Science, and Technology at Three Levels

Standard 1: Personal Health and Fitness

Students will have the necessary knowledge and skills to establish and maintain physical fitness,

participate in physical activity, and maintain personal health.

Standard 2: A Safe and Healthy Environment.

Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy

environment.

Standard 3: Resource Management.

Students will understand and be able to manage their personal and community resources.

Common Core Learning Standards for

English Language Arts & Literacy

Reading Standards for Informational Text 6–12

Grades 9–10 students:

Reading Standards for Informational Text 6–12 [RI]

The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s).

1. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

1. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

1. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

1. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

1. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

1. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

1. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

1. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. a. Read, annotate, and analyze informational texts on topics related to diverse and non-traditional cultures and viewpoints.