|
Title: Pollution in Upstate NY Jennifer Roberts Utica City School District: Donovan Middle School
|
|
Introduction:
Each day many of us try to live a healthy life as possible. Every second of everyday there is pollution being constantly dumped into the atmosphere. Motor vehicles, burning of fossil fuels from both homes and factories are just a few ways we have attributed to air pollution. While driving to work, school, or around town can make life much more convenient, there is a cost to this convenience. How does pollution affect the upstate NY population?
Task:
In this assignment you will work in groups of 3 to create a power point slide presentation of 10-15 slides. The Power Point presentation must include a title slide with the title and names of group members, and a slide showing references. You and your group will discuss air pollution, its causes, effects and ways to reduce it, and a public policy solution that can be realistically used to help combat pollution, specifically refer to upstate NY.
Process:
· Break into groups of four
· Each group member will research one topic. Decide which group member will work on which topic:
a. What is air pollution
b. What are the causes of air pollution
c. What are the effects of air pollution
d. How can we reduce air pollution (specifically in upstate NY)
· Together as a group you will decide which public policy solution will work the best for upstate NY- listed below under worksheet 6.
- Use the internet to research the above topics. Specific websites are listed below in the references section that you can use.
- Use the following 6 steps of the Public Policy Analyst worksheet and fill out each accompanying worksheet as you go along.
- After selecting the best public policy solution (from worksheet 6), your group will create a 10-15 slide power point. In the groups power point be sure to include:
- Define air pollution- what is it? What kind of air pollution is in upstate NY? How does this type of pollution compare to the rest of the country? To the world?
- Describe the causes- where does the pollution from upstate NY come from? What kind of pollution is it?
- Describe the effects- what are the effects from this pollution? What if nothing is done to correct this or help- how will this affect upstate NY in the future?
- How can we reduce air pollution- specifically to upstate NY?
- Introduce the best public policy solution that your group selected, and describe how feasible and effective you think your solution will be.
- The Power Point presentation must include a title slide with the title and names of group members, and a slide showing references.
Resources:
The Public Policy Analyst Steps and Worksheets:
1. Define the Social Problem (worksheet 1): (What is pollution? And what are the side effects?)
2. Gather Evidence of the Problem (worksheet 2): (What is pollution?)
3. Identify the Causes of the Problem (worksheet 3): (What are the causes of pollution?)
4. Evaluate Existing Public Policies (worksheet 4: (What if any is the existing policy which is in place now to try and deal with the problem of pollution?)
1. Go to the Department of Environmental Conservation website: Public Policy and review the public policies that are already in place in NY to help combat pollution. Review this using worksheet 4 to determine if this is enough.
5. Develop Public Policy Solutions (worksheet 5): (After evaluating policies or the lack of policies for upstate NY, propose new policies or modify ones that are already in place.)
6. Select the Best Public Policy Solution (worksheet 6): (You and your group members need justify your proposed solution based on its effectiveness and feasibility.)
|
General Internet Resources: Air Pollution: National Geographic Newspaper article on Upstate NY Air
|
|
Evaluation: Rubric
|
Exemplary 20 points |
Accomplished 17 points |
Developing 14 points |
Beginning 12 points |
Score |
|
|
Knowledge of Scientific Content |
The report included a great deal of scientific content, and also indicated a deep understanding of the underlying concepts of the scientific information. |
The report included a good deal of scientific content, and also indicated a good understanding of the underlying concepts of the scientific information. |
The report included a good deal of scientific content, but did not show a firm grasp of the concepts underlying the information. |
The report did not include enough scientific information. |
|
|
Use of the SPPA model |
The report demonstrated a deep understanding of all six steps of the Science Public Policy Analyst model. |
The report demonstrated a good understanding of most of the six steps of the Science Public Policy Analyst model. |
The report demonstrated some understanding of most of the six steps of the Science Public Policy Analyst model. |
The report did not demonstrate an understanding of the Science Public Policy Analyst model. |
|
|
Analysis of Information Gathered |
A lot of information such as statistics, graphs, and other research findings were included. The information was interpreted correctly. |
Some information such as statistics, graphs, and other research findings were included. The information was interpreted correctly. |
Some information such as statistics, graphs, and other research findings were included. The information was not always interpreted correctly. |
The report did not use enough research in order to come up with a thesis. |
|
|
Sequencing of Information |
The writing was clear, logically organized, and grammatically correct. The writing was interesting. |
The writing was generally clear, logically organized, and grammatically correct. The writing was interesting. |
The writing was grammatically correct, but not too clear or organized. The writing was not very interesting. |
The writing was unclear. Grammatical errors were present throughout. |
|
|
Group Work & Class Presentation |
Every group member did their part. Participated in the research. All members contributed the power point. |
Every member did their research part. Most members contributed to the power point. |
Every member did their research part. Only 1 person contributed to the power point. |
Not all members participated in researching information. Missing in missing because of group member(s). |
Conclusion:
This project on air pollution seeks to provide you with the information that will enable you to be more conscious on air pollution in upstate NY. It is also to make you aware of the causes and effects of air pollution with specific relation to upstate NY, as well as public policy laws that can and should be enacted to help reduce air pollution in upstate NY.
|
|
|
Standards:
Key Idea 1:
Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.
1.1 Use a range of equipment and software to integrate several forms of information in order to create good-quality audio, video, graphic, and text-based presentations.
7.1e The environment may contain dangerous levels of substances (pollutants) that are harmful to organisms. Therefore, the good health of environments and individuals requires the monitoring or soil, air, and water, and taking steps to keep them safe.
7.2a In ecosystems, balance is the result of interaction between community members and their environment.
7.2c Overpopulation by any species impacts the environment due to the increased use of resources. Human activities can bring about environmental degradation through resource acquisition, urban growth, land-use decisions, and waste disposal.
7.2d Since the Industrial Revolution, human activities have resulted in major pollution of air, water, and soil. Pollution has cumulative ecological effects such as acid rain, global warming, or ozone depletion. The survival of living things on our planet depends on the conservation and protection of Earth’s resources.
Common Core State Standards:
Key Ideas and Details:
1. Cite specific textual evidence to support analysis of science and technical texts
2. Determine the central ideas of conclusions of a text
Research to build and present knowledge:
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation
8. Gather relevant information from multiple sources, and integrate the information while avoiding plagiarism.
