The
Why does our great
resource “The Genesee River” look and smell polluted?
Introduction:
Mayor Duffy was holding a press conference at the Genesee
River Crossover bridges on the day we were going to the
Upon recovering, Mayor Duffy recognized us in the crowd, and introduced us as solid researchers on previous public issues. Turning the press’ attention to us, Mayor Duffy asked if we would help investigate the health of The Genesee River.
How could we refuse? After all, we had done previous research that proved very important in impacting City public policy. Not only that, but we’ve been commenting to each other on the icky, murky green, scummy slimy appearance and bad smells of the river.
Sounds like just the kind of task we excel in!
This is a job for “Policy Busters!”
View of the
Task:
Each team of 5 students will use the 6-step Public Policy Analyst procedure, to identify the problem and possible solutions to the condition of The Genesee River.
Students will be assigned to a group, and assigned their task within the research group. Ultimately, you should be knowledgeable about The Genesee River and contributing factors to its condition. The end product will be a PowerPoint presentation to the Concerned Citizens Group.
Procedure:
The Public Policy Analyst groups will have 5 members each:
1. One group leader (keeps the group on task and on the timeline)
2. One secretary (keeps and organizes all research, data, and in-progress projects in one place, in case a member(s) are absent.)
3. Two power point product developers.
3. All in the group are presenters of the PowerPoint . (Team members will decide on the equality of this shared position).
4. All five analysts will also be researchers, and be present with the main presenter of the PowerPoint presentation to answer questions as needed.
Your task as a Public Policy Analyst group will be to use the Public Policy Analyst procedure. Worksheets are provided:
In case this hyperlink does not work: http://www.maxwell.syr.edu/plegal/TIPS/worksheet1.doc
In case this hyperlink does not work: http://www.maxwell.syr.edu/plegal/TIPS/worksheet2.doc
In case this hyperlink does not work: http://www.maxwell.syr.edu/plegal/TIPS/worksheet3.doc
In case this link does not work: http://www.maxwell.syr.edu/plegal/TIPS/worksheet4.doc
In case of link failure: http://www.maxwell.syr.edu/plegal/TIPS/worksheet5.doc
In case of link failure: http://www.maxwell.syr.edu/plegal/TIPS/worksheet6.doc
The best solution must be the one that is cost effective (technology and personnel) and effective in
A. 11 total slides:
a. The
location of the
b.
What the current state of the environment in and around the
c.
Who is
working to protect the
d.
What can
our city government do to improve the health of the
e.
6 total
slides devoted to: one each of the PPA steps (use your worksheets).
f. Resources you used.
g. Conclusion slide.
Resources:
www.google.com research phrase: The Genesee River and pollution
www.epa.gov/glnpo/aoc/rochester.html
newyork.sierraclub.org/rochester/friends_of_t...
http://www.bronxriver.org/theRiver.cfm The Bronx River Alliance:
http://www.rockingtheboat.org/ Rocking the Boat:
http://www.nylcv.org/Programs/WPC/blueprint/boroughs/bronx/pages/6_bronx_river/ The Bronx River Revitalization:
http://www.icisnyu.org/WaterQuality_009.html South Bronx Heath and Policy
Study:
http://www.open-spaces.com/article-v3n4-rivers.php Open Spaces Magazine:
http://www.bxtimes.com/News/2000/1214/Feature_Story.html
The Bronx Times
http://www.nydailynews.com/boroughs/story/257323p-220394c.html NY Daily News:
http://www.cwn.org/cwn/ The Clean
Water Network
http://depts.washington.edu/cuwrm/ Urban Water Resources:
Evaluation:
You and Your team will be evaluated based on the
following rubric:
|
Distinction |
Honors |
Passing |
No Credit |
PPA Worksheets |
All six steps of the PPA are clearly addressed and all
worksheets correctly completed |
All six steps of the PPA are clearly
addressed and all worksheets correctly completed |
At least half of the worksheets are
completed. It appears that the student has used the information in their
letter. |
Incomplete
worksheets. Student never attempted nor asked for help |
Power Point |
The Power Point addresses all of the issues raised in the Procedures
section. It is well thought out and informative. It is aesthetically
pleasing. |
The Power Point addresses all of the issues raised in the Procedures
section. It is well thought out and informative. It is aesthetically
pleasing. |
Power Point addresses some of the issues
raised in the Procedure section. Students show some effort at gathering and
displaying their findings. |
Lack of effort shown at
creating power point. |
Presentation |
All members of the team contribute to the
presentation. The presenters speak clearly. The presentation is well
organized and informative. |
All members of the team contribute to the
presentation. The presenters speak clearly. The presentation is well
organized and informative. |
Some of the students present the power
point. Students read from note cards. Presentation somewhat organized. |
Lack of effort shown at presenting and
teaching a lesson. |
Crew Not Passengers |
All members of the team contribute to the
project: research, support of others on the team, and presentation. All were
active contributors. No passengers. |
All members of the team contribute to the
project: research, support of others on the team, and presentation. Evidence
that some members were off task while others contributed. No passengers. |
Some of the students work hard on research
and presentation of the power point. It is evident that part
of the team have not made the scholar’s effort. Some members are passengers. |
Lack of effort shown in the teamwork. Lack
of organization is apparent. The team shows a lack of organization and
effort. All members are passengers. |
Congratulations analysts!
Presentations for the Concerned Citizens board are coming up
soon (Instructor will announce where and when). You are very nearly experts on
this resource, and your opinions and ideas are now considered valuable, as you
have shown the community that you are reliable and knowledgeable. Currently,
rumor has it you will be asked to further investigate the ecosystems in and
around the City of
Standards:
6.1 Factors that limit growth of individuals and populations
6.1a Ecosystems are energy flow
6.1b Living and non-living components
6.1d Population threshold for habitats
6.1e Environments: physical conditions, light, temperature range, minerals, soil & rock type, and acidity
6.1g Relationships between organisms (+, -, neutral)
6.3 Living and non-living environments change over time and respond to disturbances
6.3a Inter-relationships and interdependence of organisms develop and affect stable ecosystems
6.3b Ecological succession (sequences) means communities reaching stability
6.3c Altering stable ecosystems by organisms (including man), climatic change, natural disaster, and ecosystem recovery
7.1 Describe the range of interrelationships of humans w/ living and non-living environment.
7.1b Natural ecosystems provide an array of basic processes that affect humans
7.1c Humans are part of the earth’s ecosystem
7.2 Impact of technological development and growth in the human population on the living and nonliving environment
7.3 Individual and societal choices & actions can contribute to improving the environment
7.2a Human activities that degrade ecosystems result in a loss of diversity of the living and non-living environment
7.3 Explain how individual choices and societal actions can contribute to improving the environment.
7.3a Societies must decide on proposals that involve the introduction of new technologies
Individuals need to make decisions that assess risks, costs benefits and trade-offs
7.3b Decisions of one generation both provide and limit the range of possibilities open to the next generation