The Genesee River

 

 

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 River Park. We couldn’t pass the group of people, press and citizens, so we listened. Wouldn’t you know it, Mayor Duffy nearly fell in the river!

 

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 Genesee River looking South at the mouth of the river from Lake Ontario

 

 

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:

  1. Define the problem as a statement.   Use worksheet #1, click on the hyperlink.

      In case this hyperlink does not work: http://www.maxwell.syr.edu/plegal/TIPS/worksheet1.doc

  1. Gather evidence     Use worksheet #2, click on the hyperlink.

In case this hyperlink does not work: http://www.maxwell.syr.edu/plegal/TIPS/worksheet2.doc

    1. Document the path of The Genesee River. You may use a map.
    2. Research the typical causes for rivers to appear green slimy and stink.
    3. Develop a chart showing which organisms would be found in healthy river water.
  1. Determine the causes of the foul appearance and odor from The Genesee River. Use worksheet #3, click on the hyperlink.

In case this hyperlink does not work: http://www.maxwell.syr.edu/plegal/TIPS/worksheet3.doc

    1. Document what the research suggests are most probable cause agents
    2. Research the condition, concerns and solutions in other cities with rivers running through.
  1. Examine one existing policy concerning The Genesee River. Use worksheet #4, click on hyperlink.

In case this link does not work: http://www.maxwell.syr.edu/plegal/TIPS/worksheet4.doc

    1. Usage of the river, industrial
  1. Select three solutions to improve the river appearance. Use worksheet #5, click on hyperlink.

In case of link failure: http://www.maxwell.syr.edu/plegal/TIPS/worksheet5.doc

  1. Select a “best” solution from the previous three.  Use worksheet #6, click on hyperlink.

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

  1. Develop a PowerPoint presentation using these guidelines:

A.  11 total slides:

 a.     The location of the Genesee River

 b.    What the current state of the environment in and around the Genesee River is.

c.       Who is working to protect the Genesee River, and what efforts are being made to clean it up.

d.      What can our city government do to improve the health of the Genesee River.

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.yahooligans.com

 www.free.edu.gov

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 Rochester. I know you’re up to the challenge!

 

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