Derek Jeter Retires from Baseball, but Tries for a Home Run against Obesity

C. Burke

IS 223

CBurke@schools.nyc.gov

 

Childhood
Obesity!NEW YORK - AUGUST 31: Derek Jeter #2 of the New York Yankees bats against the Baltimore Orioles in a game at Yankee Stadium on August 31, 2012 in the Bronx Borough of New York City. (Photo by Jeff Zelevansky/Getty Images)

 

Introduction:

Derek Jeter is considering retirement from the New York Yankees at the end of this upcoming season.  In interviews, he has mentioned that he has noticed his interactions with youths across the country have changed over the years.  Fewer are physically active and there has been a noticeable increase in childhood obesity.  This observation greatly concern Mr. Jeter, who himself was very active while growing up.  To address this issue, he plans to create The Jeter Foundation whose aim is to increase the health of today’s youth and decrease childhood obesity rates.  He does not know where to begin, and so he has enlisted a team of young consultants to help him develop a strategy to address this problem. 

 

 

The Task:

You and your consultation team (3-4 students) are tasked with creating a PPT presentation (6-8 slides) addressing the problem and causes of childhood obesity, and developing suggestions for Mr. Jeter to help him find direction and inspiration for his new foundation, and to help him attack this growing issue.

 

 

The Process:

Our agency is going to break up into smaller groups of 3-4 consultants so that we can offer Mr. Jeter as many different ideas and solutions as possible. 

 

Within your groups, you will need to assign one member to be the “team leader”.  This person is responsible for coordinating all research and team member actions.  He or she is also responsible for making sure that all work is completed on time.  You will also need a “support member”.  The “support member” is responsible for making sure that all members are sharing the work responsibility equally, that each member contributes, and that everyone is on task.  They will also be responsible for reporting team successes, breakthroughs, and issues.  Finally, you will need one or two “presenters”.  These consultants should be member(s) that are most comfortable presenting to large groups of people, and will be ready to answer follow-up questions about your presentation.  Each person of the group must assume a different role.  If there are only three members, one of you may also double-up responsibilities to become a second presenter. 

 

In order to create your PPT presentation for Mr. Jeter, use the steps of the PPA to help guide your research and develop your solutions.  In your presentation, be sure to:

 

Step 1: Define the problem

            Define the problem of childhood obesity.  What is it? 

 

Step 2: Gather evidence

            Is it really a problem?  What evidence do we have that it is increasing?  Why are childhood obesity rates increasing? 

 

Step 3: Identify causes

            Address the causes of childhood obesity.  Why is this happening? 

 

Step 4: Evaluate a policy

            What policies are currently in place to help prevent, slow, stop, and/or reverse childhood obesity and childhood obesity rates?  In our schools and communities, what

 

Step 5: Develop solutions

            What solutions can you offer Mr. Jeter to help him combat childhood obesity?  How can we fix this problem?  What are some strategies that Mr. Jeter can offer communities to help reverse this growing issue?

 

Step 6: Select the best solution

            When selecting your best solution, consider how feasible your solution is AND how effective it is.  The best solutions are highly feasible and highly effective.  Do not forget to consider cost, as well as legal and cultural values.

 

Here are some suggested resources to help you with your work.  Feel free to do your own independent research to help support and enhance your project.  Make sure that all information that you use comes from reliable sources. 

 

Resources:

Obesity and Overweight for Professionals: Childhood – DNPAO – CDC

Childhood obesity Definition – Diseases and Conditions – Mayo Clinic

NFL.com – Play60

ChooseMyPlate.gov

MyPlate – Winter Health Challenge

Obesity Prevention Foundation – Childhood Obesity Solutions

Let’s Move!

 

 

Evaluation:

WebQuest PPA Rubric

 

CATEGORY

4

3

2

1

Content - Accuracy

All content throughout the presentation is accurate. There are no factual errors.

Most of the content is accurate but there is one piece of information that might be inaccurate.

The content is generally accurate, but one piece of information is clearly flawed or inaccurate.

Content is typically confusing or contains more than one factual error.

Sequencing of Information

Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.

Most information is organized in a clear, logical way. One card or item of information seems out of place.

Some information is logically sequenced. An occasional card or item of information seems out of place.

There is no clear plan for the organization of information.

Spelling and Grammar

Presentation has no misspellings or grammatical errors.

Presentation has 1-2 misspellings, but no grammatical errors.

Presentation has 1-2 grammatical errors but no misspellings.

Presentation has more than 2 grammatical and/or spelling errors.

Background

Background does not detract from text or other graphics. Choice of background is consistent from card to card and is appropriate for the topic.

Background does not detract from text or other graphics. Choice of background is consistent from card to card.

Background does not detract from text or other graphics.

Background makes it difficult to see text or competes with other graphics on the page.

Text - Font Choice & Formatting

Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content.

Font formats have been carefully planned to enhance readability.

Font formatting has been carefully planned to complement the content. It may be a little hard to read.

Font formatting makes it very difficult to read the material.

Use of Graphics

All graphics are attractive (size and colors) and support the theme/content of the presentation.

A few graphics are not attractive but all support the theme/content of the presentation.

All graphics are attractive but a few do not seem to support the theme/content of the presentation.

Several graphics are unattractive AND detract from the content of the presentation.

 

 

Conclusion:

To each consultation team: congratulations on your hard work and your presentations on childhood obesity causes and solutions.  Mr. Jeter was most impressed with your work, and is extremely thankful for all of the suggestions and solutions that you offered.  He is pleased with your professionalism, dedication to this project, and looks forward to working with you again in the future.

 

As you leave this project, how will this information impact you and your actions?  How will your understanding of and investigation into childhood obesity causes and solutions affect your decision making? 

 

 

Standards:

CCLS English Language Arts Standards for Grades 6-12 Literacy in History/Social Studies, Science, & Technical Subjects

 

CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.

CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

CCSS.ELA-Literacy.RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

CCSS.ELA-Literacy.RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.