Contaminated Drinking Water in New York

Ms. Harrison – Cardinal Spellman High School

 

Introduction                                                                                                     

You and your fellow students are consultants working for the New York City “Clean Water Agency” studying the problem of contaminated water. Water is a non-renewable resource and New York State is considering using cost-saving process for drilling oil and gas from rock formations far underground.  This process however is known to contaminate underground water sources, streams and lakes.  New York currently has a moratorium in place on this process, but the current Governor wants to allow it. 

The purpose of this WebQuest is to enable teams of students to analyze the social problem of contaminated water in New York City and develop a public policy solution using the Public Policy Analyst (PPA).

 

Main task

As a public policy analyst, your assignment is to review the websites listed below and using the PPA, develop a PowerPoint as described below.  Students in the predetermined teams are to divide themselves into the researchers, the writers and the maker of the PowerPoint.  Your group should address the following questions:

                                                            

 

The Process

You will work in your predetermined groups to complete a PowerPoint presentation with a minimum of 10 slides. These slides will include a title, the 6 steps of the PPA, a conclusion and a reference page. The 6 steps of the PPA are:

  1.  Your power point must include these slides showing:

· A Title page, which includes your name and the title of your report in large letters. Be creative!

· The Problem:  Contamination of a nonrenewal resource – fresh water.

· Evidence of the Problem (at least 2 effects on your choice).

· Causes and Contributing Factors 

· An Evaluation of Existing Public Policies 

· Your Suggestions of Alternative Public Policies

· Your choice of The “Best” Public Policy Solution. This will include a discussion & graph of effectiveness vs. feasibility (see Process below). 

· References (You will need to cite at least 3 references)

· Slides should include images of your problem and how it has impacted.

· Your power point presentation must be at least 10 slides in length.

  1. Here are the steps you will follow, in preparing your power point presentation:

· Describe the problem & gather evidence of the problem.  
· Use the web page: Identifying the Problem to help you complete the Worksheet: Identifying the Problem
· Study and explore the link on Gathering Evidence of the Problem
· Begin to fill out the Worksheet: Gathering Evidence of the Problem by searching out your own websites, using search engines. Go to Information Sources and explore it, to see other possible sources for your web quest.
·  Identify causes and contributing factors
· Study and explore the web page: Identifying the Causes
· Begin to fill out the Worksheet: Identifying Causes by searching out your own websites Go to Information Sources and explore it, to see other possible sources for your web quest.
· Evaluate public policies in place at the present time.
· Study and explore the web page: Evaluating Existing Public Policies.
· Begin to fill out the Worksheet: Evaluating Public Policies, by searching out your own websites.
· Develop public policy alternatives   
· Study the web page: Developing Public Policy Solutions and fill-in Worksheet #5: Developing Public Policy Solutions.
· Determine the best public policy solution, taking into consideration feasibility, effectiveness, and costs & benefits· 

Now study the web page: Selecting The Best Solution and fill-in Worksheet # 6: Selecting the Best Public Policy Solution. You will use this worksheet to evaluate the feasibility vs. effectiveness of each of the policies that you’ve chosen to discuss. You need to study these 3 web pages: Introduction to Costs & Benefits, Identifying Benefits, and Identifying Costs.

.

You will include at least 2 different alternative public policy solutions. Each solution should be evaluated for feasibility vs. effectiveness and for costs & benefits. Plot each of your solutions on a graph of feasibility vs. effectiveness, as shown on Worksheet #6.

 

RESOURCES

·         www.google.com

·         http://en.wikipedia.org/wiki/Marcellus_Formation

·         http://www.dangersoffracking.com/

·         http://www.epa.gov

·         http://berkeleycollege.edu/berkeley_bc/project_greenpath_newsletter_february_2013.htm

·         http://www.nytimes.com/2013/03/14/opinion/global/the-facts-on-fracking.html?pagewanted=all&_r=0

·         http://www.independent.com/news/2014/oct/29/geology-experts-confirm-fracking-risks/

 

Evaluation

Criteria

5

4

3

2

TOTAL

Use of Internet

Successfully uses suggested Internet links to find information and navigates within these sites easily without assistance.

Usually able to use suggested Internet links to find information and navigates within these sites easily without assistance.

Occasionally able to use suggested Internet links to find information and navigates within these sites easily without assistance.

Needs assistance or supervision to use suggested Internet links and/or to navigate within these sites.

 

Web Quest Tasks and PPA format followed properly

All areas of the project were addressed and handled with a high degree of sophistication. Project is interesting and completed

The project is only partially completed. The project submitted demonstrates a great deal of thought. (Between 75% and 100% complete)

The project is only partially completed. The project submitted demonstrates a moderate level of thought. (Between 50% and 75% complete)

The project is incomplete, and/or it is apparent that little effort went into the development of the project, and/or project is less than 50% complete

 

PowerPoint Project Attractiveness

Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Use of font, color, graphics, effects etc. but these often distract from the presentation content

 

Grammar, Format, and Spelling

The final body of work was free of grammar, spelling, and formatting errors.

The final body of work had 1-2 errors related to grammar, spelling, and formatting errors.

The final body of work had 3-5 grammar, spelling, and formatting errors.

The final body of work had major grammar, spelling, and formatting errors

 

 

Conclusion

Upon completion of this task, students will have learned how human decisions and activities have had a profound impact on their physical and living environment. Students will know how to question, analyze, and evaluate public policies that have been created and implemented to address environmental pollution concerns. Using this knowledge, students will then be able to summarize a specific problem of contamination with focus on causes, effects, and some of the efforts in place to reduce or eliminate it. Students will have gained awareness to the important role they can play in altering the society they live in and the environment that is under their care.

 

Standards

Mathematics, Science, and Technology

Standard 1: Analysis, Inquiry, and Design

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seeks answers, and develop solutions.

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

Standard 4: Science
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. 

Standard 5: Technology
Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

English Language Arts

Standard 1: Language for Information and Understanding
Students will read, write, listen and speak for information and understanding

Standard 3: Language for Critical Analysis and Evaluation
Students will read, write, listen and speak for critical analysis and evaluation

Standard 4: Language for Social Interaction
Students will read, write, listen and speak for social interaction.