WHY SHOULD WE CARE ABOUT OUR FORESTS?

Bibi Baksh

Andalusia School

INTRODUCTION

When you hear the word deforestation, you right away might think of forests? What if I were to tell you that our forests have a lot to do with natural disasters?

What would you say are natural disasters we face in the United States? Flooding, tornadoes, earthquakes, perhaps even snowstorms and rainstorms. What about landslides and mudslides? West Virginia, for example suffered numerous land or mudslides in the summer of 2001. This caused numerous property damage and several fatalities. There are several effects of deforestation. We will examine specific effects of deforestation in the United States.

TASK

Each group will investigate a specific problem/effect of deforestation. Each group will provide solutions using PPA steps.

Each group is expected to present their work to the entire class. You must use any means of audio/visual aids and posters.

PROCESS

As a class, we will do preliminary research on the effects of deforestation. We will use basic search engines such as Google and Yahoo to identify several problems caused by deforestation.

You will be divided into groups of five. Each group will be assigned a specific problem caused by deforestation: loss of biodiversity, erosion, flooding, Climate change, which we have previously identified. You will examine why deforestation contributes to the specific problem and what we as a nation can possibly do to reduce these effects.

You are expected to use the Public Policy Analyst (PPA) model worksheets to document your work.

Use the information from your PPA worksheets to guide you in developing your oral presentation. Refer to the rubric for specific requirements of your oral presentation.

Steps of the PPA

• Define the Problem worksheet 1
• Gather Evidence worksheet 2
• Identify Cause worksheet3
• Examine an Existing Policy worksheet 4
• Develop (3) New Policy Solutions worksheet 5
• Select the Best Solution worksheet 6

RESOURCES

Deforestation Overview

Save America's Forests

The United States Forest Policy

The Choice

Development in a Changing Climate

EVALUATION

Presentation Rubric

	Evaluating Student Presentations
	1	2	3	4	Total
Organization	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because student jumps around.	Student presents information in logical sequence which audience can follow.	Student presents information in logical, interesting sequence which audience can follow.
Subject Knowledge	Student does not have grasp of information; student cannot answer questions about subject.	Student is uncomfortable with information and is able to answer only rudimentary questions.	Student is at ease with expected answers to all questions, but fails to elaborate.	Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.
Graphics	Student uses superfluous graphics or no graphics	Student occasionally uses graphics that rarely support text and presentation.	Student's graphics relate to text and presentation.	Student's graphics explain and reinforce screen text and presentation.
Mechanics	Student's presentation has four or more spelling errors and/or grammatical errors.	Presentation has three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings or grammatical errors.
Eye Contact	Student reads all of report with no eye contact.	Student occasionally uses eye contact, but still reads most of report.	Student maintains eye contact most of the time but frequently returns to notes.	Student maintains eye contact with audience, seldom returning to notes.
Elocution	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.	Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.	Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.
				Total Points:

Collaboration Rubric

Name __________________________________

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Contribute
Research & Gather Information	Does not collect any information that relates to the topic.	Collects very little information--some relates to the topic.	Collects some basic information--most relates to the topic.	Collects a great deal of information--all relates to the topic.
Share Information	Does not relay any information to teammates.	Relays very little information--some relates to the topic.	Relays some basic information--most relates to the topic.	Relays a great deal of information--all relates to the topic.
Be Punctual	Does not hand in any assignments.	Hands in most assignments late.	Hands in most assignments on time.	Hands in all assignments on time.
Take Responsibility
Fulfill Team Role's Duties	Does not perform any duties of assigned team role.	Performs very little duties.	Performs nearly all duties.	Performs all duties of assigned team role.
Share Equally	Always relies on others to do the work.	Rarely does the assigned work--often needs reminding.	Usually does the assigned work--rarely needs reminding.	Always does the assigned work without having to be reminded.
Value Others' Viewpoints
Listen to Other Teammates	Is always talking--never allows anyone else to speak.	Usually doing most of the talking--rarely allows others to speak.	Listens, but sometimes talks too much.	Listens and speaks a fair amount.
Cooperate with Teammates	Usually argues with teammates.	Sometimes argues.	Rarely argues.	Never argues with teammates.
Make Fair Decisions	Usually wants to have things their way.	Often sides with friends instead of considering all views.	Usually considers all views.	Always helps team to reach a fair decision.
				Total

CONCLUSION:

This assignment will have open your eyes to the many and severe consequences of destroying the world’s forest. It will help you to spread the awareness and motivate you to take care of one of Earth’s greatest natural resource.

STANDARDS

English Language Arts

Standard 1:   Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 3:   Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4:   Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

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, seek answers, and develop solutions.

Standard 2:   Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.