By: Dr. Mildred Roldan &Carline Clarke

INTRODUCTION

Over the past few years there has been an increase in the numbers of teenagers who are obese at Lincoln High School. Teenage obesity is no longer an issue of them being ridiculed or teased, it is potentially life-threatening. Obesity can lead to severe liver damage caused by too much body fat and may lead to liver transplant due to liver failure. Recent research also shows that obese teenagers are at risk of suffering adult related chronic diseases such as high blood pressure, high cholesterol, and type II diabetes. What caused this increase of obesity in our school? Is it the food served in the cafeteria? Are students making the right food choices? Is it the candy fund-raisings or are there other reasons? What do you think should be done to deal with this problem?

You will take part in an advocacy group that will determine some of the factors that contribute to obesity in your school. You will present your findings to the various stakeholders in the school and to the students in the Nutrition and Health classes, and make recommendations as to the policies that should be implemented to address the problem.

TASK

Your group will be responsible for conducting a survey using a sample of students from each grade to determine the factors that contribute to teenage obesity in the school. You will apply the PPA model to address the problem of obesity and make recommendations to solve it.

PROCESS

You will be assigned to one of three groups. Each group will have an assigned role in the project.

Group I-

Your group will be responsible for developing and administering a survey for each grade level, (9-12) in an English class. After gathering and compiling the data, use graphs and charts to share the data with the various stakeholders. A graphic display of the data can be posted in the school cafeteria. The following web sites can assist your group in developing the survey.

Group II

Your group is responsible for researching and summarizing the health risks of obesity for teenagers.

Group III

Prepare power point presentation of the survey results to share with the Health and Nutrition classes as well the faculty and PTSA. Use the steps of the PPA model to design your presentation. As an additional assignment, your group will select 3 members to attend a YPS board meeting and present a summary of the findings about the problem with recommendations. Members of groups I and II will assist group III in this presentation.

1. Define the problem

2. Gather evidence

3. Identify causes

4. Evaluate a policy

5      Develop solutions

6      Select the best solution

RESOURCES

The following web sites can assist your group in presenting evidence on the health risk effects of obesity in teenagers and prevention.

http://www.cdc.gov/

Teen Obesity Cuts Life Expectancy

Teenage Obesity How to prevent teenage obesity - Weight loss for teenagers

NYC Schools Trashing Junk Food - CBS News

Strategic Plan for Overweight and Obesity Prevention - New York State

Teenagers Today: Hope for Overweight Teens

Student Research for Action

Survey web address:
http://www.opinionpower.com/Surveys/959055179.html

Graphed Results web address:
http://www.opinionpower.com/results.cgi?id=959055179

Text Results web address:
http://www.opinionpower.com/textResults.cgi?id=959055179

EVALUATION

Your performance will be assessed using two rubrics. One rubric will assess your work as a group and the oral presentation to the different stakeholders; the other rubric will assess your power point presentation.

	4	3	2	1
Task	All areas of the task were addressed and handled with a high degree of sophistication. The plan followed by the team demonstrated a great deal of thought.	At least one area of the task was not addressed. The plan followed by the team demonstrated a great deal of thought.	At least two areas of the task were not addressed. The plan followed by the team demonstrated a moderate level of thought.	The task is incomplete and/or it is apparent that little effort went into the development of the task.	____
Process: Teamwork	It is evident that a mutual effort and cohesive unit created the final product.	The team worked well together, but could have utilized each other's skills to a better degree.	The team had problems working together. Little collaboration occurred.	The final product is not the result of a collaborative effort. The group showed no evidence of collaboration.	____
Process: Originality	The ideas expressed by the body of work demonstrate a high degree of originality.	The ideas expressed by the body of work are mostly original. The group may have improved upon a previous idea.	The ideas expressed by the body of work demonstrate a low degree of originality.	There were no original ideas expressed in this project.
Grammar, Format , and Spelling	The final body of work was free of grammar, spelling, and formatting errors.	The final body of work had 1 error 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.
				Total---->	____

RUBRIC FOR CONSTRUCTION OF A POWERPOINT PRESENTATION

This may be used for self-assessment and/or peer feedback, as well as for formal assessment.

CRITERIA	EXEMPLARY (4 points)	PROFICIENT (3 points)	EMERGING (2 points)	INCOMPLETE (1 point)	RAW PTS.	WEIGHTING and TOTAL
Research and Note taking	Notes indicate accurately researched and varied information from a wide variety of sources Relevant information recorded Neatly organized and clearly labeled notes	Notes indicate accurately researched and varied information from several sources; Mostly relevant information recorded Neat notes and reasonable organization	Some attempt to acquire information relevant to topic, but from few sources Notes reveal some organization	Few notes reveal little attempt to acquire information Notes (if presented) are unorganized and incomplete		x =
Storyboard or Planning Sheet	Illustrates the slideshow structure with thumbnail sketches of each slide, clearly identifying title and text of each slide; Layout is clearly delineated (font, background, graphics, hyperlinks, sound)	Illustrates the slideshow structure with thumbnail sketches, generally identifying purpose, sequential order and a broad indication of layout (font, background, graphics, hyperlinks, sound)	The thumbnail sketches on the storyboard are mostly in logical sequence and have some information about layout	There are very few thumbnail sketches on the storyboard Thumbnail sketches do not provide an overview of the presentation
Subject Knowledge	Subject knowledge is clearly evident throughout the presentation All information is clear, appropriate and accurate	Subject knowledge is evident in most of the presentation Most information is clear, appropriate and accurate	Some subject knowledge is evident in the presentation	Subject knowledge is not evident Information is confusing, incorrect or flawed, or too insufficient to judge
Organization	The sequence of information is logical and well-organized Reveals very clear outline, introduction, body and conclusion	The sequence of information is quite well-organized Mostly clear outline, introduction, body and conclusion	Parts of the sequence of information are organized Some attempt at outline, introduction, body and conclusion	The sequence of information is disorganized Outline, introduction, body and conclusion are confused or unclear
Referencing/ Bibliography	All sources of information are properly acknowledged in the text All sources of information are clearly identified in the Bibliography using the school's preferred style	Sources are mainly acknowledged in the text Most sources are identified in the Bibliography, using the school's preferred style	Some sources of information are acknowledged in the text Some sources are identified in the Bibliography	Sources of information were not acknowledged or identified either in the text or in the Bibliography
Technical Aspects	Presentation of required number of slides runs very smoothly Slide transitions and animations are very consistent, and timing and order of appearance enhance the presentation	Presentation of required number of slides runs smoothly Slide transitions and animations are consistent, subtle, and well-timed	Presentation runs quite smoothly and features nearly the required no. of slides Animations and transitions are mostly consistent and suitable	Presentation doesn't feature required number of slides Slide transitions and animations are not consistent Timing is confused/distracting
Layout	Layout is exceptionally creative and visually appealing, appropriate to the message, and uses headings, sub-headings and white space very well Fonts, color and background are all in harmony and provide a consistent theme and easy readability	Layout is creative and visually appealing, appropriate to the message, and uses headings, sub-headings and white space well Fonts, color and background are almost all in harmony, and provide a clear theme and easy readability	Layout quite visually appealing/appropriate to the message, although headings and sub-headings are not always logical, and white space is sometimes too cluttered/ too empty Fonts, color and background are mostly in harmony and easy to read	Layout lacks visual appeal and is sometimes unstructured, or confusing, while white space is not used effectively (too cluttered/empty) Fonts, color and background lack harmony and text is not easy to read
Effects (Graphics , Sound/Video)	All graphics, sound/video or other enhancements are used effectively to enrich the presentation Enhancements contribute significantly to convey the intended meaning	Most graphics, sound/ video or other enhancements are used appropriately to enrich the presentation Enhancements contribute in conveying the intended meaning	Some use of graphics, sound/ video or other enhancements, but they do not always enrich presentation Enhancements are mostly appropriate, relevant and restrained	Very few, if any, graphic, sound/ video or other effects are present, or use of these tools is inappropriate, irrelevant or excessive
Writing Mechanics	The text is clearly written, with no spelling, grammar or punctuation errors to detract from content	The text is clearly written, with few errors in spelling, grammar or punctuation to detract from content	Content is understandable, but spelling, grammar and punctuation occasionally detract from content	Many spelling and/or punctuation errors seriously hinder the communication of content
Presentation	Excellent integration of spoken and visual presentation Very confident and compelling delivery features frequent eye contact, good diction and limited use of notes Well rehearsed	Integrates spoken and visual presentation well Confident and capable delivery features good eye contact, clear diction and restricted use of notes Quite well- rehearsed	Attempts to integrate spoken and visual presentation Delivery includes some eye contact, reasonable diction and some reliance on notes Some evidence of rehearsal	Spoken and visual presentation is difficult to follow and understand Delivery features little eye contact and/or poor diction with an over-reliance on notes Little evidence of rehearsal

Conclusion: 

This project was created to raise the awareness about teenage obesity in Lincoln High School, to identify factors within the school that contribute to it, and to make recommendations for changes in current policy. Your participation was greatly appreciated.

STANDARDS

Health and Physical Education

STANDARD 1

Personal Health and Fitness

English Language Arts

STANDARD 1

Students will read, write, listen, and speak for information and understanding.

STANDARD 2

Students will read, write, listen, and speak for literary response and expression.

STANDARD 3

Students will read, write, listen, and speak for critical analysis and evaluation.

STANDARD 4

Students will read, write, listen, and speak for social interaction.

Social Studies

STANDARD 5

Civics, Citizenship, and Government

Use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.