Smoking By Under-Age School Children In

New York City Public Schools

Shehaz Hashim

CIS 166

shehnazhashim@earthlink.net

Introduction

As a PPA (Public Policy Analysis), make believe you are the principal of a middle school who is having a difficult time getting parents and students to understand that children under eighteen years of age are prohibited to smoke. Also, you need them to adhere to the no smoking policy of the school.

The Task

By the end of the quest you will have surfed the Internet to:

Successfully define why a no smoking policy is needed

§ Gather evidence supporting a no smoking policy:

What is the no smoking policy and why do we need it to be implemented?

§ Identify the causes mandating a no smoking policy for minors.

§ Discuss how schools can adhere and involve parents and children in following the policy.

List all the existing no smoking policies and choose the best one.

§ List the benefits on adopting a school uniform policy

§ Choose an additional web site to conduct your research

The Process

To begin working on your quest:

1. Get into groups of four. (Approved by the teacher). Each team member assumes a definite role.

2. Work through the web quest to gather information about adhering and adopting a stricter no smoking policy.

For the final presentation

· Write a persuasive essay on your position.

· Create a model of a healthy lung and

smoker’s lung.

· Create a chart to explain your findings.

· Look at the cells from a healthy lung and

compare it with a cell from a smoker’s lung.

· Use Microsoft PowerPoint for your

presentation.

· Oral presentation.

Resources

http://www.maxwell.syr.edu/plegal/tips/welcome.html

http://www.tobaccofree.org/children.htm

http://journalism.fas.nyu.edu/pubzone/smokering/malekan.html

http://abclocal.go.com/wabc/news/WABC_032701_womensmoking.html

http://www.nycenet.edu/oit/sciguide.pdf

http://www.middleschoolscience.com/

http://www.channelonenews.com/archives/news/200202.html

http://www.spfk12.org/Board_Bulletin_Dec.pdf

Evaluation

You will be evaluated on this assignment on clarity, completeness of your research, and the overall quality of your presentation.

This rubric may be used for self-assessment and peer feedback. The project grade will be based upon the following evaluation scale:

A - Exemplary: 40-44 points
B - Proficient: 35-40 points
Partially Proficient or Incomplete: Needs to be resubmitted - less than 34 points

PowerPoint Rubric

ACTIVITY	Exemplary	Proficient	Partially Proficient	Incomplete	POINTS
Research and Notetaking	6 points Notecards indicate group members accurately researched varied information sources, recorded and interpreted statements, graphics and questions.	4 points Notecards show group members recorded relevant information from multiple sources of information, evaluated and synthesized relevant information.	2 points Note cards show group members misinterpreted statements, graphics and questions and failed to identify relevant arguments.	0 points Note cards show group members recorded information from four or less resources, and ignored alternative points of view.
Introduction	3 points The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals.	2 points The introduction is clear and coherent and relates to the topic.	1 point The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience.	0 points The introduction does not orient the audience to what will follow. The sequencing is unclear and does not appear interesting or relevant to the audience.
Content	8 points The content is written clearly and concisely with a logical progression of ideas and supporting information. The project includes motivating questions and advanced organizers that provide the audience with sense of the project’s main idea. Information is accurate, current and comes mainly from * primary sources.	6 points The content is written with a logical progression of ideas and supporting information. Includes persuasive information from *primary sources.	4 points The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information with few facts. Some of the information may not seem to fit. *Primary source use is not always clear.	0 points The content lacks a clear point of view and logical sequence of information. Includes little persuasive information and only one or two facts about the topic. Information is incomplete, out of date and/or incorrect. Sequencing of ideas is unclear.
Text Elements	3 points The fonts are easy-to-read and point size varies appropriately for headings and text. Use of italics, bold, and indentations enhances readability. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of text.	2 points Sometimes the fonts are easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability.	1 point Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text.	0 points The text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, and poor use of headings, subheadings, indentations, or bold formatting.
Layout	3 points The layout is aesthetically pleasing and contributes to the overall message with appropriate use of headings and subheadings and white space.	2 points The layout uses horizontal and vertical white space appropriately.	1 point The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background.	0 points The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability.
Citations	6 points Sources of information are properly cited so that the audience can determine the credibility and authority of the information presented. All sources of information are clearly identified and credited using MLA citations throughout the project.	4 points Most sources of information use proper MLA citation and sources are documented to make it possible to check on the accuracy of information.	2 points Sometimes copyright guidelines are followed and some information, photos and graphics do not use proper MLA citations.	0 points No way to check validity of information.
Graphics, Sound and/or Animation	3 points The graphics, sound and/or animation assist in presenting an overall theme and make visual connections that enhance understanding of concept, ideas and relationships. Original images are created using proper size and resolution, and all images enhance the content. There is a consistent visual theme.	2 points The graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content. Original images are used. Images are proper size, resolution.	1 point Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts. Most images are clipart or recycled from the WWW. Images are too large/small in size. Images are poorly cropped or the color/resolution is fuzzy.	0 points The graphics sounds, and/or animations are unrelated to the content. Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content.
Writing Mechanics	6 points The text is written with no errors in grammar, capitalization, punctuation, and spelling.	4 points The text is clearly written with little or no editing required for grammar, punctuation, and spelling.	2 points Spelling, punctuation, and grammar errors distract or impair readability. (3 or more errors)	0 points Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required. (more than 5 errors)
Teamwork	6 points The group documents how members brainstormed, discussed, assumed roles and solved problems. Provides evidence that group members helped one another, shared ideas, developed and evaluated their finished product(s). The project is clearly a group effort.	4 points The group documents how members divided tasks, shared the workload and managed problems in a way that advanced the group goal.	2 points The group occasionally helped one another but required teacher assistance to resolve differences. One person documents that he/she did most of the work and/or problems were not managed in a way that advanced the group goal.	0 points The group required teacher assistance with dividing tasks and resolving differences. Few people contributed their fair share of work.
TOTAL POINTS					/44

	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:

Conclusion

Based on your findings, you should be able to create a no smoking policy that can be implemented within your own school. Also, you will gain a better understanding of the effects of smoking on underdeveloped lungs.

ADDITONAL RESOURCES

http://www.presmark.com/htmlfile/pictures.htm

http://208.48.48.190/TFI/WNTD2002/WNTD2002Kit-TobaccoUseEffects.htm#section9

http://www.cancer.ca/ccs/internet/standard/0,3182,3172_367563__langId-en,00.html

Standards:

Communication Arts:

E2a: Students produce a report.

E2e: Students will produce a persuasive essay.

E3b: Students will participate in group meetings.

Science:

S2a: Structure and function in living systems.

S5c: Uses evidence from reliable sources to develop description

S5f: Works individually and in team to collect and share information.