Dr. Michael E. Korber
MMEK3@aol.com Science Department-AP Biology
INTRODUCTION
Asthma
is a medical condition that is prevalent in urban
environments and regions outlying
cities. Recent reports have noted the rate of asthma to be extremely high in
the
Your approach, ladies and gentlemen, will be
multifaceted. Each group of students
(four to a group) will work as a unit.
Your particular unit is attached to Senator Clinton’s staff. You serve as her legislative research
team. Your mandate is to research the
situation vis-à-vis asthma in the
THE TASK
Each team’s task is tri-fold. Initially your team will research the
signs and symptoms of asthma; and
evaluate its occurrence
rate in the Bronx. You will then
research the services available to the residents of the
In order to achieve your goals as outlined above, you will need to access the Public Policy Analyst while preparing your print report. As a follow-up for presentation to the Senate sub-committee on health care you will prepare a Power Point presentation outlining your findings concerning this issue and your suggestions to alleviate it.
THE PROCESS
You will initially divide your team’s efforts. Two of you will research the basic information
in order to describe what asthma is, what the signs
and symptoms of asthma are, and its prevalence in large urban centers such
as the Bronx. Simultaneously the remaining two members of
the team (you know who you are!) will research the facilities
and personnel necessary to service the asthmatic population in the
These first two efforts will require the use of the hyperlinks provided within the text above. In the resources section additional websites will be listed to aid you in your endeavor. Whenever investigating a hyperlink be sure to pursue hyperlinks you find at each website, in order to maximize your investigative skills.
Once each half of the team has completed their research and compiled the data in a
report; the four of you will share the information you have accumulated in order to bring all members of the team up-to-date on all aspects of the research. This will require you to conference together.
At the end of your conference, you will produce a Power Point to highlight your findings. It should include a section on the disease itself, a section on the signs and symptoms of the disease, and a section on the prevalence of the disease in the Bronx in particular and urban centers (and their outlying regions) in general.
Your final effort as a team will be to suggest strategies to the Honorable Senator about how to pass the legislation you are proposing to her (in a written report). This will involve the use of the Public Policy Analyst. An additional resource in the use of the Public Policy Analyst as a scientist might be useful to you. Other suggested sites will be found in the resources section. They will address aspects of the Public Policy Analyst. Explore them. The two hyperlinks directly above are an excellent starting point.
Note Benete: You
should treat the Power Point and the Public Policy Analyst information layout
as a form of programmed learning. Each
source will take you through the learning process one step at a time.
ADDITIONAL RESOURCES
The following listings will aid you in the process of creating a Power Point:
USING POWER POINT IN YOUR LESSONS
The following listings will aid you through the process of using the Public Policy Analyst, which will be a great aid in preparing your presentation for the Senator:
The following listings will aid you through the process of drawing up legislation:
NATIONAL CONFERENCE OF STATE LEGISLATURES
The following citations will be useful in your research for the basic information concerning asthma as a medical condition. Please expand upon these to facilitate your search to the optimum.
ASTHMA RELATED TO OTHER DISEASE CONDITIONS
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Evaluating Student Presentations |
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Developed by Information
Technology Evaluation Services, NC Department of Public Instruction |
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1 |
2 |
3 |
4 |
Total |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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Total Points: |
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Performance Standards in this Web
Quest:
E1c Reads, understands and produces written and
oral work.
E3b The student participates in group meetings.
E3c The student prepares and delivers an
individual presentation.
E4b The student analyzes and revises the work to
make it suitable for the audience.
S3e The student practices natural resource
management.
S5f Students
work individually and in teams to collect and share information and ideas.
S7b The student argues from evidence.
S7e Students communicates in a form suited for
the audience.
A2a Student makes an oral presentation of project
plan.
A2c Student develops a multi-media presentation.
CONCLUSION
Your team’s effort will be of
significance. The problem of asthma in
the
By intertwining your basic research skills utilized in this project with the Public Policy Analyst; and by developing proficiency with your writing and your technological skills (use of the internet as a research tool, Power Point presentation), you will not only be doing a service for your Senator and your county and your country; you will yourself have become a force for positive social change.
In
the words of President John F. Kennedy: Ask not what your country can do for
you, ask what you can do for your country.