Ms. Maudio
10th Grade Living
Environment
Introduction
The human
population can attribute their continued success in controlling the environment
to their profound intelligence and use of technology. The environment has been and continues to be
manipulated by constant efforts to conquer.
The price of success on many fronts has led to vast amounts of
pollutants that are poured into the atmosphere every day. This threatens human health, damages the
environment and alters the Earth’s climate.
In the past, the atmosphere was able to renew itself through
interactions with the biosphere and hydrosphere. Today, renewal is threatened by the
increasing use of fossil fuels, expanding industrial production, residential
use of toxic substances and the increasing use of cars.
Task
You
are environmentalists engaged by the government to investigate the quality of
air surrounding us and to make recommendations to adopt successful measures to
clean up our environment while satisfying the differing economic, political and
social agendas of many people. Working
in groups of 4, you will use the Public Policy Analyst worksheets to organize
the processing of your information, after choosing to discuss one type of
pollution in depth or discussing several collectively. However, each member of the group will
produce their own product. You will develop a 9-11 slide PowerPoint presentation to show to the
class or write a 3-5 page written report. You will follow the TIPS PPA format
for either project.
Process
- Use the search engines and
websites listed and any other appropriate sources to gather information.
- Develop a policy statement and
present evidence to support it.
- Submit a creative cover,
depicting subject matter
- Create a title page, with the
title of the report, your name, class and date.
- You are encouraged to use
graphics, charts and pictures in addition to your 9-11 power point slides
presentation or 3-5 pages typed-written report.
- Your must base your report in the
six-step PPA format. Complete each of the worksheets using information from
the internet or other sources. This information is to be used in your
final report.
Define
how big a problem we have. http://www.maxwell.syr.edu/plegal/TIPS/worksheet1.html
Determine
how real the threat is to us. http://www.maxwell.syr.edu/plegal/TIPS/worksheet2
Investigate
the causes for the pollution. http://www.maxwell.syr.edu/plegal/TIPS/worksheet3.html
Deduce
the effects of the pollution environmentally. http://www.maxwell.syr.edu/plegal/TIPS/worksheet4.html
Research
what has been done and is being done to alleviate the problem. http://www.maxwell.syr.edu/plegal/TIPS/worksheet5.html
Propose
measures to correct or stop the problem. http://www.maxwell.syr.edu/plegal/TIPS/worksheet6.html
- Present your PowerPoint report or
excerpts of
your written report to the class in 5-10 minutes.
Evaluation
Your
final grade will be dependent on an evaluation by your peers and me. You will be judged on organization of ideas,
content, neatness, presentation and creativity.
The following rubric simplifies what is expected of you.
PowerPoint
Rubric
|
ACTIVITY |
4 |
3 |
2 |
1 |
|
|
Research and Note taking |
accurately
researched varied information sources, recorded and interpreted statements,
graphics and questions and evaluated alternative points of view. |
recorded
relevant information from multiple sources of information, evaluated and
synthesized relevant information. |
misinterpreted
statements, graphics and questions |
Did
not record information |
|
|
Introduction |
presents
the overall topic and draws the audience into the presentation with
compelling questions |
is clear and
coherent and relates to the topic. |
shows
some structure but does not create a strong sense of what is to follow. is
overly detailed or incomplete |
does not
orient the audience to what will follow. |
|
|
Content |
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. |
The
content is written with a logical progression of ideas and supporting
information. Includes
persuasive information from *primary sources. |
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. |
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 |
The
fonts are easy-to-read and point size varies appropriately for headings and
text. Contains 8 slides 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. |
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. Contains 6 slides |
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. Contains 4 slides |
The
text is extremely difficult to read with long blocks of
text and small point size of fonts, inappropriate contrasting colors,
poor use of headings, subheadings, indentations, or bold formatting. |
|
|
Layout |
layout is
aesthetically pleasing and contributes to the overall message with
appropriate use of headings and subheadings and white space. |
The
layout uses horizontal and vertical white space
appropriately. |
The
layout shows some structure, but appears cluttered and busy or distracting
with large gaps of white space or uses a distracting background. |
The
layout is cluttered, confusing, and does not use
spacing, headings and subheadings to enhance the readability. |
|
|
Graphics, Sound and/or Animation |
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. |
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. |
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. |
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 |
The
text is written with no errors in grammar, capitalization, punctuation, and
spelling. |
The
text is clearly written with little or no editing required for grammar,
punctuation, and spelling. |
Spelling,
punctuation, and grammar errors distract or impair readability. (3
or more errors) |
Errors
in spelling, capitalization, punctuation, usage and grammar repeatedly
distract the reader and major editing and revision is required. (more
than 5 errors) |
|
|
Persuasive Essay and Worksheets |
Worksheets are complete Letter is well crafted and demonstrates
superior use of the conventions of standard written English |
Worksheets are complete Letter contains acceptable usage of he conventions of
standard written English |
Worksheets are complete Letter contains weak usage of the conventions
of standard written English |
Worksheets are Incomplete Letter does not use the conventions of
standard written English |
|
A
Rubric For Written Work
|
Rubric
of Standards |
||||
|
Point value Standards |
3 |
2 |
1 |
Total |
|
Organization |
(Intro, body & conclusion) |
|
|
|
|
Detail |
|
|
|
|
|
Visual
Appeal |
|
|
|
|
|
Creativity |
|
|
|
|
|
Presentation |
|
|
|
|
|
G R A N D T
O T A L
……… |
||||
NY State Standards
1. Student will read and comprehend information
materials.
2. Students will produce a report of information.
3. Participate in group meetings.
4. Students will use
mathematical analysis, scientific inquiry, to pose
questions and
develop solutions.
5. Students will
access, generate, and process information according to
technologies.
6. Students will
understand and apply biological concepts, principles and
theories pertaining to the Living
Environment.
7. Students will
understand the relationship that connect mathematics,
science and
technology and apply the themes to these and other areas
of learning.
8. Students will critique documents with an eye to
strategies common in
public discourse.
9. Students will critique functional documents with
an eye to strategies
common to effective
functional documents.
10. Students will
apply the knowledge and thinking skills of
mathematics,
science, and technology to address real-life problems
and make informed decisions.
Resources
Search engines
Websites
http://www.epa.gov/airmarkets/arp/
http://www.animationfactory.com/free/science/science_page_aa.html
http://yosemite.epa.gov/EE/epa/eerm.nsf/vwSER/902C474CD22D9E608525644D0053BDE1?OpenDocument
http://www.niehs.nih.gov/centers/2002News/news6.htm
http://www.worldtradecentersyndrome.com/news/n04.html
http://www.bhf.org.uk/questions/index.asp?secondlevel=370&thirdlevel=704
http://science.nasa.gov/headlines/y2000/ast08sep_1.htm
http://capita.wustl.edu/CAPITA/
Conclusion
This research will
help you understand the need to pay close attention to your own actions and
those around you. This springboard
disguised as your enlightenment will hopefully serve to aid you in becoming an
active participant in preserving our environment indirectly and directly. The use of the Public Policy Analyst
procedure emphasizes the groundwork for making guidelines in our society.