The Killing of Fish

Ira Rosenkrantz

DeWitt Clinton High School

 

 

 

 

 

 

Introduction

 

Is this a fishy story? Let us see. Here are the details. As you walk on the beach, you discover a terrible sight. Dead fish are all over the beach. You wonder about all the past warnings don’t eat the fish, and don’t swim in the water. The government says everything is safe that we can eat the fish and swim in the water.  Yet, there are past histories in the world of epidemics caused by organisms in the water. In addition, organisms in the water can cause crippling illnesses, birth defects, and deaths. You are not sure of what is the true. Can they be giving us a fishy story? You are an environmentalist in New York working for the Sierra Club, and you are going to contact the media.    What can you do to prevent the killing of  fish?

 

 

 

Task

   

      Investigate whether fish are being killed in New York. What are the current policies about fish being killed? Should we develop new policies to prevent the problem? You will use the public policy analysis website, and the internet to develop a microsoft word presentation of 4-6 pages. The paper should include pictures or other visual aids such as charts and graphs. You will also make a 3- 4 minute oral presentation. The oral presentation should have two questions on each of the public policy steps that will allow you to know that the students understand your presentation. Both the microsoft word paper and the oral presentation will be done by a group of students. 

 

Process

You will be placed in groups four.

 

   In order to develop your report, use the 6 step public policy analysis format found

on the website   http://www.maxwell.syr.edu/plegal/ppa/intro.html

 

  1. Define problem
  2. Gather evidence
  3. Identify causes
  4. Evaluate a policy
  5. Develop solutions
  6. Select best solution

 

  On day one do the following:

Ø       Define the problem based on the introduction

Ø       Click on the highlighted blue word above, which is the problem.

Ø       Go to the end of the worksheet and click on worksheet 1 defining social problem

Ø       Fill out the worksheet, based on the problem from the introduction you read above, which you will find on the problem sheet.

Ø       After completing the worksheet, join your group of 4 and discuss the problem

Ø       Read the  “define problem page” to help you in your discussion. 

Ø       Come up with one problem for the whole group based on the introduction

Ø       Your group will do a 4- 6 page paper about this problem, and a 3-4 minute oral presentation.

  On day two do the following:

 

  1. Click on the blue word gather 
  2. Read the page and do the worksheet
  3. Go to websites to gather evidence to show that there is a problem.
  4. Write two questions to ask the class, during your   group oral presentation that will indicate to you that  students understand the reasons that your evidence supports your problem. For example, if you show a picture of a fish floating in the water, why is the picture an example of evidence that supports your problem?
  5. Go back to your group and discuss the information on the worksheets         
  6. As part of your evidence, include pictures or other visual aids such as charts and graphs from the websites.

 

In order to use the internet, use the following search engines:

 

www.google.com

www.yahoo.com

 

Here are some sites that will help you with your report:

 

1. Websites

 

http://www.epa.gov/ost/fish/fisheng.pdf

Should I eat the fish I catch?

 

http://www.businessweek.com/magazine/content/02_26/b3789046.htm

Dredging the Hudson river

 

http://sumagazine.syr.edu/current/features/feature1/

acid rain killing fish

 

http://www.oag.state.ny.us/press/2002/jan/jan08a_02.html

acid rain killing fish

 

http://www.dec.state.ny.us/website/hudson/actionplan.html

estuary plan to protect water

 

http://www.praxis-ibc.com/id110.htm

chemicals killing organisms

 

http://www.clearwater.org/news/nospray.html

spraying kill fish

 

http://ehpnet1.niehs.nih.gov/docs/2000/108-12/forum.html

pesticides and fish

http://www.uft.org/?fid=79&tf=198

the effect of  pesticides and acid on living things

 

http://jama.ama-assn.org/issues/v283n23/fpdf/jmn0621.pdf

Hudson river and PCBS

 

http://jama.ama-assn.org/issues/v283n23/fpdf/jmn0621.pdf

Parkinson disease, fish and pesticide

 

http://www.nytimes.com/pages/science/index.html

http://www.nytimes.com/pages/science/life/

http://www.pfiesteria.seagrant.org/

http://www.cgfi.org/new_detail.cfm?Art_ID=224

 

 

Follow the same procedure you did for day two, and use the following  other steps :

 

 Day 3         3.  Identify causes       

 Day 4         4.  Evaluate a policy       

 Day 5         5.  Develop solutions

 Day 6         6.  Select best solution

 

In addition, decide which member of your group will write up each part of the paper.   

 

 

Evaluation

 

Learning standard for Science

   New York State Standard 4

   Students will understand and apply scientific concepts, principles, and theories pertaining to the physical

setting and living environment.

  Key Idea 4. 

 

  The continuity of  life is sustained through reproduction and development

   Performance indicator   6

   Animals depend and their physical environment.

 Learning Standard for English

    New York Standard 1

   Student will read, write, listen or speak for information and understanding.

 
Microsoft Presentation Rubric

 

 

Point value

3

2

1

Heading

 

 

 

Definition

Writes the problem thoroughly.

Good definition of the problem

Writes the problem poorly.  

Problem

Thoroughly explains why there is a problem.

Good explanation of why there is a problem.

 Poor explanation of why there is a problem.

Gathering evidence

Gathers evidence from 5 internet sites.

Gathers evidence from 3 or 4 internet sites.

Gathers evidence from 2 or less internet sites.

Explains evidence

 Thoroughly explains why the evidence is related to the problem

Good explanation. Understands how most of the evidence is related to the problem.

Poor explanation. Understands why some of the evidence is related to the problem.

Identifies causes

Identifies all causes

Identifies most causes

Identifies some causes

Explains causes

Explains how each cause is related to the problem

Explains how most causes are related to the problem

Explains how some causes are related to the problem

Identifies solutions    

Identifies all solutions

Identifies most solutions

Identifies some solutions

Explanation of solutions

Explains how each solution will solve the problem.

Explains how most of the solutions will solve the problem.

Explains how some of the solutions will solve the problem.

Choice of best solution

Thorough explanation of why the choice is the best solution

Good explanation of why the choice is the best solution

Poor explanation of why the choice is the best solution

Paper

4-6 page were written. Each section was titled. There was excellent use of English

4-6 pages were written. Each section was titled. There was good use of English

Less than 4 pages were written. Sections were not titled. There was poor use of English

Questions

Writes two questions for each of the following steps in the public policy analyst format: evidence, causes, evaluation, and solution, that will help determine if students understand what is being presented.

Writes two questions for 3 of the following steps in the public policy analyst format: evidence, causes, evaluation, and solution, that will help determine if students understand what is being presented.

Writes two questions for 2 of  the following steps in the public policy analyst format: evidence, causes, evaluation, and solution, that will help determine if students  understand what is being presented.

Visual Aids

Imports three visual aids from the internet such as pictures, charts or graphs.

Imports two visual aids from the internet such as pictures, charts or graphs.

Imports one visual aid from the internet such as pictures, charts or graphs.

 

Explanation of points

 

A-36-34 points

B-33-30 points

C-29-26 points

 

Oral Presentation Rubric

 

Point value

3

2

1

Heading

 

 

 

Problem

Thoroughly explains why there is a problem.

Good explanation of the problem.

 Explains the problem poorly.

Gathering evidence

Gathers evidence from 5 internet sites

Gathers evidence from 3 or 4 internet sites

Gathers evidence from 2 or less internet sites

Explains evidence

 Thoroughly explains why the evidence is related to the problem

Good explanation. Understands how most of the evidence is related to the problem .

Poor explanation. Understands why some of the evidence is related to the problem.

Identifies causes

Identifies all causes

Identifies most causes

Identifies some causes

Explains causes

Explains how each cause is related to the problem.

Explains how most causes are related to the problem.

Explains how some causes are related to the problem.

Identifies solutions

Identifies all solutions

Identifies most solutions

Identifies some solutions

Explanation of solutions

Explains how each solution will solve the problem.

Explains how most of the solutions will solve the problem.

Explains how some of the solutions will solve the problem.

Choice of best solution

Thorough explanation of why the choice is the best solution.

Good explanation of why the choice is the best solution.

Poor explanation of why the choice is the best solution.

Presentation

Visual aids

Uses two visual aids such as pictures to help in their presentation. Asks at least two questions about the pictures or visual aids to show how they are related to the report.

Uses one visual aid such as pictures to help in their presentation. Asks at least two questions about the pictures or visual aids to show how they are related to the report.

Uses visual aids such as pictures to help in their presentation. Doesn’t ask at least two questions about the pictures or visual aids to show how they are related to the report.

Discussion

 of Questions  related to Public Policy Steps

Discusses two questions for each of the following steps in the public policy analyst format: evidence, causes, evaluation, and solution that will help determine if students understand what is being presented.

Discusses two questions for three of the following steps in the public policy analyst format: evidence, causes, evaluation, and solution that will help determine if students understand what is being presented.

Discusses two questions for one or two of the following steps in the public policy analyst format: evidence, causes, evaluation, and solution, that will help determine if students understand what is being presented.

 

Explanation of points

 

A-30 28 points

B-27-24 points

C-23-20 points

 

 

Conclusion

 

By completing this activity, students will learn how to: 

Ø     Search for websites using the internet

Ø     Develop critical thinking skills

Ø     Provide questions that will test for  students’  understanding

Ø     Present an oral presentation

Ø     Present a Microsoft presentation

Ø     Apply scientific concepts, principles, and theories pertaining to the physical setting and living environment

Ø     Be vigilant of the water they drink