The solution is to get rid of all the air pollution

Ira Rosenkrantz

DeWitt Clinton High School

Introduction

We are all sick I can’t take it anymore. Every time I walk into this neighborhood I feel sick

Cloud Callout: Pollutants ,ozone,particulates, carbon monoxide

I know people is this area who have, birth defects, emphysema, chest pains and lung cancer. There seems to be factories all over the place. I also see all the smoke that is given off from the factories each day. What can we do? You are a student reporter for your school newspaper, and you will make a presentation to the environmental protection agency .

Task

Investigate whether air pollutants are found in New York. What are the current policies about air pollutants, and should we develop new policies to prevent the problem. You will use the public policy analysis website, and the internet to develop a storyboard presentation. A storyboard is a visual presentation of a concept. The storyboard should include pictures or other visual aids. You will make a 3- 4 minute oral presentation that explains the storyboard using public policy analysis. 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 storyboard and the oral presentation will be done by a group of students.

Process

You will be placed in groups of 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

ü 1 Define problem

ü 2. Gather evidence

ü 3. Identify causes

ü 4. Evaluate a policy

ü 5. Develop solutions

ü 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 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 storyboard, and a 3-4 minute oral presentation.

On day two do the following:

click on the blue word gather
Read the page and do the worksheet
Go to websites to gather evidence to show that there is a problem.
Write two questions to ask the class, during your group oral presentation that will indicate to you that the students understand the reasons that your evidence supports your problem. For example, if you show a picture of air pollution, Why is the picture an example of evidence that supports your problem?
Go back to your group and discuss the worksheet and information from the worksheets
As part of your evidence, include pictures or other visual aids such as charts and graphs from the websites.

STORYBOARD HELP

The storyboard could be a:

1. Poster board

2. Power point presentation storyboard

3. Set of pictures taped to the blackboard

4. Series of overhead projections

Storyboard Websites

http://www.perry-lake.k12.oh.us/phs/American Experience Class/American Dream Project/powerpoint_presentation_storyboa.htm

http://www.adamation.com/products/personalStudio/docs/2.0/English/Storyboard_Panel/Storyboard/storyboard.html

http://www.caerphilly.org.uk/general/projects/ict/GPP/Activities/KS2/ComicStrip.htm

In order to use the internet. Use the following search engines:

www.google.com

www.yahoo.com

Visual aids

In order to get visual aids for your storyboard go to

www.google.com - type in “air pollution “click on the word images

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

1. Websites

http://www.epa.gov/ord/htm/researchstrategies.htm - rs04

Reducing air pollution

http://www.epa.gov/ord/htm/researchstrategies.htm - rs00

Disease and air pollution

http://yosemite.epa.gov/EE/epa/eerm.nsf/vwSER/902C474CD22D9E608525644D0053BDE1?OpenDocument

Disease and air pollution

http://www.niehs.nih.gov/centers/2002News/news6.htm

air pollution and lung cancer

http://www.worldtradecentersyndrome.com/news/n04.html

World trade center, air pollution and disease such as emphysema

http://216.239.53.100/search?q=cache:A7jTCZxYdFkC:www.eany.org/public_html/pdf/dirtyNY3.pdf+%22New+york++Pollution%22&hl=en&ie=UTF-8

New York’s dirty secret about air pollution. The Midwest also contributes

http://www.bhf.org.uk/questions/index.asp?secondlevel=370&thirdlevel=704

air pollution and health problems

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

Key Idea 5.

Organisms maintain a dynamic equilibrium that sustains life

Performance indicator 5.2 h Disease may be caused toxic substances. Some effects show up right away . Others may not show up until years later.

Explain disease as a failure of homeostasis

Learning Standard for English

New York Standard 1

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

Storyboard Presentation Rubric

Point value	3	2	1
Has a picture that shows the problem	Excellent picture of the problem.	Good picture of the problem.	Poor picture of the problem.
Has visual aids that identifies causes	Visual aids which identifies all causes	Visual aids which identifies most causes	Visual aids which identifies some causes
Has visual aids that explains causes	Has visual aids that explains how each cause is related to the problem	Has visual aids that explains how most causes are related to the problem	Has visual aids that explains how some causes are related to the problem
Has visual aids that identifies solutions	Has visual aids that identifies all solutions	Has visual aids that identifies most solutions	Has visual aids that identifies some solutions
Questions	Writes two questions for each of the visual aids so that students understand what is being presented.	Writes two questions for 3 of the visual aids so that students understand what is being presented.	Writes two questions for 2 of the visual aids so that students understand what is being presented.

A-15-14points

B-13-12 points

C-11-10 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 four 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 three 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 two 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 Ø Search for websites using the internet

Ø Ø Develop critical thinking skills

Ø Ø Provide questions that will test for students’ understanding

Ø Ø Present an oral presentation

Ø Ø Present a storyboard presentation

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

Ø Ø Be vigilant of the air they breathe