BY
ANGEL BOOKAL
Email: abookal@hotmail.com
Science Department
INTRODUCTION
The Department
of Education is debating whether or not evolution should be a part of the
curriculum because there are so many parents that are opposing it. As Science Public Policy Analysts, you must
investigate the problem of evolution versus creationism. You will provide the panel that will be
hearing evidence from both sides of the debate information in favor of
including evolution in the curriculum.
TASK
You will:
1. Complete the linked worksheets so as
to familiarize yourself with the Science Public Policy Analyst process and to
assist you in gathering all of the information required.
2. Create a visual presentation that briefly explains the problem
and evidence of it. The bulk of your presentation will focus on scientist’s
evidence of evolution. Your visual
presentation will be accomplished via PowerPoint.
3. Present your findings to your class in a 3-5 minute oral
presentation.
PROCESS
As young Science
Public Policy Analysts, you will follow the steps provided to gather all of the
information necessary in preparation for your presentation at the Department of
Education’s hearing.
1. Click on the links for each
question. Review the information on the page.
b.
What can people in a
democratic society do?
c.
What is the purpose of
SPPA?
d.
What public policy
skills will you develop?
e.
What are the three
main components involved in public policy issues?
2. You will use the
worksheets in each of the following links to complete these steps.
Discuss the social problem of whether or not evolution should be
included in the science curriculum.
b. Gather evidence
of the problem.
-Include
information from anti-evolution activists.
-Then
provide evidence of evolution.
3. Create a
PowerPoint presentation which contains the following:
a. 10
slides
-1/3 on problem and beliefs of
anti-evolution activists
-2/3 on evidence of evolution
b. 10 pictures
of organisms showing evolutionary relationships
c. 5+ Word or Clip Art
Images
d. 1
effect per page
e. 1
sound per page
If for any reason you
cannot access the description and worksheet for the link(s) you will go to the
following site: http://www.maxwell.syr.edu/plegal/TIPS/select.html
EVALUATION 
ORAL
PRESENTATION
|
ACTIVITY |
Exemplary |
Proficient |
Partially Proficient |
Incomplete |
Omitted |
POINTS |
|
Speech |
10 points The speaker
was enthusiastic, loud and clear. |
8 points The speaker
was clear and understandable. |
6 points The speaker
was somewhat clear but their volume fluctuated in a sporadic manner. |
4 points The speaker
was barely understandable. |
0 points The speaker
was not clear or understandable. |
|
|
Eye Contact |
10 points Eye contact
was made with the entire audience throughout the speech. |
8 points Eye contact
included one sided of the room more than the other. |
6 points Eye contact
was made but only with a few people. |
4 points There was
barely any eye contact. |
0 points There was no
eye contact. |
|
|
Familiarity with Material |
10 points The speaker
referred to note cards once or twice. |
8 points The speaker
referred to note cards a few times. |
6 points The speaker
heavily relied upon note cards. |
4 points The speaker
read from note cards. |
0 points The speaker
did not make use of note cards and seemed lost. |
|
VISUAL
PRESENTATION
|
ACTIVITY |
Exemplary |
Proficient |
Partially Proficient |
Incomplete |
Omitted |
POINTS |
|
# OF SLIDES |
10 points 13+ |
8 points 11-12 slides |
6 points 10 slides |
4 points 7-9 slides |
0 points 6 or less slides |
|
|
Content |
10 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. |
8 points The content is written with a logical
progression of ideas and supporting information. Includes persuasive information from *primary sources. |
6 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 |
4 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. |
0 points Information is incomplete, out of date and/or
incorrect. Sequencing of ideas is unclear. |
|
|
# of Graphics |
10 points 10+ graphics |
8 points 8-9 graphics |
6 points 6-7 graphics |
4 points 4-5 graphics |
0 points 3 or less graphics |
|
|
Word or Clip
Art images |
10 points 5+ images |
8 points 4 images |
6 points 3 images |
4 points 2 images |
0 points 0-1 image(s) |
|
|
Effects &
Sound |
10 points Meet requirements (1 effect & 1 sound per page) & enhance
presentation |
8 points Meet requirements |
6 points Meet requirements but are somewhat distracting |
4 points Elements missing on 1/3 of slides. |
0 points Few required elements and/or very distracting |
|
|
Writing Mechanics |
10 points The text is written with no errors in grammar,
capitalization, punctuation, and spelling. |
8 points The text is clearly written with little
or no editing required for grammar, punctuation and spelling. |
6 points Spelling, punctuation, and grammar errors
distract or impair readability. (3 or more errors) |
4 point Errors in spelling, capitalization,
punctuation, usage and grammar repeatedly distract the reader and major
editing and revision is required. (more than 5 errors |
0 points Obviously, there was no editing or revision
attempted. |
|
|
TOTAL |
|
|
|
|
|
/100 |
RESOURCES 
Search
engines:
Websites:
Merriam-Webster Dictionary and Thesaurus
Understanding Evolution - Misconceptions
Talk Origins - Creation/Evolution
continuum
National Center for Science Education
Book-A View from the National
Academy of Sciences
CONCLUSION
As the debate continues between “evolutionists” and “creationists”,
it is imperative that we realize that there are a spectrum
of beliefs but, it is possible for science and religion to coexist without
conflicting. To do so, we must look at
literal and interpretive views of sacred books and discoveries of scientists.
STANDARDS
MATHEMATICS, SCIENCE, AND TECHNOLOGY
Standard 1: Analysis, Inquiry,
and Design
Students
will use mathematical analysis, scientific inquiry, and
engineering design, as appropriate, to pose questions, seek
answers, and develop solutions.
Standard 2: Information Systems
Students
will access, generate, process, and transfer information
using appropriate technologies.
Standard 4: Science
Students
will understand and apply scientific concepts, principles,
and theories pertaining to the physical setting and living
environment and recognize the historical development of
ideas in
science.
Standard 5: Technology
Students
will apply technological knowledge and skills to design,
construct, use, and evaluate products and systems to satisfy
human and environmental needs.
Standard 7: Interdisciplinary
Problem Solving
Students
will apply the knowledge and thinking skills of
mathematics, science, and technology to address real-life
problems and make informed decisions.
SOCIAL STUDIES
Standard 4: Economics
Students
will use a variety of intellectual skills to demonstrate
their
understanding of how the
develop economic systems and associated institutions to
allocate
scarce resources, how major decision-making units function
in
the
economy solves the scarcity problem through market and
nonmarket mechanisms.
Standard 5: Civics, Citizenship,
and Government
Students will use a variety of
intellectual skills to demonstrate
their understanding of the necessity for establishing
governments;
the governmental system of the
the
United States Constitution; the basic civic values of American
constitutional democracy; and the roles, rights, and
responsibilities of citizenship, including avenues of
participation.