Abraham Oyewo
aoyewo@aol.com
You went to a party where
plenty of alcohol was served. Your friend who drove you back home was very
drunk. Were you concerned as to whether or not you got home safe? Your friend
who drove you home should be described as Driving While Intoxicated (DWI). This
is one of social problems of drinking among teenagers. In addition to social
problems of alcoholism, there are also serious health issues, which are
connected with teenagers’ drinking.
You will do a research and
write a two-page report. The report will be typed and double-spaced. You will
make an oral presentation to the class.
The class will be divided into two groups. One
group will deal with the social problems of alcoholism among teenagers. The
second group will work on the effect of alcoholism on teenage human bodies. To
produce your report, you will follow the Public Policy Analyst steps below:
1.
Define the
problem of alcoholism: Write your definition of the problem in the worksheet
hyper-linked below: Worksheet 1
2.
Gather evidence:
a.
www.nida.nih.gov/Drugpages/
b.
http://alcoholism.newstrove./com/
c. Worksheet 2:
Gathering evidence of the problem
3.
Identify Causes:
a. worksheet # 3:
identifying the causes of the problem
4.
Evaluate Existing
Policy:
a.
Worksheet 4: Evaluating
Existing Policy
5.
Developing Solutions:
Fill in Worksheet # 5
a.
Review the causes
of alcoholism in step # 3
b.
Eliminate any
cause or causes of teenage alcoholism that you think does not make sense.
c.
Also you may like
to rewrite or modify any of the cause or causes of alcoholism in step 3
d.
Also review the
existing policy/policies in step 4! You may like tougher penalties for those
who violate the existing law/laws..
e.
Please include
what you think the government should to implement your recommendations
6.
Selecting
the best solution:
a. Using worksheet #
6 write your best solution to the stated problem in the spaces
provided
b. The group that worked on
the effect of alcoholism on human body will present
their results to the
class
c. The second group that worked on the social effect of alcoholism will also present
their results to the class.
A.
National Institute of
Alcohol Abuse and Alcoholism NIAAA
B.
Search Engines
1. Www.google.com
2. Www.yahoo.com
3. Www.lycos.com
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Evaluating Student Presentations |
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Grade Value 55% 60-79% 80 -90% 100% |
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1 |
2 |
3 |
4 |
Total |
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Introduction |
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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Organization |
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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Subject Knowledge |
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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Graphics |
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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Mechanics |
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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Eye Contact |
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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Public
Policy Analyst |
Used 1 PPA step |
Used 2 - 3 PPA steps |
Used 4-5 PPA steps |
Used 6 PPA steps |
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Total Points: |
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Science:
S7e: Communicates in a form suited to the purpose
and the audience, such as by writing in such a way that others can understand
and oral presentation in such a way that others can follow.
S5c: uses evidence from reliable
sources to develop descriptions, explanations, and models.
S5f: Works individually and in
teams to collect and share information and ideas.
English Language Arts:
E1c: Read and comprehend
informational materials.
E2a: Produce a report of
information.
E7b: Produce functional
documents appropriate to audience and purpose.
Upon the completion of this web quest, students will be able to
describe the following:
a. The biological
effects of alcoholism.
b. The social
effects of alcoholism.
c. Persuade their peers of the dangers of
driving while intoxicated.