MS. Simmons
INTRODUCTION:
Imagine
a world with no more majestic lions, cuddly koala bears, strange aardvarks, or
sleek gazelles. Many of the world's most exotic species are in danger of
becoming extinct! Already such species as the massive Mastodons and the fierce
saber-toothed tigers no longer exist. A wide variety of species, or biological
diversity, is one of the Earth's most treasured resources.
Present-day
species have come to the brink of extinction due to human activities such as
the destruction of natural habitats as human population and industry needs
increases, the increase in air and water pollution creating unhealthy
conditions for many species, overhunting and
exploitation of species, and importing foreign species into a new environment
causing negative changes in the environment.
When species become
extinct the loss is felt in many ways including imbalances in delicate
ecosystems, loss of potential medical cures and treatments from plants and
herbs, and the enjoyment of seeing the beauty and uniqueness of a variety of species.
You and your classmates can help prevent the extinction of endangered
species by taking action now!
TASK:
You
and your classmates will develop a public policy plan to protect endangered
species and prevent other species from becoming endangered by using the
six-step plan called Public Policy Analyst (PPA).
Your class will organize committees to
assist government agencies and public officials in implementing policies that
will address the issues and concerns surrounding endangered species. The
committees will use the internet to gather information for a five-page report
describing the problem, identifying the causes, and proposing resolutions.
Each committee will do a eight to ten minute presentation of their report to the
rest of the class who will analyze the feasibility of the plan in a class
discussion.
PROCESS:
1. Each
committee will consist of four members. Each member will be assigned one of the
following roles:
Committee
/leader- this member will keep the group on task, coordinate and organize
the activities necessary to complete the assignment, and making sure that each
committee member contribution is in line with the goals of the plan. Recordkeeper- this member will keep committee aware of time
limits, be responsible for keeping notes and holding all paperwork.
Writer-
this member will write the five-page report based on the research and information
gathered by the committee. Rough drafts must be reviewed by all members and
final report must be approved by everyone.
Presenter-
this member must present their committee's plan to the class. The presentation
should be organized, logical, and persuasive.
2. Each
committee will focus on a problem that will that will be critical to the
development of their plan.
To assist
in this process the group will complete worksheet #1 on PPA web site http://www.maxwell.syr.edu/plegal/TIPS/worksheet1.html
3. Once you
have selected a topic problem begin to gather evidence about the problem.
To assist
you in this stage of your assignment complete worksheet #2 http://www.maxwell.syr.edu/plegal/TIPS/worksheet2.html
4. Now the
committee will identify the causes of the problem. Complete worksheet #3 http://www.maxwell.syr.edu/plegal/TIPS/worksheet3.html
5. The
committee must evaluate existing policies concerning the issues to gain a
better understanding of the problem and to not waste time proposing policies
that are already in place. Complete worksheet #4 http://www.maxwell.syr.edu/plegal/TIPS/worksheet4.html
6. The
committee has done its research of the problem and present policies. Now you
can begin to make new solutions to correct, improve, or change the problem. To help
the committee to develop solutions complete worksheet #5 http://www.maxwell.syr.edu/plegal/TIPS/worksheet5.html
7. Your
committee must now choose the best solution they feel will address the problem.
Complete worksheet #6 http://www.maxwell.syr.edu/plegal/TIPS/worksheet6.html
8. Based on the research and information you
gathered while researching your problem and completing worksheets 1-6, the
committee will submit a five- page typewritten report of their public policy
plan to address the problem of endangered species.
9. Each
committee will give a eight to ten minute oral presentation stating their topic
problem, identifying the causes of the problem, discussing the pros and cons of
existing policies and presenting their solution. Presentations must be organized, logical, and
persuasive. Everyone should take notes on each presentation to participate in the
class discussion.
10.
Finally, a class discussion in the form of a public forum will be held to
discuss the feasibility of implementing the various solutions presented.
Everyone should contribute to this discussion.
RESOURCES:
EVALUATION:
|
CATEGORY |
“the project” |
Conceptual understanding of science |
Scientific Process |
Written Work |
Oral Presentation |
|
Components In Scoring |
-collects
data to assist in completing a project -uses
appropriate techniques to collect data(surveys) -evaluates
information for relevance -shows
evidence of research -uses
word processing, graphics, data bases, and spreadsheet programs to produce
project & related material |
-utilizes
key concepts in life, earth and/or physical science -uses
scientific concepts accurately to explain observation and/or make predictions -represents
the concept in multiple ways (ex. charts, diagrams, graphs or artwork) |
-states
identified problem -states a
hypothesis -explains
using PPA procedures/observations accurately -records
and organizes data clearly in ways in which can be verified by others -includes
clear and accurate graphic representations of collected data (ex. numbers,
tables, graphs, artwork, diagrams) -states a
conclusions which explains observations and inferences -reflects
and defends conclusions & recommendations |
-uses
several sources of information (in addition to an encyclopedia) in developing
a research report which may include a brochure, narrative procedure or guide
as part of the project -overall
structure has a clear order: intro, development, and conclusion _connects,
compares, and contrasts -supports
concepts with examples and definitions and references to (on)texts -cites
all sources with examples, definitions and references in texts -cites
all sources in footnotes -uses
graphics and art to enhance work -demonstrates
an understanding of the English language in written form (grammar, spelling,
punctuation and sentence |
-organizes
presentation in a logical way-uses notes or visual aides -presents
examples and definitions and direct reference to texts -responds
appropriately to questions -shapes
content to achieve purpose -demonstrates
an understanding of the rules of the English language in oral presentations -speaks
clearly |
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4 Exceeds Standards |
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3 Meets Standards |
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2 Approaching Standard |
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1 Significantly Below Standard |
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CONCLUSION: After completing this WebQuest students will
have met the following
HIGH
SCHOOL SCIENCE PERFORMANCE STANDARDS
S1 Physical Sciences Concepts
S1b Demonstrates an understanding of structure and properties of
matter.
S4 Scientific Connections
and Applications
S4a Demonstrates
an understanding of big ideas and unifying concepts.
S4d Demonstrates an understanding of the impact of technology.
S4e Demonstrates an understanding of the impact of science.
S5 Scientific Thinking
S5a Frames
questions to distinguish cause and effect; and identified or
controls
variables.
S5b Uses
concepts from Science Standards to explain a variety of observations and
phenomena.
S5c Uses
evidence from reliable sources to develop descriptions, explanations, and
models; and makes appropriate adjustments and improvements.
S5d Proposes,
recognizes, analyzes, considers, and critiques alternative explanations; and
distinguishes between fact and opinion.
S5e Identifies problems; proposes and implements
solutions; and evaluates the accuracy, design, and outcomes of investigations.
S5f Works
individually and in teams to collect and share information and ideas.
S6 Scientific Tools and
Technologies
S6a Uses
technology and tools to observe and measure objects, organisms, and phenomena,
directly, indirectly, and remotely, with appropriate consideration of accuracy
and precision.
S6b Records and stores data using a variety of
formats.
S6c Collects
and analyzes data using concepts and techniques in Mathematics Standard 4.
S6d Acquires information from multiple sources.
S6e Recognizes
and limits sources of bias in data.
S7 Scientific
Communication
S7a Represents
data and results in multiple ways.
S7b Argues
from evidence.
S7c Critiques
published materials.
S7d Explains a scientific concept or procedure to other
students.
S7e Communicates
in a form suited to the purpose and the audience.
S8 Scientific
Investigation
S8b Demonstrates
scientific competence by completing fieldwork.
S8d Demonstrates
scientific competence by completing secondary research.
HIGH
SCHOOL ENGLISH LANGUAGE ARTS PERFORMANCE STANDARDS
E1 Reading
E1c Read
and comprehend informational materials.
E2 Writing
E2a Produce
a report of information.
E3 Speaking, Listening,
and Viewing
E3a Participate
in one-to-one conferences with the teacher.
E3b Participate
in group meetings.
E3c Prepare
and deliver an individual presentation.
E4 Conventions, Grammar,
and Usage of the English Language
E4a Independently and habitually demonstrate an understanding of
the rules of the English language in written and oral work.
E4b Analyze
and subsequently revise work to improve its clarity and effectiveness.
E5 Literature
E5a Respond
to non-fiction using interpretive and critical processes
HIGH SCHOOL APPLIED LEARNING PERFORMANCE STANDARDS
A1 Problem Solving
A1a Design
a Product, Service, or System: Identify needs that could be met by new
products, services, or systems and create solutions for meeting them.
A1b Improve
a System: Develop an understanding of the way systems of people, machines, and
processes work; troubleshoot problems in their operation and devise strategies
for improving their effectiveness.
A2 Communication Tools and
Techniques
A2c develop a
multi-media presentation.
A3 Information Tools and Techniques
A3a Gather
information to assist in completing project work.
A3b Use on-line
sources to exchange information for specific purposes.
A3c Use
word-processing software to produce a multi-page document.
A4 Learning and Self-Management Tools and
Techniques
A5b Review one’s progress
in completing work activities and adjust priorities
A5 Tools and Techniques for Working with Others
A5a Participate in the
establishment and operation of self-directed work teams.