Sexually Transmitted Diseases
A
WebQuest for High School English/ESL students
Designed
by
Margaret
Bright
magpbright@hotmail.com
Introduction
| Task
| Process
| Evaluation
| Conclusion
| Credits
| Teacher Page
Introduction
We’re in the process of completing
the informational documentary about sexually transmitted diseases. You have researched the results of unsafe sex
and found them to be horrifying. Given
all of the information out there, why are teens still having unsafe sex and
contracting these diseases? Now that we
have looked at the myths and realities of sexually transmitted diseases, let’s
re-evaluate the school’s policy on informing students about the “facts of
life”.
Task
As a class, you will evaluate the
school’s policy for sharing information about sex and sexually transmitted
diseases. You will:
- Research
the Board of Education and
- Assess
the effectiveness of these policies
- Create
a new policy to more effectively deal with issues facing teens today
- Present
your policy to Ms. Wiggins
Process
1.
You will work in three groups.
Each group will complete one of the following tasks.
1a. Using the
following websites, research the Board of Education’s policy about sex
education in high schools.
http://www.emsc.nysed.gov/guides/health/partv.pdf
http://www.emsc.nysed.gov/sss/Laws-Regs/HealthEducation/135_Regulations.doc
1b. Interview Mr. Fernandez, the guidance
counselor, about
1.
As far as he knows, what is
2.
What does he believe needs to be
done to further educate students?
3.
How effective does he believe the
current program to be?
1c. Interview the woman “condom lady” who comes
every Thursday to distribute condoms about what her job is.
1.
Who gives her the information she
gives you?
2.
What are her instructions about what
she should be teaching you?
3.
Why did she get involved with the
program to education high school students?
2.
Use the Public Policy Analyst to assist you in researching for your
presentation.
- Define the
problem
- Gather evidence
- Identify
causes
- Evaluate a
policy
- Develop
solutions
- Select the best
solution
3. Now that you have created a new policy, we
need to present it to Ms. Wiggins. Each
of the three groups will brainstorm about how to present the information and
persuade Ms. Wiggins to adopt your new policy.
- Will you
present the information in a speech, powerpoint presentation, poster or
other method?
4. As a class, you will choose one presentation
plan to enact, create the necessary materials and then schedule and appointment
to meet with Ms. Wiggins.
You will be assessed based on the
presentation that you make to your classmates as well as successful completion
of all steps leading up to the presentation.
|
|
Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score |
|
Students are able to compile information from various
websites |
Some websites are used for information but not all. |
Websites were all read but research from each is not used.
|
Evidence of all websites being used. |
Evidence of all websites being used with connections
between sites. |
|
|
Interview skills |
Answered some questions, though incompletely. No notes to refer back to. |
Answered all questions but did not take accurate notes to
use information. |
Answered all questions but did not create follow up questions. Took notes. |
Answered
all questions. Created
questions to respond to the interviewee.
Took notes. |
|
|
Presentation Skills |
Read entire presentation. Addressed the floor or ceiling,
rather than audience. Little or no eye contact. Slouched or leaned against
something. Poor grammar. Difficulty pronouncing words, or
used words below ability level. |
Read much of the information. Addressed the audience sometimes. Infrequent eye contact. Voice volume wavered. Some slouching and talking to the
floor. Lapses of grammar and some
difficulty pronouncing words. . |
Information was relayed, with
little or no reading. Addressed the audience most of the
time. Occasional eye contact. Voice could be heard most of the
time. Good posture. Good grammar and pronunciation of
words. |
Information was relayed, not read Addressed the audience at all
times (and not the floor or ceiling) Frequent eye contact Voice could be heard all the time Great posture (no slouching, head
up) Great grammar and pronunciation of
words. |
|
|
Application of new policy |
Policy does not make connections between research and
school problems. Offers only one
solution. Can not be instituted. |
Policy does not make many connections between research and
school problems. Offers one solution
or solutions that can not be instituted. |
Policy makes some connections between research and school
problems. Offers a few solutions that
can be instituted. |
Policy
makes connections between research and school problems. Recommends many solutions that can be instituted. |
|
Conclusion
After your presentation,
Ms. Wiggins will discuss with you the implications of your new, suggested
policy. Work with her to adapt it so
that we can help to prevent the spread of sexually transmitted diseases in our school.
NYS Standards
English
Language Arts
E1c Read and comprehend
informational materials.
E3b Participate in group meetings.
E4a Independently and habitually
demonstrate an understanding of the rules of the English language in written
and oral work.
E6a Critique public documents with
an eye to strategies common in public discourse.
E6b Produce public documents.
E7a Critique functional documents
with an eye to strategies common to effective functional documents.
E7b Produce functional documents
appropriate to audience and purpose.
Applied
Learning
A1c Plan and organize an event or
activity: Take responsibility for all aspects of planning and organizing an
event or an activity from concept to completion, making good use of the
resources of people, time, money, and materials and facilities.
A2a Make an oral presentation of
project plans or findings to an audience with expertise in the relevant subject
matter.
A3a Gather information to assist in
completing project work.
A5a Participate in the establishment
and operation of self-directed work teams.