Mrs. K.A. Casey’s AP Biology Class
Adlai E. Stevenson HS
Introduction
You are a doctor at a chronic
care facility in the
Task
You will be presenting your
findings as a power point presentation.
To create your power point you will be using the steps of the Public Policy
Analysis
** You will be working alone
on this presentation
*** You must have a minimum
of 8 slides
(Be sure to include the steps
of the PPA, a title page, and works cited)
Process
In
order to create a power point presentation you will be following the steps of
the PPA outlined below. You will be able
to view the PPA step by clicking on the underlined word(s) below. Each step of the PPA has a worksheet you must
complete before creating the slide.
1. Define the problem
(worksheet 1)
2. Gather evidence of the
problem (worksheet
2)
3. Identify the causes
of the problem (worksheet 3)
4. Evaluate (look at)
existing (current) public policies (worksheet 4)
5. Develop new
policies that could be used to solve the problem (worksheet 5)
6. Select the best
policy (solution) for the problem (worksheet 6)
Resources
Evaluation
Your work will be graded
using the following rubric
|
1= Poor |
2= Below Average |
3= Average |
4=Above Average |
5=Excellent |
TOTAL |
Worksheet 1 |
Answers 1 question
correctly |
Answers 2 questions
correctly |
Answers 2 ˝
questions correctly |
Answers 3 questions
correctly |
Answers 4 questions
correctly |
|
Worksheet 2 |
Restating the
problem |
1 Source of data |
2 Sources of data |
3 Sources of data |
4 Sources of data |
|
Worksheet 3 |
Identifying 1 cause |
Identifying 2 causes |
Identifying 3 causes |
Identifying 4 causes |
Identifying 5 causes |
|
Worksheet 4 |
Restating the
problem |
Answers 1 question
correctly |
Answers 2 questions
correctly |
Answers 3 questions
correctly |
Answer 4 questions
correctly |
|
Worksheet 5 |
Restating the
problem |
Proposing 1 sensible
alternative |
Proposing 2 sensible
alternatives |
Proposing 3 sensible
alternatives |
Proposing 4 sensible
alternatives |
|
Worksheet 6 |
Restating the
problem |
Summary of
alternative 1 |
Summary of alternative
2 |
Summary of
alternative 3 |
Summary of
alternative 4 |
|
Defining the Problem |
Problem is not
correctly defined |
Problem is not
clearly defined |
Problem is defined |
Problem is clearly
defined |
Problem is clearly
defined and understood |
|
Gathering Evidence |
1 piece of evidence
included |
2 piece of evidence
included |
3 pieces of evidence
included |
4 pieces of evidence
included |
5 or more pieces of
evidence included |
|
Identifying the
causes |
1 cause identified |
2 causes identified |
3 causes identified |
4 causes identified |
5 or more causes
identified |
|
Evaluation of
current policies |
Policy of little
relevance evaluated |
1 Policy of
relevance evaluated |
2 policies of
relevance evaluated |
3 policies of
relevance evaluated |
4 or more policies
of relevance evaluated |
|
Development of new
policies |
Developing an
irrelevant policy |
Developing 1 new
policy |
Developing 2 new
policies |
Developing 3 new
policies |
Developing 4 or more
policies |
|
Selection of the
best policy |
Current policy is
selected |
Selection of a
policy that is of little relevance |
Selection of a
policy that addresses the problem |
Selection of a
policy that clearly addresses the problem |
Selection of a
policy that clearly illustrates and addresses the problem |
|
Works cited |
Correctly lists 1
source of info |
Correctly lists 2
sources of info |
Correctly lists 3
sources of info |
Correctly lists4
sources of info |
Correctly lists 5 or
more sources of info |
|
Presentation length |
0-6 slides |
7 slides |
8 slides |
9 slides |
10+ slides |
|
Total Points |
|
|
|
|
|
|
5= Excellent 4= Above Average 3= Average 2= Below
Average 1= Poor
Conclusion
As a result of this web quest you
should be able to define what encephalitis is along with its long term social
effects on a person’s quality of life.
By using the public policy analyst you investigated the causes, effects,
and methods of treatment for viral encephalitis.
Standards
S4a
Demonstrates an understanding of cause and effect
S4c
Demonstrates an understanding of disease and epidemiology
S4d
Demonstrates an understanding of the impact of technology
S4e
Demonstrates an understanding of the impact of science
S5a
Frames questions to distinguish cause and effect.
S5c
Uses information from reliable sources to develop descriptions, explanations,
and models.
S5d
Proposes, recognizes, analyzes, considers, and critiques alternative
explanations.
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.
S6a
Uses technology and tools to observe and measure objects, organisms, and
phenomena; directly, indirectly, and remotely; with appropriate consideration
of accuracy and precision.
S6d
Acquires information from multiple sources, such as print, the Internet,
computer data bases, and experimentation.
S7a
Represents data and results in multiple ways, such as numbers, tables, and
graphs.
S7c
Critiques published materials, such as popular magazines and academic journals.
S7d
Explains a scientific concept or procedure to other students.
S7e
Communicates in a form suited to the purpose and the audience, such as by
writing instructions that others can follow; critiquing written and oral
explanations.
E6a
The student critiques public documents with an eye to strategies common in
public discourse, including citing of appropriate references or authorities.
E7a
The student critiques functional documents with an eye to strategies common to
effective functional documents, including: logic of the sequence in which the
directions are given.
E7b
The student produces functional documents appropriate to audience and purpose,
in which the student: reports, organizes, and conveys information and ideas
accurately.
A3c
The student uses word-processing software to produce a multi-page document.