Alberto Delgado
M.S.144
An Increase of Asthma in the
Introduction:
The first diagram above
illustrates the area that is affected by asthma. The second diagram is a chart that shows not
only the increase of asthma in children, but the disparity of an increase
between lower income children to upper income children. The final illustration
is of a child taking a dose from an inhaler.
According to a study by the City Health Information, you can log-on to
the following website: http://www.ci.nyc.ny.us/html/doh/html/chi/v15-3.html
there are many contributing factors as to the increase of asthma of children in
the
This will be your opportunity
to help those less fortuent who are living with this disease. As Public Policy Analyst
you will examine these contributing factors, and find causes and possible
solutions to these issues that may help some of your schoolmates, friends,
people in your community, as well as, your own family members.
Task:
·
You will apply
the PPA process while working on this task (see process section).
·
You will be
assigned to a group of three. Each group
will produce a written presentation, along with any graphics, that will address
the problem, show evidence of the problem in your geographical area that
identifies the causes of the problem that identifies the present policy that
addresses the problem, and that evaluates the current public policy. You will then need to have suggestions fore
new policies that would help those with the problem you are studying, and choose
the best solution.
·
A ten to fifteen
minute oral presentation that your group produced to the class.
·
A Question and
answer session with the other groups in the class.
PROCESS:
COMPLETE THE WORKSHEET FOR EACH STEP IN THE PPA PROCESS BY
FOLLOWING THE PROCEEDING SIX STEPS:
1.
IDENTIFY THE PROBLEM
that is contributing to high asthma rates in lower income
communities.
The following website will explain this process. http://www.maxwell.syr.edu/plegal/tips/sampleprob.h
Complete worksheet 1. On
this worksheet you will state what the problem is, the location, and the reason
this problem exist. http://www.maxwell.syr.edu/plegal/tips/worksheet1.d
2.
GATHER EVIDENCE OF THE PROBLEM that supports your analyst of what’s
contributing to the problem. The following website will
explain this process.
http://www.maxwell.syr.edu/plegal/tips/gather.html
Complete worksheet 2. On
this worksheet you will state the problem, and provide evidence that you found
through your research that will support your argument of the problem that
exists. http://www.maxwell.syr.edu/plegal/tips/worksheet2.d
3.
IDENTIFY THE CAUSES that
adds to the problem. The following
website will explain this process. http://www.maxwell.syr.edu/plegal/tips/identify.html
Complete worksheet 3. On
this worksheet you will list factors that contribute to the cause of the
problem. http://www.maxwell.syr.edu/plegal/tips/worksheet3.d
4.
EVALUATING EXISTING PUBLIC POLICIES The
following website will explain this process.
http://www.maxwell.syr.edu/plegal/tips/existing.html
Complete worksheet 4. On this worksheet your group will state the
problem that you’re studying, and then go on the Internet to find the current
public policy. http://www.maxwell.syr.edu/plegal/tips/worksheet4.d
5. DEVELOPING PUBLIC POLICY
SOLUTIONS Review the following website to understand the
factors your group will have to take into account when developing a public
policy. http://www.maxwell.syr.edu/plegal/tips/solutions.html
Complete worksheet 5. On this worksheet you will list three new
public policies that your group considers are solutions to the problem. The following website will explain this
process. http://www.maxwell.syr.edu/plegal/tips/worksheet5.d
6.
SELECTING THE BEST PUBLIC POLICY SOLUTION Check
the following website to review the criteria to determine the feasibility and
effectiveness of the solutions that your group has developed. http://www.maxwell.syr.edu/plegal/tips/bestsol.html
Note: check the following
website for a sample feasibility and effectiveness matrix. http://www.maxwell.syr.edu/plegal/tips/bestsolex.html
Complete worksheet 6. On this worksheet you will restate the
problem, and state your three proposed solutions to the problem. You will then fill out the feasibility and
effectiveness matrix. Your group will
then choose the best solution from the three you previously developed. http://www.maxwell.syr.edu/plegal/tips/worksheet6.d
Resources:
Search Engines:
Websites:
www.crp.cornell.edu/project/southbronx
www.ci.nyc.ny.us/html/doh/html/chi/v15-3.html
School Library:
M.S. 144
Public Library:
In your neighborhood
EVALUATION:
|
|
4 |
3
|
2 |
1 |
|
Research |
*Problem
well identified and thoroughly researched *All six
steps of the PPA are thoroughly
addressed *Evidence
of notes and research |
*Problem
identified and reasonably well researched *All six
steps of the PPA are addressed, |
*Problem
identified with limited research. *All
steps of the PPA are addressed, |
*Problem
identified but research is lacking *Incomplete
work |
|
Written Proposal |
*Well organized,
demonstrates sequencing and sentence structure *Thoroughly
addresses each of the six different parts (see Task) |
*Well
organized, but demonstrates illogical sequencing or sentence structure. *
Addresses each of the six different parts |
*Well
organized, but illogical sequencing and sentence structure. * Barely
addresses each of the six different parts |
*Weakly
organized. *Does not
address each of the six different parts |
|
Presentation |
*Problem
introduced based on information *Utilizes
clear and helpful visual aids *Generate
and field questions and responses from audience around their topic of
discussion. *Every
member in group participates in presentation. |
*Problem
introduced with some authority *Some visual
aids used *Generate
questions and responses. *Most
members of group participate. |
*Students
state the problem *Students
require prompts to generate questions *Limited
participation within the group |
*Teacher
generates discussion |
|
Group cooperation |
*Group
establishes and maintains an equal distribution of labor among all
participants. *Differences
are dealt with discussions and students exercise listening skills, leadership
skills, and compromise skills |
*Group
makes attempts to maintain an equal distribution of labor among all
participants. *Almost
all differences are dealt with discussions and students exercise listening
skills, leadership skills, and compromise skills |
*Groups
make unsuccessful attempts to maintain an equal distribution of labor among
all participants. *Only
some differences are dealt with discussions as students attempt to exercise
listening skills |
*Group is
unable to equally distribute work. *Differences
are not dealt with discussions. No
social group skills exhibited. |
Conclusion:
This webquest should have taught you how
to analyze the current problem that has attributed to the high rate of asthma
in lower income areas, the public policies that are currently in affect and how
to address these policies. With this
project you learned to work in a cooperative group setting with your peers,
contributed to your group’s project, used investigative skills, i.e., using
electronic research tools (Internet, search engines, and websites) as well as,
traditional tools. Through your
research, you investigated some of the factors that contribute to high asthma
rates in your area, and looked at them from varying points of view— even those
you didn’t fully agree with. With this
research you learned how to select a public policy that best could be more
beneficial in solving the existing problem.
You also learned to evaluate the costs and benefits of your public
policy in order to determine its feasibility.
Based on your research and efforts to create an effective public policy,
you created a presentation that was presented to your class.
This web quest has enabled students to meet the following standards:
Language
Arts
E1c - Students will read and write for information and
understanding
E2a - Students will read and write for literary response and
expression
E3b - Students will participate in group meetings.
Technology
Standard 2
– Students will access, generate, process, and transfer information using
appropriate technologies
Standard 5
– Students will apply technological knowledge and skills to design, construct,
use, and evaluate products and systems to satisfy human and environmental needs