Bronx Academy of Health Careers

Dr. S. Mathew

Web Quest on Asthma

Introduction:

You are considering entering the health careers. You attend Academy of Health Careers in the Bronx. Because of where you live, you are at a higher risk for asthma. It is likely that some of your classmates, someone in your family, or maybe even you, have asthma.

There is a significantly higher risk for pediatric asthma in urban areas. (See Risk factors for pediatric asthma.) This is not just a problem that you must deal with later if you enter the health careers. It is a problem that affects you, your friends and your family now. What are you going to do about it?

Task:

 You are going to work together with three of your classmates. Your team will produce a three-page report that will focus on the problem of asthma in the Bronx, its causes, and policies to prevent it. Your team will present to the class. Your completed project must also include a one-page letter to your elected representative outlining the main points of your team’s report. Although you might not be old enough to vote, you are old enough to try to make a difference. 
 
Process: 

1.  Form groups of four students. Choose a team leader, recorder of information, research specialist and timekeeper to monitor others.

2. Using the websites below, research the problem of asthma in the Bronx. 

3. Your report will follow the format of the Science Public Policy Analyst developed at Syracuse University.  It will guide you step by step through the various components of the report.  Read all directions carefully and then fill out worksheets for each step. 

a. Use worksheet #1 to define and describe the problem.

b. Use worksheet #2 to gather evidence for this problem.

c. Use worksheet #3 to determine the causes of this problem.

d. Use worksheet #4 to describe and evaluate the existing policy for this problem. Get together as a team again and discuss findings.

e. As a team use worksheet #5 to develop solutions/policies for the problems for this existing policy.

f. Individually and then as a team, use worksheet #6 to select the best policy for this problem.

4. Use the worksheets to help you compose a three-page study on the problem of asthma in the Bronx.  In addition to the information you have gathered, include answers to the following questions:

a. What might be considered an environmental hazard contributing to asthma in your neighborhood?

b. Is there anything that seems to be a growing problem in your neighborhood in terms of public health?

5. Prepare an oral presentation based on your team’s three-page study.  Do this by making an outline of the most important points in the study. You will make an oral presentation to your class and must be prepared to answer questions on your topic.

6. Write a letter to your representative outlining the main points of your team’s report. Argue for the changes you want seen in your neighborhood.

Resources:

Use the following websites to help you in your research. You may return to this website at anytime by clicking on the Back button. Always remember that not all of the information on the Internet is factual. Check your sources.                            

Remember the search engines Google, AltaVista, and Lycos.

Background:

NYC Department of Health: What is Asthma?

Kidzworld: What is Asthma?

Living with Asthma

Problem:

Example: Bronx School has 77% Asthma Rate

Specific: Asthma and Air Pollution in the South Bronx

General: Journal Article on Asthma in Urban Areas

Causes:

Specific: Herpes and Fatigue Causing Asthma in the South Bronx

General: Causes of Asthma

Solutions/Policies:

New York’s Action Against Asthma

Asthma Information Outreach Project

South Bronx Clean Air Coalition

More Doctors in the South Bronx

Natural Gas Buses

Smoke-free Workplace Laws

Remove Indoor Mold

How Schools can Help Asthma

Evaluation: Your oral presentation will be graded according to the following rubric:

CATEGORY	4	3	2	1
Content (25%)	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Comprehension (25%)	Student is able to accurately answer almost all questions posed by classmates about the topic.	Student is able to accurately answer most questions posed by classmates about the topic.	Student is able to accurately answer a few questions posed by classmates about the topic.	Student is unable to accurately answer questions posed by classmates about the topic.
Enthusiasm (15%)	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Props (15%)	Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better.	Student uses 1 prop that shows considerable work/creativity and which make the presentation better.	Student uses 1 prop which makes the presentation better.	The student uses no props OR the props chosen detract from the presentation.
Preparedness (20%)	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.

New York State Performance Standards: 

This WebQuest focuses on the following Science Performance Standards:

S5 Scientific Thinking

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 data.

S6 Scientific Tools and Technologies

S6d: Acquires information from multiple sources.

S7 Scientific Communication

S7a: Represents data and results in multiple ways.

S7b: Argues from evidence.

S7e: Communications in a form suited to the purpose and the audience.

This WebQuest also focuses on the following English Language Arts Performance Standards:

E1c: Read and comprehend informational materials.

E2a:  Produce a report of information.

E3c:  Prepare and deliver an individual presentation.

E4b:  Analyze and subsequently revise work to improve its clarity and effectiveness.

Conclusion:

You are now one step closer to entering the health careers.

By completing the tasks of this project, you know so much more about the problem of asthma in the Bronx.  You can speak knowledgeably about asthma and can explain its causes. You have analyzed policies already in place to prevent asthma where you live, and you have new approaches to the problem. You even wrote a letter to your representative arguing for the changes you want seen in your neighborhood.

You have done something about a problem that affects you, your friends and your family. You have made a difference.