It must be something in the water…

 

A TIPS SPPA WEB QUEST

By: Ms. Penn

Bronx Aerospace Academy High School

 

Introduction:

 

 

 

 

 

 

Your company wants to dispose radioactive waste beneath the shoreline of Lake Freshwater.  Lake Freshwater contains a host of freshwater organisms and provides 50% of the water supply to the nearby city. The residents of the city enjoy participating in water activities of all sorts at Lake Freshwater.  Lake Freshwater has been ranked #1 for the most visited place in the Country. As a part of an internal environmental safety committee within your company, you have to help determine the potential risks associated with disposing waste beneath the shoreline of Lake Freshwater.  Your risk analysis report will be presented before the managers and supervisors of Waste Disposal and the Environmental Protection Agency (EPA), groups that have the authority to implement and amend public policies. 

 

 

Task:

 

A. You will be working in teams of 3 to 4. Your team is to accomplish the following:

1.A typed risk analysis report (at least 6 pages) using the Public Policy Analyst (PPA) http://www.maxwell.syr.edu/plegal/ppa/intro.html. 

2.                     A Power Point presentation (at least 8 slides) providing data and information on water pollution, causes for water pollution, what population is at greatest risk and why, and what can be done to prevent or retart water pollution.  Also, include in your presentation a description of the current public policy in place and your view point about it.

 

You and your team members will use the Internet (pertinent websites are listed below) and other available resources to do your research. A minimum of six different online websites and three journal articles must be used. You and your team will refer to the PPA for help in your tasks.

3.                    Your team will do an oral presentation using the PPA . You will assume that you are speaking at a forum to research scientist from your company and the EPA, which have the ability to make changes in public policy. You may use (http://www.maxwell.syr.edu/plegal/ppa/intro.html) as an aid.

 

B. The typed report and presentation will each count as a project. The criteria for your grade are listed below in the evaluation section.

 

PROCESS  

 

1.You will be placed into groups of four. You will choose a team leader, recorder of information, research specialist and timekeeper to monitor others.

2.                     The following T.I.P.S. links (1 – 6) will guide you in completing the six steps of the PPA for your report. Read all directions carefully and then fill out worksheets for each step. Use the websites listed below to complete tasks. These worksheets will be used as resource information to complete the TASK. The TIPS PPA website will also explain each step of the Public Policy Analyst. Read them before beginning each worksheet.

3.                     

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

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

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

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

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

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

 

3. After completing research on your topic and completed worksheets, you will then write your report following the following guidelines:

v  Six typed, double spaced pages not counting PPA worksheets

v  Font size of twelve

v  Times New Roman font type 

v  Pages numbered on bottom center

v  Include research information and data within the Public Policy Analyst format and worksheet guidelines

v  References must be cited

 

4.                   Your written report must contain a cover page with the title of project, name of individuals in the group, teacher name, date submitted, course title.

5.                     You will make an oral presentation to your peers and representatives from the Environmental Protection Agency. You must be prepared to answer questions on your topic. You will use Power Point to facilitate your presentation. See guidelines below.

Ø   Your first slide should show your name and title of project.

Ø   Use at least seven slides to conduct your presentation. You may use pictures, drawings, and graphs imported from the hard-drive and / or the Internet.

 

 

Resources:    

 

The following websites should help you accomplish tasks.

You should also use the following search engines: Google, AltaVista, and Lycos.

You may return to this website at anytime by clicking on the back button.

 

Glossary:

 

http://www.biology-online.org/dictionary.asp 

http://www.npc.edu/Bio105/resource/glossary.htm

http://www.m-w.com/

 

General Information:

www.epa.org

 

Evaluation:

 

 

 

Name: ________________________

Teacher:

 

The following rubric will be used to grade your written report and the educational pamphlet:

Points

5

4

3

2

1

Facts and information

From at least 9 different sources per group

From at least 7 different sources per group

From at least 5 different sources per group

From at least 3 different sources per group

Only 1 or 2 different sources per group

Synthesis of information from multiple references

The report shows clear evidence that team members have done their research, discussed their findings with each other and molded their findings into something of their own.

The report shows some evidence that team members have done their research, discussed their findings with each other and molded their findings into something of their own.

The report shows little evidence that team members have done their research, discussed their findings with each other and molded their findings into something of their own.

The report shows that team members have done little research, but failed to discuss and synthesize their findings into a coherent final product.  Some sections are merely copied from the sources.

There is no evidence for any serious research, discussion, or synthesis.

Whole passages are copied from the source(s).

Conclusions drawn from the results of the investigation

Numerous detailed conclusions are reached from the evidence offered.

Several detailed conclusions are reached from the evidence offered.

Some detailed conclusions are reached from the evidence offered.

A conclusion is made from the evidence offered.

No valid conclusion is made from the evidence offered.

Organization

Well organized, demonstrates logical sequencing and sentence structure.

Well organized, but demonstrates illogical sequencing or sentence structure.

Well organized, but demonstrates illogical sequencing and sentence structure.

Weakly organized.

No organization discernible.

Grammar and Spelling

Punctuation, spelling and capitalization are correct.

There are two to three errors in punctuation, spelling, and/or capitalization.

There are three to four errors in punctuation, spelling and/or capitalization.

There are five or more errors in punctuation and/or capitalization.

There are numerous errors. You did not use a spell check.

Neatness, Format, Completeness

The report is neatly typed in the format specified.  A cover page according to instructions is provided.  All steps/questions are covered extensively.  All worksheets are completed.

The report is neatly typed.  A cover page is provided.  All steps/questions are covered.  All worksheets are completed.

The report is typed.  A cover page is provided.  All steps/questions are covered.  Some worksheets are not completed.

The report is not typed.  No cover page is provided.  All steps/questions are covered.  Some worksheets are not completed.

The report is sloppy and incomplete.

 

Your ORAL and POWERPOINT PRESENTATION  will be graded according to the following rubric:

Points

5

4

3

2

1

Eye Contact

Holds attention of entire audience with the use of direct eye contact

Consistent use of direct eye contact with audience.

Displayed little eye contact with audience.

Displayed minimal eye contact with audience.

No eye contact with audience

Pacing

Excellent use of drama and student meets apportioned time interval

Good use of drama and student meets apportioned time interval

Delivery is patterned, but does not meet apportioned time interval.

Delivery is in bursts and does not meet apportioned time interval.

Delivery is either too quick or too slow to meet apportioned time interval

Voice

Use of fluid speech and inflection maintains the interest of the audience.

Satisfactory use of inflection but does not consistently use fluid speech.

Displays some level of inflection throughout delivery.

Consistently uses a monotone voice.

Whispers or mumbles, hardly audible.

Introduction and Closing

Student delivers open and closing remarks that capture the attention of the audience and set the mood.

Student displays clear introductory or closing remarks.

Student clearly uses either an introductory or closing remark, but not both.

Student does not display clear introductory or closing remarks.

No introduction or closing remarks.

Visuals

Student made excellent use of visuals to reinforce screen text and presentation.

Visuals related to text and presentation.

Student occasional used visuals that support text and presentation.

Student occasional used visuals that rarely support text and presentation.

Student used no visuals.

 

 

NEW YORK STATE PERFORMANCE STANDARDS: 

 

SCIENCE PERFORMANCE STANDARDS:

     S5 Scientific Thinking

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.

 

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:

           

 

The environment a population inhabits is a determining factor in the survival rate and quality of the population’s life.  The state of an environment and its resources are directly proportional to the survival and quality of life of the population.  In other words, poor environment habits equal poor quality of life equals poor survival chances.  If a resource such as water is polluted by containments produced by people, then a chain reaction of successive events are likely to occur.  As a result the basic need of water for that population won’t be able to be met.  However, environment abuse is preventive.  As a result of this lesson you should’ve learned about water and its value, the importance of conserving resources, and the results of water pollution on survival and quality of life.

 

In preparing your Power Point Presentation and the written report, you will be able to profile policies that are already in place and decide whether to support that policy or recommend new approaches.

 

You will gain insight as to the need for rapid intervention and reveal ways in which we can all contribute at the local and global levels to prevent water pollutions present and future generations.

 

You will become familiar: with the PPA-format for future Web Quests and Power Point Presentations; and the use of technology to learn.

 

THANKS FOR YOUR PARTICIPATION!!

 

YOU HAVE MADE A DIFFERENCE!!!