Ma Lea Majarocon

Gregorio Luperon High School

INTRODUCTION

Pollution is “the addition of any substance (solid, liquid, or gas) or any form of energy (such as heat, sound, or radioactivity) to the environment at a rate faster than it can be dispersed, diluted, decomposed, recycled, or stored in some harmless form.”  It is identified as the cause of most, if not all environmental problems we have now – global warming, acid rain, ozone layer depletion, eutrophication, “smog”, etc.

These environmental problems further create more problems like lack of food supply and loss of lives due to extreme weather conditions and diseases. 

Mother Earth is dying and something should be done!   

You will do a thorough research on your assigned environmental issue with the use of the Public Policy Analyst (PPA) steps.  Information include, but not limited to the definition and/or description of the problem, its cause(s) and effects, and the evaluation of possible way(s) to minimize, if not to stop it.

In addition, you will prepare the final product.  Suggested products include, but not limited, to a term paper, PowerPoint or poster board presentation, etc.

Your teacher will divide the class into different groups (3-4 students in a group).  The group will be assigned an environmental issue on pollution.  You will do a thorough research on your assigned issue with the use of the Public Policy Analyst (PPA) steps. 

1.  Define the Problem Worksheet#1

2.  Gather the Evidence Worksheet #2

3.  Identify the Causes Worksheet #3

4.  Evaluate an Existing Policy Worksheet #4

5.  Develop Solutions Worksheet #5

6.  Select the Best Solution  (Feasibility vs. Effectiveness)   Worksheet#6

Information in your research include, but not limited to the following:

· Definition and/or description of the problem,

· Its cause(s),

· Its effects, and

· Possible way(s) to minimize, if not to stop it.

You can use the list below to get more information about your topic.

Air Pollution

· Air pollution

· Air pollution

· Air pollution: Everything you need to know

Acid Rain

· What is acid rain?

· Acid Rain:  Do you need to start wearing a rain hat?

· Acid rain

· Acid Rain

Ozone layer depletion

· Basic ozone layer science

· Is there a connection between the ozone hole and global warming?

Photochemical Smog

· Smog

· EPA Information - Photochemical smog — what it means for us

Global Warming

· Global warming:  News, facts, causes &effects

· What is global warming?

Water Pollution

· Water pollution: Everything you need to know

· Water pollution

· Water Pollution Facts: Causes, effects and how to prevent further pollution

· What is water pollution?

Land Pollution

· What is Land pollution?

· Land pollution:  Causes, effects, and solutions for the future

Eutrophication

· Eutrophication:  Causes, consequences, and controls in Aquatic ecosystems

· What is eutrophication? Causes, effects and control

In addition, you will prepare the final product.  Suggested products include, but not limited, to a term paper, PowerPoint or poster board presentation, etc.  Below are the guidelines when preparing your presentation.

TERM PAPER

· 3 to 5-page 8 ½ x 11 paper

· easy-to-read font and size (i.e. Century Gothic font size 11, Times New Roman font size 12, etc.)

· Title page should include the title, the name of students and the school

· References must include sources of information in Chicago style.

POWERPOINT PRESENTATION

· 10 to 15-slide presentation that may contain images, videos, etc.

· easy-to-read font and size

· First slide should contain the title, the name of students and the school

· Last slide must include sources of information in Chicago style.

POSTER BOARD PRESENTATION

· 18” x 24” tri-fold display board that contain texts and images

· Must be computer-processed using easy-to-read font and size

· Should contain the title, the name of students and the school

· Must include sources of information in Chicago style.

Term Paper RUBRIC

CATEGORY	4	3	2	1
CONTENT	Content is accurate and all required information is extensively researched and presented.	Content is accurate and most required information researched and presented.	Content is accurate but some required information is questionable or missing.	Content is inaccurate and/or incomplete.
USE OF GRAPHICS	Students carefully select images, font, and colors that are appropriate to enhance the presentation of the topic.	Students use images, font, and colors that are appropriate to enhance the presentation of the topic.	Students use images, font, and colors that are somewhat appropriate to enhance the presentation of the topic.	Students use images, font, and colors to present their topic with limited effectiveness.
SEQUENCING OF INFORMATION	Information is organized in a clear, logical way.	Most information is organized in a clear, logical way.	Some information is logically sequenced.	There is no clear plan for the organization of information.
MECHANICS	Presentation has no to minimal (1-2) errors in spelling, grammar, or punctuation Text is stated in student’s own words.	A few (3-5) errors in spelling, grammar or punctuation.  Most text is stated in student’s own words.	No more than 7 spelling, grammar or punctuation errors. Several instances where the text is not in student’s own words.	More than 7 spelling, grammar or punctuation errors.  Text is copied or not included.
SOURCES	More than 3 sources (information and graphics) are accurately documented in the desired format.	At least 3 sources (information and graphics) are accurately documented, but may not be in the desired format.	Less than 3 sources (information and graphics) are accurately documented, and/or may not be in the desired format.	Sources are not documented.

PowerPoint presentation RUBRIC

CATEGORY	4	3	2	1
CONTENT	Content is accurate and all required information is extensively researched and presented.	Content is accurate and most required information researched and presented.	Content is accurate but some required information is questionable or missing.	Content is inaccurate and/or incomplete.
SEQUENCING OF INFORMATION	Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next slide.	Most information is organized in a clear, logical way. One slide or item of information seems out of place.	Some information is logically sequenced. An occasional slide or item of information seems out of place.	There is no clear plan for the organization of information.
ORIGINALITY	Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.	Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.	Presentation shows an attempt at originality and inventiveness on 1-2 slides.	Presentation is a “reuse” of other people's ideas and/or graphics and shows very little attempt at original thought.
SPELLING and GRAMMAR	Presentation has no to minimal (1-2) errors in spelling, grammar, or punctuation errors.	A few (3-5) errors in spelling, grammar or punctuation.	No more than 7 spelling, grammar or punctuation errors.	More than 7 spelling, grammar or punctuation errors.
USE OF GRAPHICS	All graphics are attractive (size and colors) and support the theme/content of the presentation.	A few graphics are not attractive but all support the theme/content of the presentation.	All graphics are attractive but a few do not seem to support the theme/content of the presentation.	Several graphics are unattractive AND detract from the content of the presentation.
ORGANIZATION	Presentation contains a minimum of 10 slides. All parts of the task are completed fully and support the theme/content of the presentation.	Presentation contains a minimum of 10 slides. All parts of the task are completed partially and support the theme/content of the presentation.	Presentation contains fewer than 10 slides, or some slides designed do not support the theme/content of the presentation.	Presentation contains fewer than 10 slides and is missing several parts of the task. Slides designed do not support the theme/content of the presentation.
SOURCES	More than 3 sources (information and graphics) are accurately documented in the desired format.	At least 3 sources (information and graphics) are accurately documented, but may not be in the desired format.	Less than 3 sources (information and graphics) are accurately documented, and/or may not be in the desired format.	Sources are not documented.

Poster Board presentation RUBRIC

CATEGORY	4	3	2	1
CONTENT	Content is accurate and all required information is extensively researched and presented in a logical order.	Content is accurate and most required information researched and presented but some required information is missing and/or not presented in a logical order.	Content is accurate but some required information is questionable or missing and/or not presented in a logical order.	Content is inaccurate, incomplete, and/or not presented in a logical order, making it difficult to follow.
PRESENTATION	Presentation is neat, clean, colorful, well- organized (with titles and subheadings), creative, and information is interesting and accurate.	Presentation is mostly neat, clean, and interesting.  Information is organized (with titles and subheadings), and shows some degree of creativity.	Presentation flows well but titles and subheadings are missing or are not easy to understand.	Presentation has no flow or disorganized and is missing information.
GRAPHICS	Images, pictures, clip art and drawn artwork are colorful, and appropriate to the topic. Layout flows well, shows creativity, and is pleasing to the eye.	Images, pictures, and clip art and drawn artwork are mostly colorful and appropriate. Layout may show some degree of creativity but is not organized logically and/or is cluttered.	Images are inappropriate and artwork shows little, if any, creativity.  The layout shows little creativity and/or is not organized logically and/or is cluttered.	No images or artwork included.
MECHANICS	Presentation has no to minimal (1-2) errors in spelling, grammar, or punctuation Text is stated in student’s own words.	A few (3-5) errors in spelling, grammar or punctuation.  Most text is stated in student’s own words.	No more than 7 spelling, grammar or punctuation errors. Several instances where the text is not in student’s own words.	More than 7 spelling, grammar or punctuation errors.  Text is copied or not included.
SOURCES	All sources (information and graphics) are accurately documented in the desired format.	All sources (information and graphics) are accurately documented, but one is not in the desired format.	All sources (information and graphics) are accurately documented, but two or more are not in the desired format.	Some sources are not accurately documented.

After completing this WebQuest, students should be able to define and describe one environmental issue related to pollution, identify its causes and effects, and evaluate possible way(s) to minimize, if not to stop it.

Common Core State Standards

CCSS.ELA-LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

New York State Science Standards – Living Environment

7.1c Human beings are part of the Earth’s ecosystems. Human activities can, deliberately or inadvertently, alter the equilibrium in ecosystems. Humans modify ecosystems as a result of population growth, consumption, and technology. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems may be irreversibly affected.

7.2a Human activities that degrade ecosystems result in a loss of diversity of the living and nonliving environment. For example, the influence of humans on other organisms occurs through land use and pollution. Land use decreases the space and resources available to other species, and pollution changes the chemical composition of air, soil, and water.

7.2c Industrialization brings an increased demand for and use of energy and other resources including fossil and nuclear fuels. This usage can have positive and negative effects on humans and ecosystems.

7.3a Societies must decide on proposals which involve the introduction of new technologies. Individuals need to make decisions which will assess risks, costs, benefits, and trade-offs.