The Rats are Among Us in NYC
805
Ms.
Davis
INTRODUCTION
Wouldn’t you like to walk
down a NYC street and not have to duck and dodge a rat that is the size of a
cat? The dirty streets free from food particles, mountains of garbage bags, and
debris are the playground for the rats that roam the streets. Have you ever
wondered how peaceful it would be to know that a rat won’t run across your
feet?
TASK
We will focus our
attention on the pressing issue in our city - the social problem of the
overwhelming amount of rats in New York City. You will be divided into groups of three.
Each group will have the job of researching the overwhelming amount
of rodents - rats in New York City.
Students will create a poster on how we can
solve the issue of overwhelming rats in New York City.
PROCESS/RESOURCES
You will be using the PPA
Process to create a presentation on how to solve the social problem of the
overwhelming amount of rats in the streets of New York
City.
Please review the six
steps of the PPA Process:
4.
Evaluate an Existing Policy
6.
Select the Best Solution (Feasibility vs.
Effectiveness)
Group A will create a
presentation on how we can solve the issue of the overwhelming amount of rats in NYC. Group B will create posters using the
supplies in class that demonstrate the problem and advertise how to prevent
NYC’s rat infestation problem.
Day One -
Define the
Problem & Gather Evidence:
We all have
seen them - in the garbage, walking alongside you, and in the subway stations.
Your job is to find how the overwhelming amount of
rats is a problem in New York City.
Here a few
links to get you started:
Rattiest City in U.S.: NYC Moves Up List, But Isn’t Top –
NBC New York
New York vows to fight rats on their home turf: curbside
garbage piles
NYC Is Hiring a Rat Overlord. Must Possess ‘Killer
Instinct’ - The New York Times
NYC rat
problem: Rat Action Plan hopes to eliminate rodent infestation
NYC has a big rat problem — and it's not doing enough
Day Two -
Identify the
Causes & Evaluate the Existing Policies:
After
researching and learning about the rat issue in New York City, you must
identify the cause of the problem in New York City.
In your groups
again, begin researching the already existing policies to help prevent the rat
problem in New York City.
Here are a few
links to help you:
NYC rat
problem: Rat Action Plan hopes to eliminate rodent infestation
Day Three -
Develop a
Solution:
Having
researched previous and current policies on the rat problem, it's your turn.
Day Four (Select the Best Solution):
Now that you
and your group have created several policies that we as a community can
implement to decrease the overwhelming amount of
rodents on NYC streets, work together to select the best solution. You are
going to create a poster listing all of the steps that you took to find your
final solution.
Day Five (Presentation Time)
It’s time to
present your research and solution to the class.
EVALUATION
Day Five (Presentation Time)
It’s time to
present your research and solution to the class.
Here is a
rubric for how your poster will be evaluated:
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1357669&
|
CATEGORY |
A |
B |
C |
D |
|
Graphics - Relevance |
All graphics
are related to the topic and make it easier to understand. All borrowed
graphics have a source citation. |
All graphics
are related to the topic and most make it easier to understand. All borrowed
graphics have a source citation. |
All graphics
relate to the topic. Most borrowed graphics have a source citation. |
Graphics do
not relate to the topic OR several borrowed graphics do not have a source
citation. |
|
Graphics - Originality |
Several of the
graphics used on the poster reflect a
exceptional degree of student creativity in their creation and/or display. |
One or two of
the graphics used on the poster reflect student creativity in their creation
and/or display. |
The graphics
are made by the student, but are based on the designs or ideas of others. |
No graphics
made by the student are included. |
|
Required Elements |
The poster
includes all required elements as well as additional information. |
All required
elements are included on the poster. |
All but 1 of
the required elements are included on the poster. |
Several
required elements were missing. |
|
Attractiveness & Creativity |
The poster is
exceptionally attractive in terms of design, layout, and neatness. |
The poster is
attractive in terms of design, layout and neatness. |
The poster is
acceptably attractive though it may be a bit messy. |
The poster is
distractingly messy or very poorly designed. It is not attractive. |
|
Grammar |
There are no
grammatical mistakes on the poster. |
There is 1
grammatical mistake on the poster. |
There are 2
grammatical mistakes on the poster. |
There are more
than 2 grammatical mistakes on the poster. |
|
Use of Class Time |
Used time well
during each class period. Focused on getting the project done. Never
distracted others. |
Used time well
during each class period. Usually focused on getting the project done and
never distracted others. |
Used some of
the time well during each class period. There was some focus on getting the
project done but occasionally distracted others. |
Did not use
class time to focus on the project OR often distracted others. |
CONCLUSION
Together you have worked
to understand the negative impact of rodents infesting the communities we live
in. You have chosen the solution you feel is best for your community to use.
The RATS are no longer among us.hopefully!
STANDARDS
CCSS.ELA-LITERACY.RI.5.1:
Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.9:
Integrate information from several texts on the same topic in order to write or
speak about the subject knowledgeably.
CCSS.ELA-LITERACY.SL.5.1:
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 5 topics and texts,
building on others' ideas and expressing their own clearly.
Next
Generation Science Standards (NGSS)
-
Practice 1:
Asking Questions and Defining Problems
-
Practice 2:
Constructing Explanations and Designing Problems
-
Practice 3:
Obtaining, Evaluating, and Communicating Information