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No GYM at CS129M |
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Class: 3-219
Created by, Sahar Shabazz
INTRODUCTION
Since
our return from the pandemic gym access for students at CS129 has been
restricted. Therefore,
we have not had access to the gymnasium. Many of you have complained about not
having gym. Many of you expressed that
it’s not fair and that you have witnessed the middle school students that share
the school building with us, using the gym.
We can all agree that not having Gym class is a problem. Therefore, this may be a topic worth
investigating.
TASK
You
have been assigned to a group. As public
policy analyst your group will investigate existing policies relating to access
to gym class in schools. You will also
study and research the impact of these policies on students in school. In addition, your team will determine or
suggest a policy that can solve this social problem in our school. You may
collect qualitative and quantitative data to support your findings. See group norms below.
Group
Norms & Responsibilities
Recorder
●
Does all the writing for the group.
●
Fills out worksheets for groups using input for each group
member.
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Participates in cleaning up after project related activities
Facilitator
●
Ensures that all of the group discussions are related to the
task/project assigned.
●
Keeps track of the time and determines how much time to spend
on each activity.
●
Participates in cleaning up after project related activities
Material
Monitor
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Keep track of all supplies being used & ensure
appropriate use.
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Collects & returns all materials/ supplies used in group.
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Organizes how the clean-up will take place & makes sure
all hands are on deck with cleanup.
Speaker
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Presents the project or presentation to the class
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Discusses any issues or questions the group has with the
teacher.
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Participates in cleaning up after project related activities
PROCESS
In
your groups you will research the reasons for the gym issues at our
school. Through your research you will
collect qualitative (interviews) and quantitative (numbers, graphs, statistics)
data to analyze and determine the factors leading to these issues. Together you will determine ways to solve the
problem and identify the best solution using the steps of the PPA. You will present the completion of your
project as a team in the format of PowerPoint, google slides, poster, or web
quest.
Steps
to completing the process:
1. Complete a (PPA) Public Policy Analysis
(Use sheets attached to links).
2. Create a PowerPoint, google slides, poster
or web quest and include all aspects of your research and your findings, as
well as determine the best solution to the problem.
3. Your presentation should be from 5-8
minutes.
4. Use the rubrics attached to ensure your
presentation aligns. Evaluate your own
presentation with your team members, use evidence from your work or presentation. Be prepared to justify your reasoning and
performance level you assign.
Review of 6 Steps of Public Policy Analysis (PPA) Process
1.Define the problem: The
students at John H. Finley Campus school have not been receiving gym class.
2. Gather Evidence:
Students are complaining about not having gym.
Students have witnessed middle schoolers. Students want to know why they
are not receiving gym while middle schoolers are.
3. Identify Causes: Why
are 129 students unable to go to the gym? Why are middle school students from
the other school allowed to go to the gym? Is gym class a requirement for all
students? Are the requirements for gym the same or different for Elementary and
Middle school?
4. Evaluate an existing
policy: Tell what policies exist in our school, and discuss the city’s policy
or policies relating to receiving gym.
Discuss the policies, and its impact on students and schools
5.Possible Solutions: How
can we as a school community ensure that everyone has access to the gym? What
are other alternatives to gym class? Based on our school community, what is the
best solution to this problem?
6.Best Solution: Using what you already know, and what you
have learned from your research and this process, determine the best solution
to the restricted gym problem and support it with evidence.
Steps of the PPA -
Worksheets
1)
Define the problem: https://flippedtips.com/plegal/tips/worksheet1.html
2)
Gather Evidence: https://flippedtips.com/plegal/tips/worksheet2.html
3)
Identify Causes: https://flippedtips.com/plegal/tips/worksheet3.html
4)
Evaluate an existing policy: https://flippedtips.com/plegal/tips/worksheet4.html
5) Possible Solutions: https://flippedtips.com/plegal/tips/worksheet5.html
6)
Best Solution: https://flippedtips.com/plegal/tips/worksheet6.html
Resources/Links
Qualitative
research can be from interviews conducted with students, teachers and
administrators. See links to articles
& videos below:
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https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8167338/
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https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4950922/
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https://www.publicschoolreview.com/blog/the-pros-and-cons-of-mandatory-gym-class-in-public-schools
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https://www.publicschoolreview.com/blog/physical-education-reform-in-public-schools
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https://www.cdc.gov/healthyschools/physicalactivity/physical-education.htm
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https://www.cdc.gov/policy/hi5/physicalactivity/index.html
*
Conduct student interviews using the questions you created. Record all student, teacher, or staff
responses.
EVALUATION
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Listens to Other Presentations |
Listen intently. Does not make distracting noises or
movements. |
Listens intently but has one distracting noise or movement. |
Sometimes does not appear to be listening but is not
distracting. |
Sometimes does not appear to be listening and has
distracting noises or movements. |
|
Speaks Clearly |
Speaks clearly and distinctly all (100-95%) the time, and
mispronounces no words. |
Speaks clearly and distinctly all (100-95%) the time, but
mispronounces one word. |
Speaks clearly and distinctly most ( 94-85%)
of the time. Mispronounces more than one word. |
Often mumbles or can not be understood
and/or mispronounces several words and/or not enough material was presented
to accurately give a grade. |
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Vocabulary |
Uses vocabulary appropriate for the audience. Extends
audience vocabulary by defining words that might be new to most of the
audience. |
Uses vocabulary appropriate for the audience. Includes 1-2
words that might be new to most of the audience, but does not define them. |
Uses vocabulary appropriate for the audience. Does not
include any vocabulary that might be new to the audience. |
Uses several (5 or more) words or phrases that are not
understood by the audience and/or not enough material was presented to accurately
give a grade. |
CONCLUSION
You
have now reached the end of the WebQuest. You & your team should have a
great understanding of the causes for the gym issues at CS129. You should have
worked together in your assigned role to determine the best solution to this
problem. You are now ready to present your findings to the class. With your hard work we should be able to
solve the gym problems at our school.
STANDARDS for Grade 3
•NGSSELA-LITERACY.3R1
•Develop and
answer questions to locate relevant and specific details in a text to support
an answer or inference. (RI&RL)
•NGSS.ELA-LITERACY.3R2
•Determine a theme
or central idea and explain how it is supported by key details; summarize
portions of a text. (RI&RL)
•NGSS.ELA-LITERACY.3R4
Determine the
meaning of words, phrases, figurative language, and academic and
content-specific words. (RI&RL)
•Use text features
and search tools (e.g., key words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently.
•Distinguish their
own point of view from that of the author of a text
•Compare and
contrast the most important points and key details presented in two texts on
the same topic.
•Write
informative/explanatory texts to examine a topic and communicate ideas and
information clearly.
•NGSS.ELA-LITERACY.3W6
Conduct research to answer
questions, including self-generated questions, and to build knowledge.
•NGSSELA-LITERACY.3W2A
Introduce a topic
and organize related information together.
•NGSSELA-LITERACY.3W2bA
Develop a topic
with facts, definitions, and details; include illustrations when useful for
aiding comprehension.