A WebQuest Written By
Ellen Afromsky, Jo Beth Roberts, Dorothy Salierno and Linda Sokol,
our Library Media Specialists and Health Teachers
 

  
  It's Your Life...


Obesity...eating disorders...steroid abuse...autism...diabetes...depression...hyperactivity...

just a few of the health issues that confront teens today, in their own lives and through the media. Overwhelming, huh? Not to worry. Individuals around the world are working hard to find solutions to these problems. You can join them in making a difference and begin right now!
  Big Question/Task

 
The Eastchester School District is sponsoring it's annual Working on Wellness Teen Health Information Fair.

All 8th grade students will:

  • Select a health issue that they feel is extremely important to teens today and in the future
  • Work as part of a team to prepare a display board that addresses:

BIG QUESTION? :

Which plan would you propose to help solve and/or raise awareness of
an important teen health issue ?

Make it your best effort! Presentations will be viewed by students, parents and staff. at the Eastchester Middle School Working On Wellness Teen Health Information Fair

THE TASK? Your team will develop a plan, whether it is for education, fund-raising, research, etc. To devise this plan the team will need to explore a health issue from four perspectives:
The Health Issue Up-Close; Prevention, Treatment and Organizations at Work; Prevalence and Impact on Teens

By completing this webquest, students will attain the following goals:

  • develop an interest in the study of a particular health, fitness or nutrition issue
  • research the issue in a variety of sources
  • understand all aspects of the issue
  • propose a solution to a problem of importance to teens
  • work collaboratively with teammates to plan, research and  present
  • work independently using a rubric and web activity as a guide

Your team should be able to achieve these goals by making sure that all of the roles described in the Roles section are addressed.As you research, keep these roles in mind,as well as your questions.

The most important component of this presentation will be your team's combined answer to the BIG QUESTION. Use the Research Rubric to see how your work will be evaluated.

Now begin by Choosing Teen Health Issues!
 
  Individual Roles

 
You've got your topic so it's time to move through the Process and address the Big Question. If you re-visit the Task/Question, you will see that there are three perspectives that accompany the Big Question:

  • The Health Issue Up-Close
  • Prevention,Treatment and Organizations at Work
  • Prevalence and Impact on Teens

Each group member will assume a role that will address one of these perspectives. If you have more than four group members, two people will need to share one role. If you feel a perspective needs to be added, ask your teacher. If there is a lack of significant data for one or two perspectives, consider the possibility that the lack of data is the lead to a solution!

Remember: when you each complete the demands of your own role, you will set out to answer the Big Question together.

Role Expertise
Historian Investigates the health issue close-up;provides an overview that includes: definition, causes, symptoms, diagnosis, tests, effects.

Non-Profit Specialist

Surveys major organizations and support groups:learns about their work; funding; founders; contacts at least one group.
Problem Solver Summarizes current research: prognosis (chances for recovery,) treatments, prevention, lifestyle changes.
Statistician Looks at the issue in numerical terms: risk factors: prevalence, impact on teens, cost of treatment.
  

 
  Process

 
Follow the steps to completion.

Don't forget to return here each time you complete a step and check the Rubric to make sure you are fulfilling the project requirements.

ASK QUESTIONS:

  • Use a KT chart
  • Record what you know
  • Brainstorm questions to quide your research

    Remember: No one can ask all the right questions before they gain some knowledge of their topic.     Use the W.O.W. Resources.

GATHER DATA:

  • Print and photocopy selections
  • Save them in your folder
  • Collect digital pictures, graphs, charts, etc. for your display board! Don't print. Save them in your Share folder
Helpful Hint!!!Consult experts in school (school nurse? guidance counselor? school psychologist? student assistance counselor?), or outside of school (doctor? dentist? parent? relative? friend? pharmacist?), or online.
*** Make sure to collect pictures, graphs, charts, etc. for your display board! Don't print. Save them in your Share folder

PROCESS DATA:
  • Read data you have collected
  • Highlight facts that answer your questions
  • Take notes in Research Journal format.

    Remember: WOW people who come to the fair! Make sure to include lots of interesting details-statistics, visuals,quotes,charts and graphs. 

EVALUATE DATA:

  • Gather all of your data
  • Revisit your questions (see KT chart)
  • Answer all of your questions?
    • If yes, proceed to prepare your presentation
    • If not, gather additional data

    Check the Rubric to make sure you have fulfilled the project requirements.
     

TRANSFORM YOUR DATA: Extend your thinking. Answer the Big Question by desigining an actual solution to the problem. Create additional materials, such as a pamphlet, invitation to a fundraiser, lesson plan, newspaper article, photographic display,or anything else you can imagine to demonstrate your solution.
 

PRESENT:

  • Plan your display board.
  • Try sketching how you think it should look.
  • Assemble your board.

Remember: Before you paste anything on your board, review your materials and design with one of the staff members. Look for the following qualities:
    - comprehensiveness
    - accuracy
    - creativity
    - transformation/ extension of knowledge (solution/research design)
    - attention to the Big Question
 
  Resources
 
Use these excellent materials! They are available in our Library Media Center and on the Internet. Use a variety of sources to make sure you cover all aspects of your topic and that your sources are reliable.

.

OPAC

  • Reference Books:Examples

.

REF 613 FAM

The Family Medical Encyclopedia

REF 613 HEA

Healthy Living

REF 613 SIC

Sick!

.

  • Other Materials: Examples

.

  • 616.2 Sheen

    Asthma

    616.95 YAN

    STD's; What You Don't Know Can Hurt You

    641.15 SEL

    Food & Nutrition

    641.1 LEV

    Nutrients in Food

.

ONLINE RESOURCES

.Keywords: areas of interest (ie as nutrition, health, diet, exercise, food food guide pyramid); names of specific medical issues (ie as eating disorders, Down Syndrome, asthma)


Evaluated Website Directories: Sites carefully selected by experts.

  • Hotlist - Health
    List of links selected by your favorite librarians.

  • Hotlist - Substance Abuse
    List of links selected by your favorite librarians.

  • Carnegie Library of Pittsburgh

  • Internet Public Library
    An online library of links selected by librarians, of course.

    		•
      Rubric
     
    RESEARCH PROJECT RUBRIC
    Exemplary
    Researcher
    5
    Accomplished
    Researcher
    3
    Beginning
    Researcher
    1
    TOPIC
    A researcher carefully investigates a topic that suits the project criteria.    		 I chose the perfect topic to answer the Big Question. With help from the teacher/or librarian, I selected a relevant topic. My choice of topic did not lead me to answer the Big Question.

    QUESTIONING
    A researcher recognizes that research solves a problem and thinks about questions that lead to posing a solution.
    (Researh Strategy Worksheet)
    After selecting a topic, I independently designed questions that were clear, thoughtful and creative and engaged me in challenging research.
    I formulated questions about a topic and with adult help elevated the questions to focus on relevant issues or problems.
    My questions were incomplete and unclear and did not focus on the Big Question.
    PLANNING
    A researcher identifies sources of information likely to build understanding.
    (Research Strategy Worksheet)
    I selected a variety of high quality sources, print and electronic, independently and efficiently. I used my time well.
    I selected sources with mixed success. I was able to work within the timeframe.
    I wandered from source to source without questioning which source would be most helpful. I could not work within the time limits.
    GATHERING
    A researcher collects and stores information for later consideration.
    (Use Research Strategy Worksheet)
    I collected and organized important information for retrieval independently. I revised my search when necessary.
    I collected information with some degree of organization. I could revise my search but had problems.
    I lost track of most important information. I did not record my sources. I could not revise my search.
    SORTING
    A researcher reorganizes information so that the most valuable becomes readily available to support understanding.
    (Research Journal)
    I thoroughly selected and organized information that answered my questions in an or-ganized way. I se-lected information that was appropriate, detailed and interesting.
    I sorted and organized information that answered my questions with some detail.
    I tried to organize the information I found, but I was not able to completely stay focused on information that would answer my questions.
    SYNTHESIZING
    A researcher recombines information to develop decisions and solutions.
    I used the information I found in a meaningful way to create an original solution.
    I reorganized and combined the solutions of others.
    I restated the solutions of others.
    EVALUATING
    A researcher determines whether the information gathered is sufficient to support a conclusion.
    I tested solutions to see if supporting information was adequate.
    I looked for missing information.
    I reached a hasty solution.
    PRESENTING
    A researcher translates findings into a persuasive, instructive or effective product(s).
    I created and presented an original product which effectively addressed the Big Question. I included all of the required elements.
    I provided a product, which offered some insight with regard to the original problem or issues.
    Shared the work or thoughts of others. Required elements were missing.
    REQUIREMENTS I completed all of the components of the project. I completed most of the components of the project. I was missing many of the components of the project.

    (Jamie McKenzie, http://www.fno.org)
     
      Conclusion

     
    Well, you just go ahead and give yourself a big pat on the back! You have come a long way and completed an extremely difficult task.

    Congratulations on a job well done and good luck!
     
      Published February 18, 2004