A WebQuest Written By Ms. Ellen Afromsky, Ms. Kara Ross, Mrs. Dorothy Salierno and Mrs.
Linda Sokol,
our Library Media Specialists and Health Teachers, Respectively
It's Your Life...
Obesity, eating disorders, steroid abuse, autism, diabetes, depression,
and hyperactivity are just a few of the health issues that confront teens
daily in their own lives and through television, radio, magazines, newspapers,
and the Internet. Needless to say, this can all be a bit overwhelming.
But, not to worry. The good news is that individuals around the world
are working hard to find solutions to these problems and you can join
them in making a difference and begin right now!
Big
Question/Task
The Town of Eastchester, thanks to Town Supervisor
Tony Calavita, is sponsoring the first annual Working on Wellness competition
and all of our eighth grade students have been invited to participate.
Final entries will be displayed and judged at the Middle School and winning
presentations will be exhibited in the Town Hall for all Eastchester residents
to see. Prizes and certificates will be awarded.
Students will be given adequate time and resources to select
a health issue that they feel is extremely important to teens today and
in their future. Students will work as part of a team to prepare a display
that addresses the
Big Question
Which plan would
you propose to help solve
an important teen health issue?
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 the issue from
four perspectives:
The Health Issue Up-Close; Prevention and Treatment; Prevalence and Impact
on Teens;
and Organizations at Work.
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 them
work collaboratively with teammates to plan, research and present
work independently using a rubric and web activity as a guide
You should be able to achieve these goals by joining
a team and taking on one of the roles listed in the Roles
section. After each each group member becomes an expert on one of the
different roles by gathering data and visuals, you and your teammates
will work together to create a Group
Presentation for W.O.W. This presentation presents your team's
combined answer to the Question. Use the Research Rubric
to see how your work will be evaluated.
You've got your topic so it's time to
move through the tasks and address the Big Question. If you re-visit the
Task/Question, you will see that there are four perspectives that accompany
the Big Question: the Health Issue Up-Close, Prevention and Treatment,
Prevalence and Impact on Teens, and Organizations at work. Each group
member will assume a role that will address one of these perspectives.
If you have less than four group members, you will each need to take one
role and share the rest. 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 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
Health Issue Close-Up: provides an overview to include: definition, causes, symptoms, diagnosis, tests, effects
Problem Solver
researches prognosis, possible treatments, prevention, current research
Statistician
determines risk factors, prevalence, impact on teens, cost of treatment
Non-Profit Specialist
surveys major organizations and their work, support groups
Process
Follow the steps to completion. As you proceed 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:Each team member will develop questions that will help them
to satisfy their individual assignments and to answer the Big Question.
Record these questions on individual Research Strategy Worksheets.
Remember: No one can ask all the right questions before they gain
some knowledge of their topic.Use the Resource
Sheet to uncover useful sources for overviews of your topic. Encyclopedias,
print and online, are a good place to start. Try some of the sites
on the Health Hotlist
or Substance Abuse Hotlist.
GATHER DATA:Each
team member will search out sources that will answer their questions
and record these on the Research Strategy Worksheet. Use the Resource
Sheet. Print and photocopy selections. 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. too for your
display board! Don't print. Save them in your Share folder.
Remember: Use the Resource Sheet to record sources.
PROCESS DATA:
Read the data you have collected and takes notes in Research Journal
format.
Remember: Make sure to include lots of interesting details.
Tell visitors to the fair what they do not already know.
EVALUATE DATA: As a
team, gather all of your data together to see if you have answered your
questions fully and with interesting details. If not, go back to 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 solutiion to the problem. Create additional materials, such
as a pamphlet, invitation to a fundraiser, lesson plan, newspaper article,
photographic display,or anything else you create to demonstrate your
solution.
PRESENT: Plan your
display board. Try sketching how you think it should look.
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 Questio
Assemble your board.
Remember: Write the names of the members of your group on the back
only!
Resources
This list comprises a selection of excellent materials 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!
Student Resource Center Gold and Jr. (vast collection of articles
from reference works, newspapers and magazines; pamphlets; primary
sources, multimedia files and more)
Proquest(for
magazine and newspaper articles, 1988 – present, including N.Y.
Times)
World
Book Online (online encyclopedia complete with links to periodical
articles and websites)
OPAC (examples of resources found in our online
public access catalog)
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
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)
WEBSITES
Evaluated Website Directories
Sites carefully selected by experts.
Hotlist
– Health
List of links selected by your favorite librarians.
TOPIC A researcher carefully investigates a topic that suits the
project criteria.
I chose the prefect 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.
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. Now, judges from the our school and the town will visit the fair
and select the five presentations that are the most complete and unique.
You too will have a chance to visit the fair to learn about issues besides
your own.
