BY
ANGEL BOOKAL
Email: abookal@hotmail.com
Science Department
INTRODUCTION
Scientists
of all cultures make huge contributions to our society by simply having a
question and doing research to try to answer that question. While attempting to complete their research,
scientists sometimes make discoveries.
Discoveries that are made throughout the world are done by
investigating, observing and using logic. We often learn concepts in science but,
rarely do we discuss the people involved thus, we know little about these
people that have impacted our society in a positive way.
The
problem with our society is that multiculturalism
is not apart of the history curriculum, much less any other subject area. Thus, we know little about the many cultures
that live in the
The
annual Impacting Teens Forum: Stop the Violence, Stop the Hate Crimes, Excel in
School where your favorite R&B and Hip-Hop artists will perform and present
information to you, is a month away. The
goal of the forum is to bridge the gap between teens of many different cultures
in order to stop teen violence and stop teen hate
crimes, as well as, to encourage adolescents to excel in school. They plan to accomplish this by providing you
with positive information about various cultures and using music to celebrate
your similarities. They will expect the
teens that attend to provide positive information about their cultures.
In
order for our class to attend the forum, our principal is requiring that we use
some aspect of science in our presentations at the forum. We will present information about scientists
that have contributed to our society.
TASK 
You will prepare for the
forum by investigating the problem within our education system. In addition, you will do research to find
individuals from your culture that contributed to science. You will present your
findings to your peers. You will:
1. Complete the linked worksheets so as to familiarize
yourself with the Science Public Policy Analyst process and to assist you in
gathering all of the information required.
2.
Create a visual presentation that briefly explains
the problem and evidence of it. The bulk of your presentation will focus on
your scientist and his or her accomplishments.
Your visual presentation will be accomplished via PowerPoint.
3.
Present your findings to your class in a 3-5 minute
oral presentation.
PROCESS 
You
will begin to investigate your roles as budding Science Public Policy Analysts. As young
Science Public Policy Analysts, you will follow the steps provided to gather
all of the information necessary in preparation for your presentation at the
upcoming Impacting Teens Forum.
1. Click on the links for each
question. Read the information on the page.
Answer the questions by putting the information in your own words:
b.
What can people in a
democratic society do?
c.
What is the purpose of
SPPA?
d.
What public policy
skills will you develop?
e.
What are the three
main components involved in public policy issues?
2. You will use the
worksheets in each of the following links to complete these steps.
Discuss the social problem that existed at the time your scientist was
living.
b. Gather evidence
of the problem.
3. Create a
PowerPoint presentation which contains the following:
a. 10
slides
-1/3
on problem and evidence
-2/3 on individuals that contributed to science
b. 10
graphics (Be sure to include pictures of the individual ex. Vivien Thomas
c. 5+
Word or Clip Art Images
d. 1
effect per page
e. 1
sound per page
If
for any reason you cannot access the description and worksheet for the link(s)
you will go to the following site: http://www.maxwell.syr.edu/plegal/TIPS/select.html
EVALUATION 
ORAL
PRESENTATION
|
ACTIVITY |
Exemplary |
Proficient |
Partially Proficient |
Incomplete |
Omitted |
POINTS |
|
Speech |
10 points The speaker
was enthusiastic, loud and clear. |
8 points The speaker
was clear and understandable. |
6 points The speaker
was somewhat clear but their volume fluctuated in a sporadic manner. |
4 points The speaker
was barely understandable. |
0 points The speaker
was not clear or understandable. |
|
|
Eye Contact |
10 points Eye contact was
made with the entire audience throughout the speech. |
8 points Eye contact
included one sided of the room more than the other. |
6 points Eye contact
was made but only with a few people. |
4 points There was
barely any eye contact. |
0 points There was no
eye contact. |
|
|
Familiarity with Material |
10 points The speaker
referred to note cards once or twice. |
8 points The speaker
referred to note cards a few times. |
6 points The speaker
heavily relied upon note cards. |
4 points The speaker read
from note cards. |
0 points The speaker
did not make use of note cards and seemed lost. |
|
VISUAL
PRESENTATION
|
ACTIVITY |
Exemplary |
Proficient |
Partially Proficient |
Incomplete |
Omitted |
POINTS |
|
# OF SLIDES |
10 points 13+ |
8 points 11-12 slides |
6 points 10 slides |
4 points 7-9 slides |
0 points 6 or less slides |
|
|
Content |
10 points The content is written clearly and concisely
with a logical progression of ideas and supporting information. The project includes motivating questions and
advanced organizers that provide the audience with sense of the project’s
main idea. Information is accurate, current and comes
mainly from * primary sources. |
8 points The content is written with a logical progression
of ideas and supporting information. Includes persuasive information from *primary sources. |
6 points The content is vague in conveying a point of
view and does not create a strong sense of purpose. Includes some persuasive information with few
facts. Some of the information may not seem to fit. *Primary source use is not |
4 points The content lacks a clear point of view and
logical sequence of information. Includes little persuasive information and only one or two facts about
the topic. |
0 points Information is incomplete, out of date and/or
incorrect. Sequencing of ideas is unclear. |
|
|
# of Graphics |
10 points 10+ graphics |
8 points 8-9 graphics |
6 points 6-7 graphics |
4 points 4-5 graphics |
0 points 3 or less graphics |
|
|
Word or Clip
Art images |
10 points 5+ images |
8 points 4 images |
6 points 3 images |
4 points 2 images |
0 points 0-1 image(s) |
|
|
Effects &
Sound |
10 points Meet requirements (1 effect & 1 sound per page) & enhance
presentation |
8 points Meet requirements |
6 points Meet requirements but are somewhat distracting |
4 points Elements missing on 1/3 of slides. |
0 points Few required elements and/or very distracting |
|
|
Writing Mechanics |
10 points The text is written with no errors in grammar,
capitalization, punctuation, and spelling. |
8 points The text is clearly written with little
or no editing required for grammar, punctuation and spelling. |
6 points Spelling, punctuation, and grammar errors
distract or impair readability. (3 or more errors) |
4 point Errors in spelling, capitalization,
punctuation, usage and grammar repeatedly distract the reader and major editing
and revision is required. (more than 5 errors |
0 points Obviously, there was no editing or revision
attempted. |
|
|
TOTAL |
|
|
|
|
|
/100 |
RESOURCES
Merriam-Webster Dictionary and Thesaurus
Teen
Violence
OTHER SOURCES
CONCLUSION
If we become educated about the positive aspects and
people that our own and other cultures offer, we may find a way to accept the
differences between one another as positive also. This may help us to address the social issues of racism and teen violence and to
stop them. Scientific inquiry is used in
the same manner as Science Public Policies Analysis steps to gather and analyze
information.
STANDARDS
MATHEMATICS, SCIENCE, AND TECHNOLOGY
Standard 1: Analysis, Inquiry,
and Design
Students
will use mathematical analysis, scientific inquiry, and
engineering
design, as appropriate, to pose questions, seek
answers,
and develop solutions.
Standard 2: Information Systems
Students
will access, generate, process, and transfer information
using
appropriate technologies.
Standard 4: Science
Students
will understand and apply scientific concepts, principles,
and
theories pertaining to the physical setting and living
environment
and recognize the historical development of ideas in
science.
Standard 5: Technology
Students
will apply technological knowledge and skills to design,
construct,
use, and evaluate products and systems to satisfy
human and
environmental needs.
Standard 7: Interdisciplinary
Problem Solving
Students
will apply the knowledge and thinking skills of
mathematics, science, and technology to
address real-life
problems
and make informed decisions.
SOCIAL STUDIES
Standard 4: Economics
Students
will use a variety of intellectual skills to demonstrate
their understanding of how
the
develop
economic systems and associated institutions to allocate
scarce
resources, how major decision-making units function in
the
economy
solves the scarcity problem through market and
nonmarket
mechanisms.
Standard 5: Civics, Citizenship, and Government
Students
will use a variety of intellectual skills to demonstrate
their
understanding of the necessity for establishing governments;
the
governmental system of the
the United
States Constitution; the basic civic values of American
constitutional democracy; and the roles, rights, and
responsibilities of citizenship, including avenues of participation.