PLEASE SAVE ME



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Please Save Our Environment

FOR EVERY HUMAN, ANIMAL, AND PLANT ON EARTH, A HEALTHY OCEAN IS A MUST!! 

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BY

Dena DeLucia ddelucia@emerson.

Sherry Parker sparker@emerson.

Emerson Middle School

Yonkers, NY

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PLEASE SAVE ME !!!!!!.

Throughout history, people have been living near and interacting with our oceans. They believed that nothing humans do could possibly affect this enormous watery world in any way. While humans were few in numbers, the oceans were able to withstand and absorb most of these destructive activities. UNTIL NOW……

Now with a growing population of over 6 billion, 60% living within 60 miles of the ocean, we know that human actions are, in fact, causing problems. The ocean is an extremely sensitive ecosystem and is now showing signs of imbalance from chronic overuse and abuse.  We do not yet know the long and short term consequences of these actions. 

• Will the damage we cause affect the amount of oxygen the ocean plants produce?

• Could even small temperature changes caused by global warming alter ocean currents thereby affecting the earth's climate ?

• Are our present actions starting another ice age?

• Could there be dramatic life altering changes during your lifetime?  

• Can over-fishing and pollution cause an ecosystem imbalance severe enough to significantly alter our lives? 

• Are we destroying the plants and animals that could one day provide the cure for cancer, AIDS or other life-threatening diseases? 

WE NEED YOUR HELP!!!!! You are to assume the role of PUBLIC POLICY ANALYST and present your research finding and recommendations to the Emerson Middle School community. Don’t take this assignment lightly!!! You CAN and WILL make a difference.

The questions are endless. Some of the answers are known, others are yet to be discovered. We know the causes of many problems and are learning what to do as well as what not to do. Each and every one of us can help mend and protect our oceans in many ways, from things we consume and the ways we dispose of them to the fish we choose to eat. We can also make our elected representatives in the national governments aware of what we want for our oceans.

Today, the ocean remains a necessity for maintaining life as we know it.  The oceans provide the following:

• most of the oxygen we need to breathe 

• a reservoir for soaking up almost half of the globe's gaseous carbon pollutants (more than a billion tons)

• a food source that can be managed to help feed the world

• ingredients for many of today' s and tomorrow' s medicines

• source for weather patterns

Did you know?

• Three-quarters of all marine pollution comes from land. A recent National Academy of Sciences study estimates that the oil running off our streets and driveways and ultimately flowing into the oceans is equal to an Exxon Valdez oil spill - 10.9 million gallons - every eight months! Fish and other marine life are being killed and discarded each year.(see references) Worldwide, it is estimated that fishermen discarded about 25% of the total catch during the 1980's and in the early 1990's. This adds up to about 60 billion pounds each year!!

• Dynamite and cyanide are still used for fishing. 

• Over half of the world's original coastal marshes and mangrove forests are now developed as industrial parks, residential areas and farms. 

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Your role will be that of an “Expert” on ocean pollution. Your task will involve educating the community about this problem which not only affects the environment in the ocean but our entire world.

Your task is to inform the community about the dangers of pollution in the oceans.

You will need to educate them about what is polluting the oceans, as well as, educating them in ways to save the ocean.

You will have 3 choices:

1. You may create a poster showing the causes of ocean pollution

2. You may make a collage of pictures showing the problem and your proposed solutions

3. You may write a short story about the history of the ocean waters, the problems that have arisen, and ways to help resolve the problems.

You will also be required to fill in the assigned worksheets with PPA which will help you in getting the necessary information for your project.

Your project will be graded on accuracy, neatness, timeliness, and how well you go tyour point across.

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• Read the attached links under resources.

• Fill in required worksheets under PPA.

• Choose your project. ( from your 3 choices)

• Write a small paragraph about your project and what you learned in regards to saving our environment.

THE SIX STEP PUBLIC POLICY ANALYST

THE SIX STEP PUBLIC POLICY ANALYST

Step1: Identify the problem

Step2: Gather the evidence

Step3: Determine the Causes

Step4: Examine an existing Policy

Step5: Develop (3) Policy Solutions

Step6: Select the Best Solution/Policy based on Effectiveness vs. Feasibility

Step 1: Identify the problem





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Congressional Bill Resources

Bill Resources

















See-The-

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Writing Rubric

|Content & |Poor |Fair-Good |Very Good-Excellent |Grade |

|Development |- Content is incomplete. - |- Content is not comprehensive and /or |- Content is comprehensive,| |

|50 % |Major points are not clear |persuasive. - Major points are addressed, |accurate, and persuasive. -| |

| |and /or persuasive. |but not well supported. - Content is |Major points are stated | |

| | |inconsistent with regard to purpose and |clearly and are well | |

| | |clarity of thought. |supported. - Content and | |

| | | |purpose of the writing are | |

| | | |clear. | |

|Organization & |Poor |Fair-Good |Very Good-Excellent | |

|Structure |- Organization and |- Structure of the paper is not easy to |- Structure of the paper is| |

|20 % |structure detract from the |follow. - Paragraph transitions need |clear and easy to follow. | |

| |content. - Paper is |improvement. |-Flow of ideas fluid and | |

| |disjointed and lacks | |logical. | |

| |transition of thoughts. | | | |

|Format, Punctuation|Poor |Fair-Good |Very Good-Excellent | |

|& Spelling |- Paper lacks many elements|Paper follows most guidelines. - Paper is |- Paper follows designated | |

|10 % |of correct formatting. |over/ under word length. -Occasional |guidelines. - Paper is the | |

| |-Frequent errors in |faults in spelling/accentuation or |appropriate length as | |

| |spelling/accentuation or |punctuation. |described for the | |

| |punctuation. - Paper is | |assignment. -Very few or no| |

| |inadequate/excessive in | |faults with respect to | |

| |length. | |spelling/accentuation or | |

| | | |punctuation. | |

|Grammar & |Poor |Fair-Good |Very Good-Excellent | |

|Vocabulary |- Paper contains numerous |- Paper contains few grammatical errors. -|- Rules of grammar and | |

|20 % |grammatical errors. - |Vocabulary very limited. |usage are followed. - | |

| |English interference | |Language is clear and | |

| |frequent. | |precise; sentences display | |

| | | |consistently strong, varied| |

| | | |structure. | |

| | | | | |

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Poster Rubric

|Poster Content |Exceeds |Good |Fair |Grade |

| |The poster includes all |Poster includes all |Does not have all of the | |

| |information relevant to the|relevant information; |relevant information of | |

| |topic in an organized |however, it does not |the poster. Sources and | |

| |fashion and includes |utilize the resources |information are not used | |

| |effective use of sources. |and/or is not |in an effective manner, or| |

| | |well-organized. |there is not enough | |

| | | |information presented. | |

| | | |Information is presented | |

| | | |in an unorganized fashion | |

|Work quality/effort |Exceeds |Good |Fair | |

| |The work done exceeds all |The work was done with |Work is done with fair | |

| |expectations and shows that|good effort that shows |effort, but the quality is| |

| |the learner is proud of |what the learner is |still not what the learner| |

| |his/her work. The effort |capable of. It is evident |is capable of. It is | |

| |that was put into this task|that time was put into |evident that the work was | |

| |is the best it can be by |this poster and |rushed. | |

| |the learner. |presentation. | | |

|Style/Mechanics |Exceeds |Good |Fair | |

| |The poster has an element |The poster is clear and |The poster lacks style and| |

| |of creativity and style, |logical and contains facts|reads more like a list of | |

| |and is not just a list of |as well as very few |facts than an oral group | |

| |facts. The poster is |mistakes. Good clear |presentation. The poster | |

| |presented in a clear and |presentation. = |lacks neatness and clarity| |

| |concise manner with full | | | |

| |understanding of the | | | |

| |subject. | | | |

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When you are finished with your project you will have learned about ocean pollution, and how it affects our environment. You will have discovered a variety of ways to help save the environment.

You will have not only educated yourselves while researching this problem, but your community as well.

Your PPA worksheets will have addressed all aspects of this problem and ways to solve it.

We are grateful for your participation in this project and your involvement in not only finding ways to help solve the problem of ocean pollution, but ways to help get your community involved.

You are all young adults and have officially started your pathway to truly making a difference in your environment, your world, and your future.

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English Language Arts

Standard 1: Language for Information

and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2: Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

|STANDARD 1    |Scientific Inquiry |

| |Science | | |Students will use mathematical analysis, scientific inquiry, and engineering design,|

| | | | |as appropriate, to pose questions, seek answers, and develop solutions.  |

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|STANDARD 4    |The Living Environment |

| |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 |

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