University of Arizona, Center for Toxicology Southwest Environmental Health Sciences Center, An NIEHS funded center at the University of Arizona

IMPACTT
About IMPACTT
Curriculum Design
Curriculum Philosophy
Curriculum Structure
Student Outcomes
Target Audiences
Major Projects
For Students
Creators of IMPACTT
Resources For Environmental Health Studies Digital Library

 

Southwest Environmental Health Sciences Center

About SWEHSC

Community Outreach & Education

Environmental Health Science Educational Resources

 

 


 
IMPACTT
WATER:
Inform the community about a local water issue:

 

Major Projects are a way for students to apply the skills and information they learned from the variety of lessons in a given unit. The Major Project of this unit is to write a brochure or handout to explain what the students have learned to other students and possibly to the general public. It will take one to two weeks to complete this project.
Implementation:
  This Major Project can be implemented during the delivery of the basic background lessons or near the completion of the background lessons. The decision about when to implement the Major Project is left up to the teacher.
Description:
  Using some form of print media (brochure, article, flyer, etc.), the students will inform their community (school, neighborhood, or city) about a local water issue of importance. This can be based on research the students' conduced through the "Water Inventory" lesson or on another current issue. Students need to be sure to include the following information in their production piece:
  · Describe the specific water issue (be clear & accurate)
· Describe why people should care
· Describe what people can do to help the problem
· Provide a way people can obtain more information if they have questions
Variations on the theme:
  This can be done with any local issue the students care about.
Possible Partners:
  Local (city, county, and/or state) environmental quality departments, local water utility, neighborhood organizations, school board, local university, printing shop (or school district printing office).

Objectives:
  Students will:
· Work cooperatively in groups to develop a print-based document to inform the community about a local water issue.
· Apply their knowledge of the water cycle, use, and pollution to assist their community.
· Select the best of the materials they developed and develop and implement a plan to deliver the promotional materials to the community.
Lessons:
 
Lesson 1: Identify the Issues
  Have the class identify one or more regional water related issues. For each issue they should discuss how the it affects them personally, how it affects their immediate community, and how it affects the community at large. The students should then prioritize the issues and select one or more that they feel the community needs to be informed about. Once the key issues are identified, the students needs to conduct research on who, what, when, where, why, how, the costs (financial, health, etc.), why the community should care, and action steps to improve the situation.
 
Lesson 2: Create a Promotional Document
  Review with the students some different types of print-based promotional documents, such as brochures, flyers, pamphlets, and articles. Have different examples of these documents on hand for them to review. Ideally these documents would be promoting awareness for an environmental issue. Each student will then select a print media format and create a document to promote his or her issue of choice (selected from the priority issues the class identified).
  Brochure Lesson Plans:
 
Lesson 3: Peer Editing
  Each student will print two copies of his or her promotional document. Collect the work and redistribute the materials so that each student peer edits at least two other students' work.
  Lesson: Scoring Practice:
  6 + 1 Traits of Writing Scoring Rubric:
 
Lesson 4: Selecting Materials to Share with the Community
  After the students have completed the revisions of their promotional documents, they need to print a final version that does not contain their name or personal identification marks. Through an anonymous scoring process, the class will select the two documents (based on top score & discussion) that would be the most appropriate and effective means of sharing the important issue with the community. The students will do this by reviewing and scoring each document individually. The class will then calculate the average scores for each document (see "Scoring Table Overhead"). The top two scores will be identified and the class will discuss whether they agree on the results.
  Student Scoring Sheet:
  Scoring Table Overhead:
Links:
  11 RULES OF WRITING
  Stop here for tips on planning your research and evaluating sources
  Guide to writing the basic essay
  A Guide for Writing Research Papers
  A Student's Guide to Research with the WWW
  Writing a Research Paper
  Writing Brochures
   
 


IMPACTT   || COEP ||  SWEHSC   ||  Center for Toxicology  ||  University of Arizona  ||  TOP



coep-info@pharmacy.arizona.edu
Stefani Hines, Director: 520-626-3692
Marti Lindsey, Asst. Specialist: 520-626-7659
520-626-4468(FAX)

mailing address:
Southwest Environmental Health Sciences Center
University of Arizona College of Pharmacy, Room 244
PO Box 210207, Tucson, AZ, USA  85721-0207

 

NIEHS Center Program
The Southwest Environmental Health Sciences Center
is funded by NIEHS grant # ES06694


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Last update: 
August 20, 2002
Page Content:  Marti Lindsey
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