A WebQuest for Grade 7 Personal Planning

Designed by:
Scott Jolly and Sarah Lorimer
scottjolly@hotmail.com and slorimer@netscape.net

Introduction

This just in!!! CBC news has just been notified that the Canadian government is presently holding discussions on the smoking laws in British Columbia.  Within the next twelve hours, provincial authorities will decide if smoking will become illegal within our province.  This means that stores will not be allowed to sell cigarettes or tobacco products of any kind, and no person will be permitted to smoke anywhere within the boundaries of British Columbia.  No smoking inside, no smoking outside.  The government is requesting qualified researchers to investigate the ramifications of tobacco use in our province. What is its impact on our economy?  How many people does it kill a year?  How does it affect the environment?  Is it really bad for your body?  These are questions that the government must consider and answer.  The clock is ticking.  Should smoking be banned in British Columbia?
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Your mission if you choose to accept it is to research all the implications surrounding the issue of smoking.  As members of the CBC research team you will be placed in groups of three.  In order to complete your mission you will be required to take the following steps:

• the first researcher will determine the effects of smoking on the human body.
• the second researcher will investigate the relationship between smoking and advertising, and how this advertising impacts the economy.
• the third researcher will determine if anti-smoking advertisements, websites, or campaigns of any sort are effective in reducing teenage smoking.
• once the research is complete, your group will evaluate all of the information gathered.  You will then create a Venn diagram on poster board comparing the pros and cons of smoking and tobacco use in British Columbia.
• the final task will be to air a simulated newscast informing the public on the final tobacco debate decision.  Using a video camera, you will be required to show a debate that takes place between those that support and those that oppose tobacco use.  After the debate, the news reporter will announce the final decision surrounding smoking in British Columbia.  There may be a variety of solutions ranging from total abolishment, to smoking with some restrictions, to complete legal smoking with no confinements.

   1) Arrange yourselves into groups of three. 
   2) Each group member will choose one area to research.
   3) Below are links to certain websites that will help you find information
        about your specialty area.  When you read through these websites,
        consider who created them and where the information is coming 
        from.  Is the information coming from a university or a government
        agency, or is the information source biased?
   4) For the person investigating the health effects, consider the
        following questions:

• Does smoking really cause any diseases? 
• What are some of the 'supposed' diseases that can be caused by smoking? 
• Why is it difficult to quit smoking?
• What are the effects, if any, of second hand smoke?
• How can smoking affect your lifestyle?

• What kinds of advertisements are used to attract people to smoke?
• What kinds of pictures and slogans are presented to entice the public?
• How does the tobacco industry create jobs and make money for the economy?
• How is the tobacco industry involved in athletic events and other special functions? 
• Without smoking sponsorships, would these special events be able to survive?  Why or why not?

• What do the statistics say about the rate of smoking in teenagers?  Has it increased or decreased since 1970?
• Do you think anti-smoking campaigns are effective?  What factors make them effective to teens (i.e. what do these campaigns do or use to make teens aware)?
• List three websites that you believe are the most effective in reaching teenagers and providing awareness about smoking.  Support your choices and ask for group input.  This part will be completed on a separate sheet of paper, and will be included as part of your entire group participation mark.

   8) Using a large piece of poster board, create a Venn diagram depicting 
        the pros and cons of banning smoking from your research.  An 
        example of a title for your Venn Diagram may be "The Pros and 
        Cons of Prohibiting Smoking."

   9) On the back of the poster board, make a list of all your points.
        Beside each point, document which website or websites support the 
        statement.  Obviously, if more than one website is put down for each 
        point, the more valid each point will be.  This is because more than 
        one website finds this statement to be true.

  10) As a group, use the information you have gathered and make a 
        decision regarding the future of smoking laws in British Columbia. 
        Consider the following options:

•  smoking becomes totally illegal.  No smoking is permitted anywhere,  not even within the confines of your house.  Tobacco can not be sold at the stores, and there will be laws made to deal with people who bring tobacco in from other provinces or countries.
• smoking is allowed only in certain places.  Maybe people are only allowed to smoke in their own homes, or maybe it's only permitted outside; you decide the smoking regulations.
• smoking is legal anywhere.  People can smoke in stores, in restaurants, on the plane, or at the movies.  There are absolutely no restrictions.
• There are a variety of other options.  These are just ideas; however, you are free to create the final decision based on your research.

       The other two people will choose a side to defend (either pro tobacco 
        use or con) and hold a debate showing the main issues that help the 
        government decide the new smoking law. 
        The debate should be a part of the newscast.

  12) The reporter will recap what has been decided and sign off.

  13) This report should be about 15 minutes in length.
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Role #1: Health Investigator
Tobacco and Cancer
What You(th) Should Know About Tobacco
Facts on Women and Tobacco
Quit Smoking
Surgeon General's Report For Kids

Role #2: Advertising Researcher
Let Us Have the Real Truth
Interview With Christy Turlington
PATCH Project
American Lung Association
The ABC's of Tobacco

Role #3: Statistics Analysist 
Smoking "Victims"
Facts You Should Know
Smoke-Free Kids
Save the Children
 

Additional Information
Youth Links
Extra Links

There are three components to the grade you will receive.  The first two parts are worth 35% each, and the last part is worth 30% of your total mark.  Additionally, the first two parts will be assessed by the teacher according to the rubric, and the last part will be assessed and decided by all group members. 

PART A: VENN DIAGRAM   35%

• students explored all available resources and utilized them effectively to present the main ideas (5%)
• students use at least 15 points for each pro and con section (the middle part may vary) (5%)
• students use at least three or more websites to support each point (5%)
• students will refer to at least 12 or more different website to support statements made (5%)
• the diagram contains no spelling or grammatical errors (5%)
• the diagram is presented on a piece of posterboard (5%)
• the overall appearance is tidy and well organized with legible handwriting or printing (5%)

• students' voices are clear, articulate, and enthusiastic (10%)
• students worked co-operatively and ensured that involvement in the video was equal amongst all group members (5%)
• students develop strong and believable characters (5%)
• students make clear, developed arguements for the debate (10%)
• it is evident that students scripted and practiced their performance before taping (5%)

• each group member contributed equally to the assignment (10%)
• group members worked co-operatively and efficiently (10%)
• group members were productive during allotted class time (5%)
• separate sheet of paper with the three websites you think are the most effective in reaching teenagers and providing awareness about smoking (5%)

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Conclusion

Dear Investigation Team,

The research you conducted for the provincial government of British Columbia has been invaluable in the quest to determine the new laws regarding smoking in our province.  Without your assistance we could never have created such a concise and developed law.  Do you think this law will forever solve the on-going debate between smokers and non-smokers?  We are extremely grateful for the time and effort your team has donated.  Since your research was completely thorough and insightful, we will not be hesitant to recommend your expertise to other governments.

Thank you again,
The Provincial Government 

Teacher Link 
Title: Should Smoking Be Illegal?
This Webquest will require students to research a question that does not have either a right or wrong answer.  Through evaluation of a variety of material, students will merely from their own opinions about the issue in question. 

Curriculum Area:
This Webquest utilizes the learning outcomes from the personal planning IRP.  Additionally, this Webquest integrates outcomes from language arts, computers and technology, and drama. 

Grade Level:
This Webquest would be most appropriate for students at the six to nine grade level.

Length of Lesson:
This Webquest will require at least five to seven lessons, of about an hour each to complete.  Teachers may wish to extend the learning outcomes depending on the time frame, and there are a variety of sites available that provide additional information and ideas.  These reference sites can be located in the "Additional Sites" section listed above.

Goal or Purpose:

• Students will use effective research skills to demonstrate an awareness of both sides of the arguement
• Students will communicate their understanding of the issue through multimedia
• Students will use previous knowledge combined with statistical information to make a developed and educated decision
• Students will gain experience using the World Wide Web
• Students will be exposed to a variety of learning outcomes from different IRPs

• Students will evaluate personal attitudes that promote health
• Give examples of how personal health relates to environment, economy, and society  (personal planning)
• Develop personal responses and offer reasons for examples of their judgements, feelings, or opinions (language arts)
• Identify information technology tools used to access information

• provide poster paper 
• monitor groups during video taping
• teach Venn Diagram strategy prior to Webquest
• thoroughly preview criteria as a class so students are familiar with the distribution of their mark
• make anecdotal observations during group work so the teacher can be in agreement with the group participation mark they have given themselves
• conference with each group to evaluate their work
• show videos to the class...maybe ask for student input--2 stars and a wish or TAG type criticism
• teach students how to form debates using methods such as DEFENDS