The document outlines the tasks and requirements for a student group researching Dengue Fever in their community. The group will conduct research on Dengue Fever, interview local health officials, collect data on past cases, analyze the data, create a presentation on their findings, and conduct an awareness campaign. The tasks will take approximately 135 hours over multiple weeks. Students are expected to work collaboratively, use technology appropriately, and present their conclusions and recommendations.

3. Essential Question Why is Dengue Fever one of the health problems in the community and how can we prevent the spread of Dengue cases?

4. Standards Demonstrate knowledge and skills in research work Manifest ability in the application of technology in communication Initiate, collaborate and cooperate effectively in civic and social activities

6. TASKS: You are a group that would like to lend a hand in preventing Dengue Fever to your community. Your tasks are the following: Do a research on Dengue fever Conduct interview about the symptoms, causes, and prevention of Dengue Personal interview to Barangay Health Centers and Office of the Department of Health Online interview to Health Experts as resource persons Collect and gather data on the number of dengue fever cases from June 2009 to June 2010 as well as its causes and effects Analyze and interpret the data gathered Create a graphical presentation of Dengue fever cases Make a conclusion and recommendation Disseminate the information Present a digital story about the results of the research Conduct online interaction from other schools about the result of the research. Campaign Dengue prevention through cell phones, emails, radio and print media (newspapers, magazines, clippings)

7. Time Frame Task Number of Hours Research Personal interview Preparation of Interview Guide Preparation of Communication (Letters, Emails, Calls) Actual interview Barangay Health Centers Department of Health Online interview Health Experts Collect and gather Statistical Data of Dengue cases online Consolidate Data gathered Analyze and Interpret the Data Create a Graphical Presentation Conclusions and Recommendation 10 4 3 3 3 5 8 3 10 2 4 Dissemination of Information Campaign Interpersonal Exchange Present a digital story 80 Total Number of Hours 135

8. Student Requirements: Must have the basic skills in research and communication Proficient in MS Office Applications (MS Word, Excel, PowerPoint) , Photo Story 3 for Windows, and Internet Basics.

9. Technology Requirements : Computer Unit MS Office 2003 - 2007 Photo Story for Window Internet Connectivity Digital Camera

10. Scaffolds Dengue Fever http://www.nlm.nih.gov/medlineplus/ency/article/001374.htm http://www.healthizen.com/health-articles/diseases-conditions/dengue-fever.aspx Statistical/Data Presentation Tools http:// www.qaproject.org/methods/resstattools .html#t Dengue Incidents in the Philippines http://www.boholnewsdaily.com/boholnews-doh-records-16000-dengue-cases-in-first-half-of-2009.html http:// tubagbohol.mikeligalig.com/index.php?topic =4589.0

11. General Guidelines for Conducting Interviews http:// www.managementhelp.org/evaluatn/interview.htm Online Collaboration http:// www.nicenet.org / http:// www.epals.com /

12. Assessment: A. By the Teacher Were students able to work collaboratively to reach learner outcome? Can Students complete the task on time? Can students explain vividly the causes and effects of dengue fever? B. Of the Students 1. Reflect on the importance of their work to the community. 2. Present their research works, digital story and output of their collaboration with the GOs and NGOs. 3.

13. R Rubric – Statistical Data Presentation CATE-GORY Excellent (4) Very satisfactory (3) Satisfactory (2) Needs Improvement (1) Neatness and Attractiveness Exceptionally well designed, neat, and attractive. Colors that go well together are used to make the graph more readable. A ruler and graph paper (or graphing computer program) are used. Neat and relatively attractive. A ruler and graph paper (or graphing computer program) are used to make the graph more readable. Lines are neatly drawn but the graph appears quite plain. Appears messy and "thrown together" in a hurry. Lines are visibly crooked. Accuracy of Presentation All points are plotted correctly and are easy to see. A ruler is used to neatly connect the points or make the bars, if not using a computerized graphing program. All points are plotted correctly and are easy to see. All points are plotted correctly. Points are not plotted correctly OR extra points were included.

14. R Rubric – Statistical Data Presentation Type of Graph Chosen Graph fits the data well and makes it easy to interpret. Graph is adequate and does not distort the data, but interpretation of the data is somewhat difficult. Graph distorts the data somewhat and interpretation of the data is somewhat difficult. Graph seriously distorts the data making interpretation almost impossible. Labeling of X axis The X axis has a clear, neat label that describes the units used for the independent variable (e.g, days, months, participants' names). The X axis has a clear label that describes the units used for the independent variable. The X axis has a label. The X axis is not labeled. Labeling of Y axis The Y axis has a clear, neat label that describes the units and the dependent variable (e.g, % of dogfood eaten; degree of satisfaction). The Y axis has a clear label that describes the units and the dependent variable (e.g, % of dogfood eaten; degree of satisfaction). The Y axis has a label. The Y axis is not labeled. Title Title is creative and clearly relates to the problem being graphed (includes dependent and independent variable). It is printed at the top of the graph. Title clearly relates to the problem being graphed (includes dependent and independent variable) and is printed at the top of the graph. A title is present at the top of the graph. A title is not present.

15. Rubric – Research Project: Dengue Fever CATEGORY 4 3 2 1 Group Timeline Group independently develops a reasonable, complete timeline describing when different parts of the work (e.g.,planning, research, first draft, final draft) will be done. All students in group can independently describe the high points of the timeline. Group independently develops a timeline describing when most parts of the work will be done. All students in group can independently describe the high points of the timeline. Group independently develops a timeline describing when most parts of the work will be done. Most students can independently describe the high points of the timeline. Group needs adult help to develop a timeline AND/OR several students in the group cannot independently describe the high points of the timeline. Delegation of Responsi- bility Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed. Each student in the group can clearly explain what information s/he is responsible for locating. Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating. One or more students in the group cannot clearly explain what information they are responsible for locating.

16. Rubric – Research Project: Dengue Fever Plan for Organizing Information Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings. Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan. Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan. Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan. Quality of Sources Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions. Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions. Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions. Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions. Ideas/ Research Questions Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research. Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research. Researchers identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research. Researchers identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research.

17. Rubric - Pagsusuri sa Pangkatang Gawain (Group Performace) Kategorya Super galing Ang galing Kayang-kaya Kulang lang sa practice Kontribusyon Napakahusay ng paghahanda at pagbibigay ng bawat isang ideya. Tumpak ang mga hinuha ng bawat isa. Karaniwang nagagamit ang mga ideya. Maaari pang dagdagan kung kinakailangan. May mga ideyang angkop at di angkop maaaring pang baguhin. May mga ideyang hindi naiuugnay at walang kinalaman pinag-uusapan. Kalidad sa paggawa Maayos at tumpak ang mga gawain sa mataas na kalidad. Dagdagan pa ang mga gawain sa mataas na kalidad. May mga gawain na maari pang linangin at baguhin upang marating ang kalidad sa paggawa. Magdagdag pa ng ibang ideya na maaring mapadali at maayos ang trabaho. Pagbabadyet ng Oras Maayos at tumpak ang mga gawain sa mataas na kalidad at angkop sa tamang panahon. Medyo maayos naman ang pagsasagawa ayon sa itinakdang oras sa buong proyekto. procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Kailangan pang mag-obserba sa tamang paggamit ng oras upang matapos ng maayon ang proyekto. Kinapos sa oras sanhi ng walang pag-oobserba sa itinakdang panahon. Pagkakabigay ng solusyon sa problema Magaling at mapanuri ang pangkat dahil sa mga tamang pagkakabuklod ng mga ideya at suhestiyon sa problema. Irebesa pa ang mga ideya at suhestiyon. Palawakin pa ang pag-iisip. Karamihan sa mga suhestiyon at ideya, tanggapin ang I ba pang ideya ng kasama at suriing mabuti Ito. Hindi talaga natumbok ang layunin na mabigyang sulusyon ang problema. Maaaring gawin ito ng iba pang kasama.

18. Kategorya Super galing Ang galing Kayang-kaya Kulang lang sa practice Pag-uugali Magaling at maayos. SA paggawa ng proyekto ang kailangan ay pag-iisip positibo lalo na sa bawat isa sa loob ng pangkat para magtagumpay sa iisang layunin. Medyo magagaling din kay lang may mga bagay na hindi kaagad-agad naisasayos maaaring ang dahilan ay mag-iisip positibo lalo na sa bawat isa sa loob ng pangkat para magtagumpay sa iisang layunin. Kailangan ang mahinahon sa paggawa may mga bagay na dapat isaalang-alang kaya hindi kaagad-agad naisasayos at maaaring ang dahilan ay di nag-iisip ng positibo lalo na ang bawat isa sa loob ng pangkat kaya di magtagumpay sa iisang layunin. Medyo magagaling din kay lang may mga bagay na hindi kaagad-agad naisasayos maaaring ang dahilan ay mag-iisip positibo lalo na sa bawat isa sa loob ng pangkat para magtagumpay sa iisang layunin. Pagpupukos sa itinakdang gawain Ang bawat isa ay kailangang konsistent sa sa kanilang mga ginawa. Ang lahat ay nagtutulungan sa matagumpay na paraan. Kailangan laging nakapukos sa mga gawain at ibigay ang lahat ng makakaya sa lahat ng oras. Malayo ang isipan ng isa sa mga kasamahan. Kailangan laging nakapukos sa mga gawain at ibigay ang lahat ng makakaya sa lahat ng oras. Masyadong hindi gumagamit ng isip ang bawat isa . Gawin ang dapat gawin sa pangkatan.

19. Kahandaan Masaya at handang-handa nang ipakita ang lahat ng materyal sa klase at sa harap ng mga kaklase. Nagdadalawang-isip pa kahit handang-handa nang ipakita ang lahat ng materyal sa klase at sa harap ng mga kaklase. Walang kakayahang mamili kung ang susunod na gagawin matapos ang lahat ng materyal sa klase at sa harap ng mga kaklase. Wag kalimutan ang ipaghanda ang lahat ng pangangailanga upang maging handa sa pagharap sa klase. Paggabay sa epektibong pagagawa Namomonitor ang epektibong pangkatang gawain sa paggawa, pagbibigay suhestiyon sa paggawa at maging mas epektibo sa susunod na gawain. Namomonitor subalit may konting di masyadong epektibo ang pangkatang gawain sa paggawa, pagbibigay suhestiyon sa paggawa at maging mas epektibo sa susunod na gawain. Di- gaanong namomonitor ang epektibong pangkatang gawain sa paggawa, pagbibigay suhestiyon sa paggawa at maging mas epektibo sa susunod na gawain. Kailangan ang pagmomonitor dahil hindi epektibo ang pangkatang gawain sa paggawa, pagbibigay suhestiyon sa paggawa at maging mas epektibo sa susunod na gawain.

20. Category 7 points 5 points 3 points 1 point Buttons and links Work Correctly All buttons and links work correctly Most ( 99 – 90%) buttons and links work correctly Many (89 – 75%) buttons and links work correctly Fewer than 75% of the buttons work correctly Background Background does not detract from text or other graphics. Choice of background is consistent from card to card and is appropriate for the topic. Background odes not detract from text or other graphics. Choice of background is consistent from card to card. Background does not detract from text or other graphics. Background makes it difficult to see text of competes with other graphics on the page.

21. Category 7 points 5 points 3 points 1 point Graphics Sources Graphics are hand drawn, the Illustrator (s) are given credit somewhere in the presentation. A combination of hand drawn and Hyper Studio graphics or other slip art are used. Sources are documented in the presentation for all images. Some graphics are from source that clearly state that non – commercial use is allowed without written permission. Sources are documented in the presentation for all “borrowed images”. Some graphics are borrowed from sites that do not have copyright statements or do not state that non – commercial use is allowed are not documented for all images. Originality Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way. Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way. Presentation shows an attempt at originality and inventiveness on 1 – 2 cards. Presentation is rehash of other people’s ideas and /or graphics and shows very little attempt at original thought.

22. Category 7 points 5 points 3 points 1 point Content – Accuracy All content throughout the presentation is accurate. There are no factual errors. Most of the content is accurate but there is one piece of information that might be inaccurate. The content is generally accurate, but one piece of information is clearly flawed or inaccurate. Content is typically confusing of contains more than one error. Sequencing of Information Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card. Most information is organized in a clear, logical way. One card or item seems out of place. Some information is logically sequenced. An occasional card or item of information seems out of place. There is no clear plan for the organization of information. Text – Font Choice & Sequencing Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content. Font formats have been carefully planned to enhance readability. Font formatting has been carefully planned to complement readability and content. It may be a little hard to read. Font formatting makes it very difficult to read the material.

23. Category 7 points 5 points 3 points 1 point Effectiveness Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide. Project includes most material needed to gain a comfortable understanding of the material but it is lacking one or two key element. It is an adequate study guide. Project is missing more than two key elements. It would make an incomplete study guide. Project is lacking several key elements and has inaccuracies that make it a poor study guide. Documentation You have properly documented 4 or more good sources for your topic. You have properly documented less than 4 good sources for your topic. You have properly documented less than 4 sources for your topic, some of which are weak. You have not properly documented the sources for your topic and the sources are too few or inappropriate.

24. Rubric – Research Project: Dengue Fever CATEGORY 4 3 2 1 Group Timeline Group independently develops a reasonable, complete timeline describing when different parts of the work (e.g.,planning, research, first draft, final draft) will be done. All students in group can independently describe the high points of the timeline. Group independently develops a timeline describing when most parts of the work will be done. All students in group can independently describe the high points of the timeline. Group independently develops a timeline describing when most parts of the work will be done. Most students can independently describe the high points of the timeline. Group needs adult help to develop a timeline AND/OR several students in the group cannot independently describe the high points of the timeline. Delegation of Responsi- bility Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed. Each student in the group can clearly explain what information s/he is responsible for locating. Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating. One or more students in the group cannot clearly explain what information they are responsible for locating.

25. Rubric – Research Project: Dengue Fever Plan for Organizing Information Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings. Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan. Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan. Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan. Quality of Sources Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions. Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions. Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions. Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions. Ideas/ Research Questions Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research. Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research. Researchers identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research. Researchers identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research.

26. Interview : Alert! Dengue Fever CATEGORY you've got 5 stars you've got only 3 stars 2 stars! 1 star for neophyte Preparation Before the interview, the student prepared several in-depth AND factual questions to ask. Before the interview, the student prepared a couple of in-depth questions and several factual questions to ask. Before the interview, the student prepared several factual questions to ask. The student did not prepare any questions before the interview. Setting Up the Interview The student introduced himself, explained why he wanted to interview the person, and asked permission to set up a time for an interview. The student introduced himself and asked permission to set up a time for the interview, but needed a reminder to explain why he wanted to do the interview. The student asked permission to set up a time for the interview, but needed reminders to introduce himself and to tell why he wanted to interview the person. The student needed assistance in all aspects of setting up the interview.

27. CATEGORY you've got 5 stars you've got only 3 stars 2 stars! 1 star for neophyte Knowledge Gained Student can accurately answer several questions about the person who was interviewed and can tell how this interview relates to the material being studied in class. Student can accurately answer a few questions about the person who was interviewed and can tell how this interview relates to the material being studied in class. Student can accurately answer a few questions about the person who was interviewed. Student cannot accurately answer questions about the person who was interviewed. Report Writing The report is well organized and contains accurate quotations and facts taken from the interview. The report is well organized and contains accurate facts taken from the interview. The report contains accurate quotations and facts taken from the interview. The report is lacking facts and quotations from the interview OR the quotes and facts are not accurately reported. Formatting & Editing The student edited and organized the transcript in a way that made the information clear and interesting. The student edited and organized the transcript in a way that made the information clear. The student edited and organized the transcript but the information was not as clear or as interesting as it could have been. The student did NOT edit or organize the transcript.

28. Support Administrators National and Local Governments Non-Government Organizations Stakeholders

29. Name : Ruben Sombrio Villamor Age: 42 Address: Canhangdon Occ.,Loon, Bohol School: Cogon Night High School, Cogon, Tagbilaran City Email: [email_address] Name: Dioscora (Diosy) E. Ramos Age: 49 Address: B. Aquino Ave., Booy, Tagbilaran City, Bohol School: Tagbilaran City High School for the Hearing Impaired Email: dioscora_ramos@yahoo.com Name: Florafel C. Castaño Age: 26 Address: 50 – A J.A. Clarin St., Tagbilaran City, Bohol School: Tagbilaran City Science High School Email: [email_address] Name: Cristine S. Rasonabe Age: 31 Address: Abucayan Sur, Calape, Bohol School: Cahayag National High School Email: [email_address] Name: Carmelo P. Echavez Age: 39 Address: Sarabia St., Mansasa. Tagbilaran City School: Dr. Cecilio Putong National High School Email: [email_address]