Welcome to the "Too Hot To Handle" Webquest!
    The tragic deaths of two young athletes are the springboard to this investigation of the causes, symptoms, and prevention of heatstroke. Students assume the roles of physicians, coaches, and investigative reporters who are part of a special task force convened by the fictional National Board of American Coaches (NBAC). Students are told the NBAC is determined to stop further heatstroke deaths in sports. They feel that education of coaches and athletes is the key. Your class will have three tasks:

-Research the causes and symptoms of heatstroke. Identify the risk factors which might contribute to a fatality. Find out how coaches, parents, and athletes can prevent heatstroke.

-Survey local coaches and athletes about their knowledge of heatstroke.

-Produce products that can be used to educate coaches, parents, and players about heatstroke. These materials should emphasize heatstroke prevention and treatment. A team might be assigned to prepare and deliver  a verbal presentation (a video, a skit or a talk) and deliver it to local athletes and coaches. They might create a newsletter, poster, or brochure, using persuasive writing techniques to make an impact and influence attitudes.

Click here to see details about the products. I've left it flexible as to how the groups and products are matched. Each product requires different abilities and talents. You are the best judge of matching your kids to products that will challenge and inform them. I've tried to consider multiple intelligences in coming up with an array of products. My goal is to provide many different opportunities for students to learn and show what they know.

This is a multi-disciplinary project
Students will:
-conduct research using the Internet and other sources
-read technical scientific and medical information, translating it into "plain English" for their audience.
-write persuasive and informational pieces for athletes, coaches, and parents
-work cooperatively to create their products
-create and present a questionnaire and analyze the responses using a database

Standards

Click here to see the Texas Standards (TEKS) addressed by this project

Introducing the Project

Direct students to the Too Hot To Handle home page. Have them read the information about the deaths of Korey Stringer and Eraste Autin. Have them click on the links for the newspaper accounts of their deaths and read them. Explain that they will be working cooperatively to inform and persuade community members, especially coaches and young athletes, so that this kind of tragedy will be prevented. Discuss how the project is organized (see "Management" below) and have them get familiar with the evaluation/assessment rubrics. It is very important that all students know what is expected and how they will be graded in advance. The evaluation page gives you many assessment choices. Pick the ones that suit your situation best. Feel free to modify them.

Management:

First: Divide your class into three groups (Physicians, Coaches, and Investigative Reporters). Direct them to the appropriate link for each group  and have them do the following:

-Brainstorm pertinent questions (they might need to brainstorm again after they do some   preliminary research )

-Divide the responsibility for finding answers and doing research

-Use the links provided for each group to do the research

-Help each other clarify confusing information

-Present their findings to the class orally

Second: Jigsaw the groups into working teams to make publications and presentations (products) that will benefit the community (posters, newsletters, multimedia/video presentations, talks, and skits). Each working team will consist of one Physician, one Coach, and one Investigative Reporter. Assign each team responsibility for creating a product.

Third: Provide authentic audiences for the products. Parent groups, youth sports clubs, elementary and middle schools, local service clubs (Rotary, Lions, etc.) would all be great and willing audiences for student presentations. Mass produce and distribute the printed materials students create.

Fourth: Assess student work. Click here to see assessment rubrics.

Fifth: Hold a debriefing session to evaluate and discuss the learning. This could be a face-to-face class meeting.

You could also use a news group as a forum for student comments and opinions. The advantage of this is that many more students are likely to express opinions. Click here for directions about how to set one up.

Last: Hold a celebration. Invite local civic leaders (the principal, superintendent, school board members, American Red Cross spokesperson, politicians, etc.) to celebrate you students' work. Have a luncheon. Party.