Background/Content paper 30 points
You will submit three documents. These will be your reference list, your outline, and your
flyer /brochure.
7th Grade Level
Your reference list should have a minimum of three strong, relevant and professional sources with a
maximum of 12 sources. You do not get more points because you have more sources. You are scored on
the quality and relevance of your sources. You have already submitted an APA assignment, so you could
use that to help you.
Your outline should include major headings/topics that would be appropriate for your topic. It will cover
the level of material you would use at a 400-level class. This is to show you have completed ample
research on your topic so that you can provide accurate information on the topic and to your audience.
Your research should be at a college level, not an elementary or middle school level.
There is a sample provided. Your outline must include in-text citations from the reference list above.
The third item can be a flyer (front/back), or a tri-fold brochure. Microsoft has templates for these. The
templates are called newsletters, flyers, tri-fold brochure. Despite these are the terms you are ONLY
allowed to create a flyer or a tri-fold brochure. Another free product you can use is Canva. Microsoft’s
products for these types of projects include Publisher, Power Point. You can use a different format, but
your document must be a pdf (ADOBE), or compatible with Word. All submissions are electronic.
Flyer type item (two sided)-Maximum number of words 100
Brochure-maximum number of words-175
Font size will vary in the item (eg headings are larger than text) Fonts to use Calibri, NewTimes Roman,
or Arial. Font should not be smaller than 12 point.
Scoring Tool-Background with Visual-30 points
APA listMinimum of 3 (limit 12) sources
90% of sources are professional.
APA format
1-yes to both
0-doesn’t have both
4-up to one error
Then loss of one point for each error
/5
Outline- set up correctly and has
all major subjects/topics that
should be covered
Has in-text citations using APA
as needed/appropriate
Spelling grammar errors
Visual product
Follows directions for format,
font, spacing, word limit
Age appropriate, addresses
diversity, visually appealing
Content accurate
Spelling Grammar
5-yes
0-no (loss of one point for each
omission) -1 for each point missing or
item rlevat to age group missing (4
not 5)
1-almost all present and correct – can
have two errors/omissions .
.5-three to five missing or incorrect
format
0-more than five missing or incorrect
format
0 errors-3
Then loss of 1.5 points for each error)
/8
3 yes to all, loss of one point for each
one missing.
5 points if perfect.
reduced as items are missing
TA,-5 loss of points below
Small errors/omissions (1 for each)
Major errors/omissions (2-3 for each)
4-no errors (minus 2 points for each
error.
/17
/30
Sample of above average outline. This is not perfect, but is above average. Also the in-text citations are
not accurate—but are there to give some guidance on what is expected.
Topic HIV for 5th graders
I.
II.
III.
IV.
Disease concepts of spreading disease
History and important information
A. First case at least 1940s (Johnson & Smith, 1999).
B. Possible transmission theories (Google, Michaels and Jefferson (2006)
1. Mutation of genetics of virus
2. Blood from mammal to human
3. Eating raw mammal meat
Risk factors (Blonna & Carter, 2016 and CDC, 2017a)
A. Where you live
B. Risky behaviors
1. Picking up needles in the playground
2. Using IV drugs-sharing needles
3. Sexual contact
Safer behaviors (BCPS, 2015)
A. Get an adult if you see a needle laying around
B. Don’t use drugs or get help
1. Places near them
a.
b.
c.
C. Really shouldn’t have any sexual activity until you are a grown up.
1. talk to your parents, pastor/priest, guidance counselor (CDC, 2015)
D. Not to be discussed with 5th graders-barriers to use in sexual activities-referred to parents
1. Condoms (male and female) (Blonna and Carter, 2016).
2. Adults should get tested routinely, have monogamous relationships, no hook-ups.
V. How to behave near people who have HIV (CDC, 2017b)
A. Cannot be caught in casual contact
B. They need compassion / love like anyone with a disease.
C. Emotional support
NOTE: your outline is designed to cover the material learned/covered for a 400 level course. The
flyer/brochure is designed to reach your designated population.
Reflection APA
In order to be sure you are on the right track for the research you need to complete for upcoming
papers, you must submit a minimum of three sources and a maximum of five sources you have
secured thus far. You must have at least ONE for your topic assigned for the middle school and at least
ONE on planning, needs assessments, evaluations. You must list them below using correct APA format.
It is recommended that everyone in your group have different sources so that if you choose to share
them later--you can. If everyone in your group submits the exact same sources you will not have
enough sources to write your papers.
You will be scored the following way.
Has three sources (minimum)
five (maximum) following the
required # as described above
Use APA correctly
Has appropriate sources for 400
level class
Spelling/Grammar
Yes .5 point
No 0 points
Yes-no errors 2 points
1-2 errors
1 points
>2 errors
0 points
Yes-75-100% 1 points
Less than 75% 0 points
No errors
.5
1+ errors
0
Sources
Belansky, E. S., Cutforth, N., Chavez, R., Crane, L. A., Water, E., & Marshal, J. A. (2013).
Adapted Intervention Mapping: A Strategic Planning Process for Increasing Physical
Activity and Healthy Eating Opportunities in Schools via Environment and Policy
Change. Journal of School Health, 83(3), 194–205. https://doi.org/10.1111/josh.12015
Harrison, L. M., Davis, M. V., MacDonald, P. D. M., Alexander, L. K., Cline, J. S., Alexander, J.
G., … Stevens, R. H. (2005). Development and Implementation of a Public Health
Workforce Training Needs Assessment Survey in North Carolina. Public Health Reports,
120, 28–34. https://doi.org/10.1177/00333549051200S107
Hamburger, R., Berhane, Z., Gatto, M., Yunghans, S., Davis, R. K., & Turchi, R. M. (2015
Evaluation of a statewide medical home program on children and young adults. Journal
of Asthma, 52(9), 940–948. https://doi.org/10.3109/02770903.2014.999282
Oglesby, L. W., Amrani, K. A., Wynveen, C. J., & Gallucci, A. R. (2018). Do Energy Drink
Consumers Study More? Journal of Community Health, 43(1), 48–54.
https://doi.org/10.1007/s10900-017-0386-8
Smith, A. P., & Richards, G. (2018). Energy drinks, caffeine, junk food, breakfast, depression
and academic attainment of secondary school students. Journal of Psychopharmacology,
32(8), 893–899. https://doi.org/10.1177/0269881118783314
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