Lott+and+Pratto+Unit+Plan

=PSA’s: Our Voices Can Solve Problems!=
 * Unit Authors:** Mary Pratto and Julia Lott
 * School District:** Gilbert Public Schools, Gilbert, AZ
 * School Name:** District Office

**Curriculum-Framing Questions**
1. What problems and issues currently impact the world? 2. How do our actions as individuals impact our world? 3. How can we raise community awareness of a problem: health, safety or environmental issue? 1. What is a major problem affecting your community? 2. What is the major factor that is causing the problem? 3. What are three potential solutions to this problems? 4. What is the purpose of a public service announcement (PSA)? 5. What are the components of an excellent PSA?
 * Essential Question** How can you influence others?
 * Unit Questions**
 * Content Questions**

Students will take on the challenge of developing a Public Service Announcement campaign for their community. Each student will assume a role as a member of a public relations firm that is presenting a proposal for a Water Awareness campaign for their town. They will use print/video/audio as a format to communicate effectively and to raise awareness about this environmental issue. They will work cooperatively in small groups demonstrating creative thinking and problem-solving skills to arrive at at least three possible solutions for water conservation. They will research, analyze, and collect information pertaining to their issue to demonstrate the process they took to arrive at their solution(s). In addition, students will create a multimedia PSA, poster and website to support their research and solutions. They will present their multimedia PSA, poster, and website to their peer “town council” members and will be evaluated to identify the team that will win the town contract. The winning team’s PSA could air on the school’s announcements, be shown on the school’s cable channel, or posted on the school website.
 * Unit Summary:**


 * Subject Area(s):** Language Arts; Social Studies; Science; Technology

3-8 Gifted and Talented
 * Grade Level:** 6-8

Science: Concept 2: Science and Technology in Society

 * PO 3**. Design and construct a technological solution to a common problem or need using common materials. (Assessed)

**Social Studies: Concept 4: Rights, Responsibilities, and Roles of Citizenship**

 * PO 1.** Describe ways an individual can contribute to a school or community. (Covered- Not Assessed)

Language Arts:
a. establishes and develops a controlling idea b. supports arguments with detailed evidence c. includes persuasive techniques d. excludes irrelevant information e. attributes sources of information when appropriate (Assessed) a. paraphrasing to convey ideas and details from the source a. b. main idea(s) and relevant details (Assessed)
 * Concept 1: Prewriting - Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.**
 * PO 1.** Generate ideas through a variety of activities (e.g., brainstorming, notes and logs, graphic organizers, record of writing ideas and discussion, printed material or other sources). (Assessed)
 * Concept 5: Publishing - Format and present a final product for the intended audience.**
 * PO 1.** Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate to audience and purpose. (Assessed)
 * Concept 4: Persuasive Writing - Persuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses an opinion in order to convince an audience to agree with the opinion or to take a particular action.**
 * PO 1**. Write persuasive text (e.g., essay, paragraph, written communications) that:
 * Concept 6: Research - Research writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes, summarizes, and synthesizes the information into a finished product**
 * PO 1**. Write a summary of information from sources (e.g. encyclopedias, websites, experts) that includes:

Student Objectives/Learning Outcomes:
Students will 1. Identify the reasons while water conservation is an important environmental issue in their community 2. Use research skills, computer skills, and manipulate resources including, but not limited to, an Internet browser, word-processing software, presentation, and video production software, 3. Create a, educational poster, and web site that educates people on a particular health, safety, or environmental issue. 4. Synthesize the information they have learned over the course of the unit and develop a Public Service Campaign Proposal to raise awareness on their issue. The project will include a web presence, printed media, and a 30 second Public Service Announcement (PSA). This PSA could be in a Powerpoint format or can extend to include a video or audio production.

**Day 1-2: Introducing the Unit**
Educating residents of Gilbert about these significant issues or concerns is a key component to a well-functioning community. You are each a member of a public relations firm or group who are applying for the opportunity to develop a Public Service Campaign to present to the Town Council. The Town Council will decide which firm will win the contract and air their PSA at community events. Your groups’ goal in this unit is to develop an informative and engaging PSA on an important issue related to your local area.//
 * Project Scenario:** //The Town of Gilbert, Arizona has determined that the huge influx of people into the town has raised concern about natural resource depletion and how this population increase will affect the community. Accommodating the growth of new homes is essential but needs to be balanced with a plan that helps maintain the unique qualities that make Gilbert a desirable place to live. One issue for consideration might include: The state of Arizona is in a ten year drought and each town and city needs to have a plan for addressing water conservation with their business and residential community.


 * Introduce the unit essential question:** How can you influence others? At home? At school? In your community? Have students respond to the question in relation to the Project Scenario. Record individual responses on a large chart and post in the room. Have someone record this information on a class wiki.

1. What problems and issues currently impact the world? 2. How do our actions as individuals impact our world? 3. How can we raise community awareness of a problem: health, safety or environmental issue? Break students into small groups and ask them to brainstorm a list of responses to these questions. After a few minutes, instruct the groups to look at the essential question again and consider how it applies to the unit question. Allow groups enough time to come up with additional items to add to the class chart and wiki. This discussion could continue online in your virtual classroom in a(n) discussion forum(s).
 * Next, pose the following unit questions:**

**Days 3-5: Begin Group Campaign**
Discuss with students what elements should be included in an effective public service campaign. Both students and teachers will decide on the project requirements and assessment criteria in detail to ensure students understand what is expected of them and how the project will be assessed.

Organize students into project teams and explain their role as part of a public relations firm. Decide on a team name and roles for the team members: Web Master, Editor(s), Graphic Designer(s), Researcher(s). Provide each student team the specifications of the contract to develop the public service campaign on an issue that affects their community. Refer to the issues listed previously and give students time to add to the list. List additional responses on the board or wiki.


 * Pose the unit question:** How can our actions as individuals impact our community? Tell students that their task will be to answer this question by determining the most important issue or problem the community is facing. They will provide a complete overview of the issue, providing findings and possible solutions. Inform students that in order to do this they will gather their research design solutions and make a final presentation.

Remind students of the project criteria and how they will be assessed. Some of the required items may include but are not limited to:

• The Challenge: or overview of the identified problem • Our Findings: the research that overviews the problem • Our Solutions: solutions to the problem with supporting research • Feedback: a community survey that will provide feedback on the solutions • Bibliography: Works cited

Give students a time line (due dates) of the order of upcoming activities: choose a topic, complete research, create an outline a rough draft and storyboard of presentation, design a web presence (wiki, blog, webpage), printed material (poster, brochure, flyer, etc.) and multimedia PSA (powerpoint, iMovie, podcast etc.)

Finalize and distribute the final project rubric(s) or evaluation forms.

Once students understand the requirements, allow plenty of time for students to research, plan and create their documents multimedia storyboards. Monitor and assist students as necessary during the creation process.

(Plan for training time on the web design software or wiki’s if it is new to the students)

Days 6-10: Explore PSA’s
Show samples of professional PSA’s. Introduce the term public service announcement. Discuss the differences and similarities between a public-service announcement and a commercial for a product. (They don’t sell you anything – just offer you advice, bring something to your attention, offer assistance, teach you, etc.) Ask students what they think goes into making a PSA. (Research, team-work, presentation, storyboard, etc.) Present The PSA Teacher Powerpoint to instruct students on the steps for completing a PSA. Remind students that the PSA multimedia presentation and print media will be part of their final PSA presentation to the town council. Note: The final Group multimedia presentation PSA could use multimedia presentation (powerpoint) outlined here or could be extended to include a 30 second video production using multimedia editing software such as Movie Maker or iMovie. Some ideas on how to extend the project to include video will be outlined below. Remind students on the criteria for creating their multimedia presentation PSA. Distribute the Group PSA Presentation Assessment to clarify the requirements for this activity. Have each team decide on roles that will be needed for this part of the project. Roles for this multimedia activity may include director, presenters or actors, script writers, editors, etc. Have each group determine which members will be presenting to the city council and which will be completing the props (poster). Student groups write their PSA script using a storyboard template. The template will help students outline the order of their presentation. The storyboard template will be used by the group to develop the PSA multimedia presentation (Powerpoint, iMovie or Podcast). Remind students to use the Group PSA Presentation Assessment to review the activity requirements. Extension: Developing a Video/Audio PSA Have student review their storyboards to determine the order of their 30 second PSA. Students will then write a script using PSA Script template. The script will include two columns. The left column to list all directions, camera angles, music, etc while the right column lists all diallogue. Students should establish their roles for the video including director, camera person, script writer(s), sound person Next, students use a digital video camera to film their scenes. They may need to scout locations for filming on or near the school grounds.

Once filming is complete, students can use MoveMaker, iMovie, Garageband or other video production software to import and edit the video clips, record narration, and add titles, transitions, and other elements. Students import any photos they want to use from iPhoto and music from iTunes. Discuss copyright issues that relate to incorporating photographs and music that are not original creations.

**Day 11: Final Presentations**
Once projects have been completed, allow plenty of time for students to share or explore each others’ final projects. Each group presents their completed project to the class (City Council). Each group’s presentation is evaluated using the previously developed assessment tools.

You may want to bring in guest city council members to set up a more realistic environment. Folllowing all of the presentations, the scores should be tallied to ascertain the winning public relations team. The winning team’s project should be shown or read on the school announcements or posted on the school website. Celebrate all of the groups’ successes.

**Wrapping Up The Unit**
Revisit the essential question: How can you influence others? At home? At school? In your community? Have students to review their initial brainstorming to see how they would add to their list. In short, demonstrate what they have learned.

**Prerequisite Skills:**
Basic computer, research, writing and presentation skills.

Materials and Resources Required For Unit

 * Technology Hardware Needed -** Computer(s), Digital Camera, DVD Player, Internet Connection, Printer, Projection System, Video Camera

Technology Software:
Desktop Publishing Internet Web Browser Multimedia Web Page Development Word Processing

Internet Resources: [] [] [] [] [] [] []
 * Printed Materials:** Teacher-created assessments, storyboards, scripts
 * Supplies:** Highlighters, poster paper


 * Others:** You might want to invite a resource specialist from the town to discuss water conservation issues with the students. You might also consider inviting a city council member to participate in the group PSA presentations.

Accommodations for Differentiated Instruction

 * Resource Student:** Many accommodations for special-needs students are already built into the unit. For example, cooperative groups allow students with special needs to be assisted by other members of the group or select a portion of the project that will be better suited to their abilities. Teacher-created templates and guides will also provide students with special needs further assistance in creating their products. In addition, students with special needs will be accommodated with one-on-one teacher assistance, resource specialists, extra-time allowances, and online tutorials. Computer assistance can also be given using the Accessibility Options control panel provided with Microsoft* Windows.
 * Non-Native English Speaker:** Many accommodations for non-native English speaking students are already built into the unit. For example, cooperative groups allow students to be assisted by other members of the group or select a portion of the project that will be suited to their abilities. Teacher-created templates and guides will also provide students with assistance in creating their products. In addition, one-on-one teacher assistance and extra-time allowances will assist them.
 * Gifted Student:** Accommodations for gifted students might include a project-related extension. Gifted students could help provide background information on the history of PDAs which might include Posters from the WPA Works Progress Administration, 1936-1943 during WWII located at the Library of Congress www.loc.gov. The students could gather the background information into a Powerpoint presentation.

**Student Assessment:**
Students will be formally and informally assessed at various times throughout the project. Informal checking for understanding and task completion will occur throughout the unit as students participate in discussions and critiques, collect and summarize research, and design final projects. Formal evaluation tools (checkbrics) will be used to assess final student presentations, brochures, and Web sites.