About Us
Our Team
Our Impact
Contact Us
Corporate Programs

Public Service Announcement for Environment Awareness

Page Views: 5367

Email This Lesson Plan to Me
Email Address:
Subscribe to Newsletter?
Log in to rate this plan!
Overall Rating:
(5.0 stars, 1 ratings)

Keywords: claymation PSA Imformation Literacy
Subject(s): Art, Video, Technology, Life Science, Writing, Reading, Information Skills, Photography, English/Language Arts, Grammar, Science
Grades 6 through 7
School: Somerset Intermediate School, Westover, MD
Planned By: Pamela South
Original Author: Pamela South, Crisfield
Environmental Public Service Announcements

Objective: Students will use information literacy and technology skills to create “Public Service Announcements” (PSA) which identify a local environmental issue, its cause, impact, and solution. The PSA’s will be broadcast during morning announcements to increase awareness of the environment issues impacting the local region.

What are local environmental issues?
• Issues which impact the local habitats in a negative way.
• Issues which impact the local geographic features in a negative way.
• Issues which have long lasting effects on the local community.

Environmental Topics:
Invasive Species:
• Plants
• Animals Pollution:
• Air
• Water
• Soil Animals
• Endangered
• Reducedpopulations Loss of Habitat:
• Land use
• Erosion
Technology: Information Literacy:
• Hands on digital camera use/instruction
• Storyboard (label camera angles; revise until approved)
• Digital Camera Skills/Editing/Uploading
• Stop motion photography.
• Movie Maker instructions(music, auditory files, stills, video)
• Editing in Movie Maker
• Saving finished movies in Windows Media format.
• Video clip highlighting the careers/roles of creating a movie.
• Identify topic
• Identify a local environmental issue, its cause, impact, and possible solutions.
• Research, collect information using The Big6 approach for research and information collection, evaluation, and communication.
• Storyboard (Script/scene planning edit/revise until approved)

Other Skills:
• Creating a “scene”
• Creating Characters/props using clay, whiteboards, or paper cut-outs
Students meet every other day for a 90 minute period. As the projects progresses student will be self paced based on their progress.
Technology: Information Literacy:
• Still digital cameras/batteries
• Computers
• United Streaming videos
• PSA examples
• Student Product Examples
• Moviemaker
• RW-CD’s
• Microphones/headphones
• Musicclips
• Internet Access
• External hard drive (180 GB ) • Big6 Template/Framework
• Research Questions Planning Sheet
• Story board template
• Reference resources
Other Materials:
• Construction paper, boxes, cardboard
• Glue, scissors, markers, colored pencils
• Modeling clay
Information Literacy – These are skills to identify an information need, access information from multiple sources, evaluate information's accuracy and credibility, and use information effectively.
The Big6 - In today's world of information overload, it is even more important to be effective researchers. Information helps us find the answers we need. We are always searching for information, whether for a school report, personal interests, or just "wanting to know”. The Big6 is an information and technology literacy model that promotes information gathering and evaluation skills, and problem-solving strategies. The Big6 steps serve as a guide/structure for the research process.
During the process: Student work will be assessed at a task level using a process rubric which give immediate feedback on their progress. The student groups will be able to “go back” and revise the task to achieve a level of mastery.
Product: A product rubric will assess the content, the skills and group dynamics of each group’s product.

Technology Standards:
Standard 4.0 – Technology for Communication and Expression: Use technology to communicate information and express ideas using various media formats
A. Communication
1. Select and use technology for communication
b) Present information, independently or with assistance, to various audiences including school and community
Standard 5.0 – Technology for Information Use and Management: Use technology to locate, evaluate, gather, and organize information
Standard 6.0 – Technology for Problem-Solving and Decision-Making: Demonstrate ability to use technology and develop strategies to solve problems and make informed decisions

Components of a Problem Solving Process Supported by Technology
A. Investigate Problems and Propose Solutions
1. Understand the Problem
2. Devise a Plan
3. Carry Out the Plan
4. Analyze Data
5. Communicate Conclusion
B. Examine the Solution

A. Investigate Problems and Propose Solutions
1. Understand the Problem
• Use technology to help identify the type of problem and the data needed to answer that type of problem.

Media Outcomes:
3. Students will use information effectively to address their identified questions or information needs.
3.2 Organize information to achieve clarity.
3.3 Synthesize information.
4. Students will use information and technology ethically.
4.2 Respect principles of intellectual freedom.
4.3 Respect intellectual property rights.
4.4 Use information products and technology responsibly.
5. Students will monitor the quality of their own information seeking process.
5.2 Devise strategies for improving the process and product.
Language Arts Outcomes:
1.0. C. Comprehension
1.2. Use strategies to prepare BEFORE reading
1.2.a. Survey and preview the text by examining features, such as the title, illustrations, photographs, charts, and graphs
1.2.b. Set a purpose for reading the text
1.3. Use strategies to make meaning from text DURING reading
1.3.b. Identify and explain information directly stated in the text
1.3.c. Draw inferences and/or conclusions and make generalizations
1.3.e. Summarize or paraphrase the text
1.4. Use strategies to demonstrate understanding of the text AFTER reading
1.4.a. Identify and explain the main idea or argument
1.4.c. Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations

2.1. Apply and refine comprehension skills by selecting, reading, and analyzing a variety of print and electronic informational texts
2.4. Analyze important ideas and messages in informational text
2.4.b. Analyze the author’s argument, viewpoint, or perspective
2.4.c. State and support main ideas and messages, meaning, and/or create style
2.4.f. Analyze relationships between and among ideas
2.4.g. Synthesize ideas from text to form new understandings
2.6. Read critically to evaluate informational text
2.6.e. Analyze additional information that would clarify or strengthen the author’s argument or viewpoint

4.1. Use the writing process that includes pre-writing, drafting, revising, editing, and publishing to develop a variety of written products
4.4. Write to persuade by supporting, modifying, or disagreeing with a position, using effective rhetorical strategies
4.4.a.(2) Makes an assertion and uses evidence that appeals to audience emotion, reasoning, or trust
4.4.a.(7) Provides relevant supporting details and information
4.4.a. (13) Directs persuasive appeals, such as appeals to emotions, logic, morality, authority to specific audiences (when appropriate)
4.4.b. Avoid plagiarism by crediting sources when paraphrasing, summarizing, and quoting
5.0. A. Grammar
5.0. A.2. Apply knowledge of grammar concepts and skills to control oral and written language.
5.0.B. Usage
5.0. B.2. Comprehend and apply standard English usage in oral and written language
5.0.C Conventions
5.0. C.2. Apply standard English punctuation and capitalization in written language
5.0.D Spelling
5.0. D.2. Apply conventional spelling in written language
1. Apply and demonstrate listening skills appropriately in a variety of settings and for a variety of purposes
7.1. Demonstrate appropriate organizational strategies and delivery techniques to plan for a variety of oral presentation purposes
7.1.a. Refine a presentation using varied media
7.1.c. Speak to persuade by including a well-defined thesis, differentiating fact from opinion, and support arguments with detailed evidence, examples, reasoning and persuasive language

• Introduce PSA/ purpose
• Introduce the Project/ Show student examples.
• Select topic.
• Research topic using The Big6.
• Storyboard (revise until approved)
• Create set/characters/props
• Digital Camera Instruction/Photograph using Stop Motion
• Digital Camera Instruction/Upload Photographs
• Download into Movie Maker/Movie Maker instructions(music, auditory files, images)
• Editing in Movie Maker
• Save final movies in Windows Media format

Materials: Point and Shoot, Microphones, Animation, Tripods, Batteries, Writing, Word Processor, Sound Libraries, Student Resources, Integrating Technology