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What's All the Fuss?

Lesson 2:

From Unit Take a Breath Now

Lesson

Handouts

Academic Standards

Philanthropy Framework

6th-8th Grade

Subjects:

Arts, Language Arts, Library / Technology, Philanthropy, Science and Social Studies

Key Words/Concepts click to view

ELA:	Journaling; Letter Writing; Point of View
PHIL:	Environmental Stewardship; LEAGUE Wildcard Lesson: Environment; Service Plan; Stewardship; Time/Talent/Treasure; Volunteer
SCI:	Air; Environment; Pollution
SOC:	Communities; Environment; Ethics; Resources

Purpose:

This lesson will provide a forum for the learners to actively participate in a project that will allow them to become stewards of and advocates for the environment.

Duration:

One Forty-Five Minute Class Period

Objectives:

The learner will:

create a Public Service Announcement (PSA)/Infomercial that explains why air quality is important.

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.

The Academic Service-Learning component used in this lesson is creating a Public Service Announcement (PSA). Learners will prepare scripts and props needed for presenting their views on how air quality can be corrected for the betterment of the common good.

Materials:

Note: Prearrange with a volunteer or colleague to do the video taping. This will allow the teacher to focus on the learners

Video camera

Video tapes

Individual Scripts

Poster size or individual copies of the Rubric for Air Quality PSA See Attachment One

Half sheets of paper for “Quick Writes”

Chart Paper for Video Tape Schedule (Schedule should be done prior to learners’ arrival)

Corrected scripts from Lesson One - School/ Home Connection, (See Lesson One, Is it Breathable?, Attachment One: Getting the Message Out)

Handout 1: Rubric for Air Quality PSA (Public Service Announcement/Infommercial)

Instructional Procedure(s):

Anticipatory Set:
As learners enter the classroom, begin an imaginary one-sided conversation with someone on your cell phone (make sure that you have it turned off). Use some of the following statements or ad lib as needed, but be sure to pause between each statement to indicate that you are listening to the opposing party who definitely has a different opinion from yours. “I will not take this lightly.” “You are the one who continues to bring this into my space.” “I almost choked afterward.” “I’m telling you it’s just not fair.” “I don’t care anymore what you think, just stop doing this.” Turn to the learners asking them, “What would you do if someone told you that your air was unsafe and that you could not do anything about it?” Explain that they have three minutes to respond using the Quick Write method (a Quick Write is a response to a question or statement that requires a short response with one or two examples).

Allow students to post their Quick Writes.

Select a few of the posted Quick Writes to read aloud.

Explain that sometimes it is difficult to understand the messages that are being exchanged when one only hears on one side.

Tell learners that they have worked hard to create a forum to enlighten individuals about air quality. Today, they will have a chance to present their cases. Display the videotaping schedule and go over the rules for listening to others during presentation time. Explain that each person will get an opportunity to present their PSA, then the entire class will view them and make a decision about which should be presented to the community.
Teacher Note: Be sensitive and honor the value of each student's work.

Allow a few minutes for the students to review and practice their presentations.

Videotape the learners’ PSAs.

Once the PSAs are completed, allow learners to reflect in their journals about how they felt as they put together their message, how they think others will view it, and what would they do differently to heighten public awareness.

Assessment:

Learners will be videotaped performing their PSA. (See Attachment One, Rubric for Air Quality Public Service Announcement )

School/Home Connection:

Interactive Parent / Student Homework:
(See Attachment Two, Lesson One, Is it Breathable?)

Extension:

Contact local newspapers or television stations to employ their assistance as a viable option for learners to introduce print media (posters, poems, etc.) or video footage of their individual PSAs.
Teacher Note: Prior to video taping or displaying any class work or student images outside of the classroom, secure permission for releases as defined by your school/district.