Professional Documents
Culture Documents
Our
Concerns
AnIntegratedProject
For10thGradeStudentsinaMultimediaPathway
Designedby:
TiffanyHolliday,
JamieKing,
and
NateWallis
For:IntegratedCurriculumDesign,Instruction,and
Assessment
TableofContents
Introduction/Unit Description
Essential Questions
Student Learning and Performance Measures
Lesson Sequence
Work Based Learning
Lessons
:
English
Students learn what to do and not do when creating questions for a survey.
Created by: Tiffany Holliday
English
Students learn the various parts, structure, and format of an annotated bibliography.
Created by Tiffany Holliday
English
Students will experience how word choice and order can affect the tone of something
and apply that knowledge to drafting the scripts to their PSAs. The worksheet used here
will also be used in their Video Productions class so not all parts will be completed in
this class.
Created by Tiffany Holliday
English
After learning common advertising techniques students will analyze ads to identify the
techniques and evaluate their effectiveness.
Created by Tiffany Holliday
Science
The students learn and analyze the important differences between bacteria and viruses
with respect to their requirements for growth and replication.
Created by Jamie King
Science
The students learn the role of skin and the immune system as the body's primary
defenses against bacterial and viral infections.
Created by Jamie King
Science
The students learn the role of antibiotics and vaccinations as effective treatments for a variety
of infections.
Created by Jamie King
Digital Media
Planning:Thestudentswilllearnaboutandbeabletodemonstratetheabilitytoplan
foraudio,graphicimages,stillimages,andvideoimagesthattietothemessageofthe
upcomingvideo.
Culminating Experience
Introduction/UnitDescription
Acohortoftenthgradestudentswhoshareavideoproduction,biology,andEnglish
classwillcreateavideopublicserviceannouncementthat
addressesahealthissue
facingstudentsattheschool
andmustincludefactualinformationthatsupports
concernsofthestudentsand
stepstoremedythesituation
basedonresearch.Thisunit
willtakeplaceinthefirstsemesterandwilllast4weeks.Thiswillcoincidewiththe
secondunitoftheDigitalMediaclasswherestudentsaregettinganintroductionto
digitalvideobyproducingavideoPSAwithvoiceover.Atthistimeduringthebiology
classstudentsarelearningaboutvirusesandbacteriaandhowthehumanbodyisset
uptodefenditselfagainstboth.SinceEnglishcurriculumisabitmoreflexible,the
instructionaround
research,writingnarratives,andanalyzingpersuasivetechniques
canbefitintothisunit.Inordertomaketheprojectrelevanttostudentstheywill
conductasurveytheycreateandadministertostudents
oncampus.Thesurveywillask
questionsaboutthehealthissuesthatstudentsfaceandalsoassessthelevelof
knowledgearoundbacterialandviralinfectionsandtheirtransmission.Another
possibilityislookingattheHealthyKidsSurvey(takenbyallstudentseveryyear)dataif
theteachercangetaccesstoit.Thesurvey(s)shouldhelpstudents
identifyatopic
for
theirPSA.However,sincethebiologycomponentisfocusedonbacteriaandviruses,
whenselectingatopicforthePSA,studentswillhavetofocusononeofthose.Some
possibilitiesmightincludethecommoncoldorflu,sexuallytransmittedinfections,
mononucleosis,etc.
TheEnglishclasswillworkasanintermediarybetweentheDigitalVideoclassandthe
biologyclass,supportingtheworkineachofthosethroughcommoncorealigned
lessons.ThescriptwritingforthePSAwillhappeninboththeDigitalVideoclassand
theEnglishclass.ResearchskillslearnedintheEnglishclasscanbeappliedto
researchdonefortheInfoFactSheetassignmentinthebiologyclass.
Theculminatingexperiencewillbetwofold:the
videoPSAs
willbeplayedduring
morningvideo
announcements
andatacommunity
healthfair
hostedattheschool.
EssentialUnitQuestion:
Whatroledoescommunicationplayinthehealthofacommunity?
Studentsgeneratetopicalquestionsforeachsubjectarea.
Asstudentsbegintheirworkforthisprojectthey
developquestions
theymightneedto
answerinordertocompletetheassignment.Thiswillhelpfocustheirresearchandworktime.
Possibilitiesinclude:
HowcanIbestcommunicateideasandinformationtostudentsoncampus?
Whathealthissuesdostudentsatourschoolface?
Howdoesoursociety/communityusepublicserviceannouncementstocommunicate
information?
Whatadvertisingtechniquesaremosteffectiveincommunicatingpublichealthinformation?
Howdoesthebodydefenditselfagainstdiseaseandillness?
Whatarerelatedcareerstopublichealthanddigitalmedia?
LISTOFMAJORSTUDENTLEARNINGANDPERFORMANCEMEASURESFORTHE
ENTIREUNIT:
VideoProduction
English
Biology
Planning
:
Demonstratetheabilityto
planforaudio,graphic
images,stillimages,and
videoimagesthattietothe
messageoftheupcoming
video.
Demonstratetheabilityto
planforavideoproduction:
decideteamroles
,develop
storyboard,anddetermine
necessaryimages
ReadingInformational
Text6
:Determinean
authorspointofview
or
purposeinatextand
analyzehowanauthoruses
rhetoric
toadvancethat
pointofvieworpurpose.
HSLS41.Communicate
ScientificInformation:
Studentswillanalyzeand
describetheroleoftheskin
inproviding
nonspecific
defensesagainstinfection
.
Production
:
Captureand
collect
audio
andvideotocompletea
projectwithascript.
Utilizedigital
editing
equipmenttocompletethe
project.
WritingStandards3ae:
Writenarratives
todevelop
realorimaginedexperiences
oreventsusing
effectivetechnique,
wellchosendetails,and
wellstructuredevent
sequences.
a.
Engageandorientt
he
readerbysettingouta
problem,situation,or
observation,establishing
oneormultiplepoint(s)of
view,and
introducinganarratorand/or
characterscreateasmooth
progression
HSLS44.ConstructAn
ExplanationBasedon
Evidence:
Thestudentswillanalyzethe
environmenttodetermine
typesofdiseases/illnesses
/infectionincluding
bacterial/viral
,howthey
grow,primarydefenses.
ofexperiencesorevents.
b.Use
narrativetechniques
,
suchasdialogue,pacing,
description,
reflection,andmultipleplot
lines,todevelop
experiences,events,
and/orcharacters.
c.Useavarietyof
techniquesto
sequence
events
sothattheybuildon
oneanothertocreatea
coherentwhole.
d.Useprecisewordsand
phrases,tellingdetails,and
sensorylanguage
to
conveyavividpicture
of
theexperiences,events,
setting,and/or
characters.
e.Providea
conclusion
that
followsfromandreflectson
whatis
experienced,observed,or
resolvedoverthecourseof
thenarrative.
WritingStandard8:
Gatherrelevantinformation
frommultipleauthoritative
printanddigital
sources
,usingadvanced
searcheseffectivelyassess
theusefulnessof
eachsourceinanswering
theresearchquestion
integrateinformation
intothetextselectivelyto
maintaintheflowofideas,
avoidingplagiarism
andfollowingastandard
formatforcitationincluding
footnotesand
endnotes.
HSLS45.Evaluatethe
EvidenceSupportinga
Claim:
Studentswillevaluatethe
medicalcapabilitiesofthat
timetodetermine
appropriatecoursesof
medicaltreatments
(vaccinations/antibiotics/hom
eremedies)ordetermineif
medicaltreatmentislacking
andwhy.
SpeakingandListening
Standard4:
HSLS41:Communicate
ScientificInformation:
6
Presentclaimsandfindings
(e.g.,argument,
narrative,informative,
responsetoliterature
presentations),sequencing
ideaslogicallyand
usingpertinentdescriptions,
facts,anddetails
andnonverbalelementsto
accentuatemain
ideasorthemesuse
appropriateeyecontact,
adequatevolume,andclear
pronunciation.CA
a.
Plananddeliveran
informative/explanatory
presentation
that:developsa
topicwith
relevantfacts,definitions,
andconcrete
detailsusesappropriate
transitionsto
clarifyrelationshipsuses
preciselanguage
anddomainspecific
vocabularyand
providesastrong
conclusion.
Studentwillexplainwhyan
individualwitha
compromisedimmune
system(
forexample,a
personwithAIDS)maybe
unabletofightoffand
surviveinfectionsby
microorganismsthatare
usuallybenign.
LESSONSEQUENCE:
Subject
Week1
Week2
Week3
Week4
Video
Planning
Production
GatheringImages
Textand
Graphics
Editingand
audio
English
Analysisof
Persuasive
surveyresults
techniques
(PPTor
in
Infographicshort
advertising
presentationby Scriptwriting
groupsto
analyzefindings)
Annotated
bibliography
Writingand
conductinga
survey
Research
skills
Related
careers
Script
revisions
Culminating
experience
preparation
Biology
Viruses&
Bacteria
WORKBASEDLEARNING:
Therewillbeseveralopportunitiesforstudentstoexperienceworkbasedlearningactivities
thatspanthecontinuumofworkbasedlearning.
CareerJournal
Throughouttheunitstudents
keepajournalofcareers
thattheyare
exposedtoordirectlylearnaboutineachofthethreeclasses.Inthevideoproductionclass
theyare
obviouslylearningaboutauthenticcareersthere
,sotheEnglishandbiologyteachers
wouldneedtobealittlemoredeliberateaboutmakingstudentsawareofpossiblecareer
connections.Forexample,inEnglishstudentsmakeajournalentryaboutacareerwithinan
advertisingagency
whendiscussingadvertisingtechniquesusedbymarketers.Inthejournal
studentswouldkeeptrackofthingslikeeducationand/ortrainingneededforthejob,salary
ranges,joboutlook,skillsandtraitsneededtodothejobwell,adayinthelife,etc.
VideoProductionRoles
Inthevideoproductionclasswhenthestudentsareworkingon
creatingtheirvideoPSAs,
eachstudentwillhavethejobrelatedtotheindustry
.The
studentswilltakeontherolesof
productiondesigner,videographer,andeditor
.Asa
productiondesigner,theywillberesponsiblefortheorganizationoftheplanningofthe
projectasavideographer,thewillberesponsiblefortheorganizationofcapturingthevideo
and/orobtainingtheimagesforthevideofortheeditor,theywillhavetheresponsibilityof
completingtheeditingofthevideoandaddinggraphicimagesaswellasotherdigitalvideo
effects.Thestudentswilltakeontherolesandresponsibilitiesofthatspecificjobduringthe
timetheyworkonthisproject.Throughouttheunit,studentswillbegivenopportunitiesto
completeeachoftheserolestopracticethespecificjob.Studentswillcompletea
selfassessmentattheendoftheunitthatwillaskthemtoreflectonhowwelltheydidtheir
job
.
Additionalworkbasedlearningopportunitieswillbetohave
industryprofessionalspresent
specificpiecesofvideoproductionaswellasbeavailableforstudentstoaskquestions
about
thespecificculminatingproject.Onceprojectsarecompleted,studentswill
present
thefinal
publicserviceannouncementtoa
panelofteachers,students,andanindustryprofessional
to
explainwhatthepublicserviceannouncementisandwhytheyincludedtheinformation
presented.
GuestSpeakers
Eachteacher
willberesponsibleforsecuring
atleastoneguestspeaker
duringtheunit.Possibilitiesincludeavideoproductioncrewmember,anadvertisingor
marketingagencyemployee,apublichealthcommunicationsdirector,andadoctor(maybea
dermatologist)ormedicalresearcher.Studentswillcompletean
evaluationorreflection
after
eachguestspeakerpresentationthatwillhavethemmakeconnectionsbetweenthepathway
outcomesandwhatthespeakerspresented.
LESSONPLANS
SubjectArea
LessonTitle
Description
English
Writingeffectivesurvey
questions
Studentslearnthedosanddontsof
writingeffectivesurveyquestionsand
thengeneratetheirownforasurveythat
investigatesthehealthissuesfacedby
studentsoncampus.Theyalsoroleplay
askingtheirpeerstoparticipateinthe
survey.
English
AnatomyofanAnnotated
Bibliography
Studentslearnthecomponentsand
correctformatofanannotated
bibliography.
English
ScriptWriting
Studentslearnhowwordchoicecan
affecttoneandbeginselectingemotions
theywanttogetacrossintheirPSA
usingatemplateandstepbystep
worksheet.
English
AdvertisingandPersuasive
Techniques
Afterlearningbasicyetcommon
advertisingtechniquesstudentsidentify
andanalyzetheminsamplecommercials
andPSAs.
VideoProduction Storyboarding
Studentswilllearnabouttheimportance
ofstoryboardingandhowtostoryboard
usingagraphicorganizerand/ora
foldable
VideoProduction GatheringImages
Studentswillworktogainan
understandingofhowtocaptureimages
throughcollectionofdigitalimagesand
howtogathertheirownimages.
StudentswillfindunderstandtheRuleof
Thirdsandvarioustypesofshots
(closeups,wideshots,etc.),andthe
purposeandeffectsofthetypesofshots
VideoProduction TextandGraphics
Studentswillstudyhowtodigitallyadd
textandgraphicstoimagesthrough
digitalvideoeditingprogramsandshow
9
anunderstandingofhowthetextand
imagescanaddeffectstothemessage.
VideoProduction Editing
Studentswillbeabletoblendstillimages
withvideoimagesaswellasaddtext,
graphics,andaudiovoiceoverto
effectivelytransmitamessage.
Biology
Viruses&Bacteria
Thestudentslearnandanalyzethe
importantdifferencesbetweenbacteria
andviruseswithrespecttotheir
requirementsforgrowthandreplication.
Biology
BodyDefenses:Skinand
ImmuneSystem
Thestudentslearntheroleofskinand
theimmunesystemasthebody's
primarydefensesagainstbacterialand
viralinfections.
Biology
OtherDefenses:Antibiotics
andVaccinations
Thestudentslearntheroleofantibiotics
andvaccinationsaseffectivetreatments
foravarietyofinfectionsinfections.
Lessons: English
Lesson Title: DESIGNING AND ADMINISTERING A SURVEY
Subject: English
Materials/Supplies/Equipment:
Role-play cards
10
Lesson Development
Direct Instruction: Notes
Students take notes from a Power Point
presentation about tips for writing good, useful
survey questions. The topics include: biased
questions, questions that assume what they ask,
double barreled questions, confusing or wordy
questions, and unrelated questions. Examples
and non-examples are provided and analyzed.
Question Development
Now students start developing their own
questions for a survey that will attempt to
identify the health concerns of their peers on
campus. Based on information from their biology
class, students will also generate questions that
will help to analyze the level of knowledge
students have about infectious disease and
illness and transmission. Working in pairs
students write questions and compare them to
the types of questions good surveys
do not have
.
Role-Play
Groups of 3 students are given role play cards
that outline potential conversations around
approaching peers and getting them to
participate in the survey. Each student plays a
different role in the group: student administering
survey, peer being asked to do survey, and
observer. After the scene the observer
provides feedback to the student administering
the survey.
Lesson Closure:
Ask students to predict any challenges they might
face in getting other students to participate in
the survey and help problem-solve or brainstorm
ideas for how to overcome.
Work Based Learning: Students get the chance to
practice communication skills with their peers
when they role-play how to approach other
students and ask them to participate by
responding to the survey.
Student Assessment Artifacts
First student artifact:
List of survey questions
11
CCSS:
Language (9-10) 3: Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Writing (9-10) 7: Conduct short as well as more sustained research projects
Goals/Objectives:
Students will be know and be able to
Info sheets about the different topics for the subject groups
Resources
Lesson Activities:
Lesson Introduction
Do Now warm-up prompt: Today you will be
working in two different groups. What is one
goal you can set for yourself to ensure you are a
good group member and contribute to the
Students have +/- 5 minutes to complete
Lesson Development
Jigsaw Part 1 Subject Groups
Students get into subject groups to learn about
one aspect of an annotated bibliography. These
include: formatting (MLA), summary-writing,
assessment, evaluation, works cited, and
evaluating online sources. Each subject group
gets some type of teacher-provided or generated
12
13
CCSS:
Writing (9-10) 7: Conduct short as well as more sustained research projects (including a self-generated question)
or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
Writing (9-10) 4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Materials/Supplies/Equipment:
Lesson Activities:
Lesson Introduction
Do Now warm-up prompt: Create a list of images
that symbolize the following:
Toughness, cruelty
Toughness, strength
Students have +/- 5 minutes to complete
Lesson Development
Intro to Tone and Analysis of Lost Generation
Teacher provides quick overview of tone and
some tips for how to identify it (details, imagery,
diction, and syntax combined create the tone).
Class reads the poem Lost Generation and
discusses/analyzes what the tone is. Students
identify which words, phrases, and details lead to
their conclusions. Then, the class reads the poem
backwards, line by line. The tone changes so that
is then discussed. Students again identify which
words, phrases, and details lead to their
conclusions. Questions to pose: Are they the
same words? If so, how could the same words
create a different tone? Teacher summarizes the
14
CCSS:
Reading Literature (9-10) 4: Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Writing (9-10) 4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
LostGenerationbyJonathanReed
Iampartofalostgeneration
andIrefusetobelievethat
15
Icanchangetheworld
Irealizethismaybeashockbut
Happinesscomesfromwithin.
isalie,and
Moneywillmakemehappy.
Soin30yearsIwilltellmychildren
theyarenotthemostimportantthinginmylife
Myemployerwillknowthat
Ihavemyprioritiesstraightbecause
work
ismoreimportantthan
family
Itellyouthis
Onceuponatime
Familiesstayedtogether
butthiswillnotbetrueinmyera
Thisisaquickfixsociety
Expertstellme
30yearsfromnow,Iwillbecelebratingthe10thanniversaryofmydivorce
Idonotconcedethat
Iwillliveinacountryofmyownmaking
Inthefuture
Environmentaldestructionwillbethenorm
Nolongercanitbesaidthat
MypeersandIcareaboutthisearth
Itwillbeevidentthat
Mygenerationisapatheticandlethargic
Itisfoolishtopresumethat
Thereishope.
KeepinmindAllofthiswillcometrue,unlessyou
reverse
it.
Overview:Afterlearningcommonadvertisingtechniques
studentswillanalyzeadstoidentifythetechniquesand
evaluatetheireffectiveness
ConnectiontoCulminatingExperience:
16
Materials/Supplies/Equipment:
Resources
Students will have previously learned about tone and how the
use of precise words can affect tone. Tone can be connected to
the persuasiveness and effectiveness of the message.
Lesson Activities:
Lesson Introduction
Do Now warm-up prompt: Whats your favorite
commercial or ad? Why do you like it? Is it
effective? How?
Students have +/- 5 minutes to complete
Lesson Development
Direct Instruction: Techniques
Students and teacher will review a handout that
has definitions and examples of advertising
techniques. These include: ethos, pathos, logos,
avante garde, weasel words, magic ingredients,
patriotism, transfer, plain folks, snob appeal,
bribery, and band wagon. While reviewing these,
students can share ads theyve seen that use
these techniques.
Ad Analysis
Teacher plays a variety of commercials and
students look out for what techniques are being
used. On a worksheet they record the technique,
and explain how what they saw is an example of
that.
Work Based Learning:
During this lesson, or one similar where students
watch an episode of documentary show that
highlights working in an ad agency, students
discuss various career options in that sector.
Lesson Closure:
Students share what commercials, out of the
ones watched today, were the most effective and
also discuss what techniques would best apply to
their PSAs.
Possible Prior Student Misconceptions (if
applicable)
17
CCSS:
Reading Informational Texts* (9-10) 3: Analyze how the author unfolds an analysis or series of ideas or events, including
the order in which the points are made, how they are introduced and developed, and the connections that are drawn
between them.
Reading Informational Texts* (9-10) 4: Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language of a court opinion differs from that of a newspaper).
*For this lesson, a text will be a sample advertisement, either in print or video form
Lessons: Science
Lesson Title: Discovering Viruses and Bacteria
Subject:Science
Overview:Thestudentslearnandanalyzetheimportant
differencesbetweenbacteriaandviruseswithrespectto
theirrequirementsforgrowthandreplication.
ConnectiontoCulminatingExperience:Studentswilluse
thisinformationtoanalyzeandmakeaconclusionabout
whattypeofinfectionismostconcerningtothestudent
body.
Time:4555minuteperiod
Materials/Supplies/Equipment:
Microscopewithvirusandbacteriaorganizms
Sciencelog
PriorStudentLearning:
Studentshavebeenlearningaboutiwhatarenfectious
diseases,andhowtheyarecaused.
EssentialQuestionforthisunit:Whatrole
doescommunicationplayinthehealthofa
community?
[HT1]
TopicalEssentialQuestionsforthisunit:
Howdoweidentifythehealthneedsofa
community?
Goals/Objectives:
Studentswillbeknowandbeableto
analyzemicroorganisms
recognizethedifferenceinvirusand
bacteriaorganisms
LessonActivities:
LessonIntroduction
DoNowwarmupprompt:Howdoweget
sick?
LessonDevelopment
DirectInstruction:Analysis
Studentswilllookatdifferentslidesto
determinethedifferencesbetweenvirus
18
CCSS:
Writing (9-10) 7: Conduct short as well as more sustained research projects (including a self-generated question)
or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
NGSS:
HS-LS4-1: Communicate Scientific Information:
HS-LS4-4. Construct An Explanation Based on Evidence:
Subject: Science
Overview: The students learn the role of skin and the immune
system as the body's primary defenses against bacterial and viral
infections.
Connection to Culminating Experience:
The students will learn how virus and bacterial infections are
prevented or fought off with body organs. This will help the student
determine what is the best way to prevent or cure the school wide
health concern once the survey is conducted.
Goals/Objectives:
Students will be know and be able to
Resources
ConnectEd
Ed World
Science Log
Lesson Activities:
Lesson Introduction
Do Now warm-up prompt: Today you are going
to explore how our own bodies can be a great
defender of infection.
Lesson Development
Jigsaw Part 1 Defense Groups
Students get into body defense:groups to learn
about one aspect of ahow either skin or our
immune systems help defend against infections.
Each subject group gets some type of
teacher-provided or generated resource that
includes information on the body part tin detail.
The subject groups job is to learn the content
well before moving into their home group to
share the information learned. Teacher checks in
with each subject group briefly to check for
understanding and answer any questions.
Jigsaw Part 2 Home Groups
Students transition into heterogeneous home
groups where there should be at least one
representative from each of the subject groups.
Each expert on a subject discusses their
learning and explains the information to the
others. Students take notes in their science log.
Lesson Closure:
Teacher provides examples of ways infections are
prevented or treated and students will determine
if a body part was the primary defender and if so,
which one.
Work-Based Learning:
Industry is driving the students outcomes
20
NGSS:
HSLS44.ConstructAnExplanationBasedonEvidence:
HSLS41.CommunicateScientificInformation:
Overview:
Thestudentslearntheroleofantibioticsandvaccinations
aseffectivetreatmentsforavarietyofinfectionsinfections.
ConnectiontoCulminatingExperience:
Discoveringallthewaystocombataninfectionisvitalto
givingtheschoolstudentbodythecorrectinformation
abouthowtodealwiththeirhealthconcerns.
Time:4555minuteperiod
Materials/Supplies/Equipment:
computer&internet
recentnewsarticles
ScienceLog
Resources
EssentialQuestionforthisunit:Whatrole
doescommunicationplayinthehealthofa
community?
TopicalEssentialQuestionsforthisunit:
WhatinformationdoIprovidethatwillbe
accurateyetunderstandablebyall
students.?
Goals/Objectives:
Studentswillbeknowandbeableto
determinetheneedforantibiotics
determineifavaccinationis
availableandifitsappropriate.
LessonActivities:
LessonIntroduction
DoNowwarmupprompt:Createalistof
infectionsorillnessesyouvehadorhave
heardof
.
Publichealthwebsite
PriorStudentLearning:
Studentshavelearnedabouttypesofvirusesand
bacteria,inEnglishtheyhavesurveyedthestudent
bodytonarrowdowntheystudentshealthconcerns.
LessonDevelopment
DirectInstruction:
Studentswillsharetheirlistofinfections
orillnesseswiththeirtables.Theteacer
willmakealistonchartpaper.Students
willaddastheyexplore.Theteacherwill
discussthedifferencebetween
vaccinationsandantibiotices.The
studentswilltakenotes.
21
NGSS:
HS-LS4-1: Communicate Scientific Information:
HS-LS4-5. Evaluate the Evidence Supporting a Claim:
Overview:Thestudentswilllearnaboutandbeable
todemonstratetheabilitytoplanforaudio,graphic
images,stillimages,andvideoimagesthattieto
themessageoftheupcomingvideo.
ConnectiontoCulminatingExperience:Planningis
essentialinthedevelopmentofavideo.
22
Materials/Supplies/Equipment:
Resources
https://www.youtube.com/watch?v=2elrmhzrAJ0
Storyboard
Prior Student Learning:
Lesson Activities:
Lesson Introduction
Do Now warm-up prompt:
Students make a before answer to the two
essential questions for the unit.
Lesson Development
Direct Instruction:
Students watch the
public service
announcement video about stress in students
.
As the students watch the video, they are to take
notes on all the elements of the video that they
recognize that they may need to do. Meet with a
partner to compare what they have. Create a
class list of all the elements that are present.
Watch it an additional time see if we can add to
that list (may need to lead them to get all the
elements).
Group work: Students work together to create a
storyboard of the video that we watched. They
are given the link to what the video to watch as
needed. They are responsible for creating simple
images in the storyboard and implementing the
audio and digital effects that are on the video as
well.
Work Based Learning: Students recognize the skill
set necessary for the development of a video.
Lesson Closure: Student create a list of tools
that we need to learn how to do in video
productions to create. Additionally, students will
answer the following question, When
developing and planning your storyboard for
your own video, what elements do you need to
plan for?
Possible Prior Student Misconceptions (if
applicable)
Students think that they can just make a video
that is great without planning. They need to
understand all the elements that they need to
plan for.
23
CCSS:
Design an audio, video and/or film production
Describe the types of media used in digital video production: graphics, still images, video clips, audio clips, and animation
Overview:Demonstratetheabilitytoplanforavideo
production:decideteamroles,developstoryboard,and
determinenecessaryimages
ConnectiontoCulminatingExperience:Studentswillshow
howtheycanplanforadigitalvideoproduction
Time:555minuteperiodclasses.Onedayforinitial
instruction.Additionaldaysforplanning,capturing,
editing,andpresentingvideos.
Materials/Supplies/Equipment:
http://www.mediacollege.com/video/shots/
Storyboard
Script:
https://docs.google.com/a/mypusd.org/document/d/1g
BruUKMbSaulWIzFC7aF7rYISYnJp0RNrfHmjluvy0/edit
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PriorStudentLearning:
Studentshavebeenintroducedtothestoryboardsandto
thecomponentsofwhatmakesupavideo.
Studentswillhavelimitedexperiencewithvideoediting,but
through experience, they seem to be able to get a basic
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CCSS:
Design an audio, video and/or film production
Demonstrate the use of basic tools and equipment used in audio, video and film production.
Resources
Lesson Activities:
Lesson Introduction
Do Now warm-up prompt:
From previous experience, what did you learn
about the video editing software?
Lesson Development
Students will be provided with a basic overview
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CCSS:
Design an audio, video and/or film production
Demonstrate the use of basic tools and equipment used in audio, video and film production.
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ULMINATINGEXPERIENCE:
C
Theculminatingexperienceforthestudentsistotaketheirlearningfromthethecoreclasses
andthevideoproductionsclassaswellastheresultsfromthestudentsurveysandcreatea
videoPublicServiceAnnouncement
inwhichthey
informstudentsaboutthehealthconcerns
ofthecampusand
provideinformation
inhowstudentscouldgetmoreinformationorcould
gethelp.OptionsforthePSAwillbelefttothestudentsastheyareexpectedtoshowsome
creativityintheproductaswellas
Therewillbetwodifferentpartstotheculminatingexperience.Thefirstpartwillinvolve
playing
broadcastingthevideoPSAs
overtheschools
morningannouncements
.Eachday
themediapathwayrunsthevideomorningannouncementproductionssoitwillbeeasyto
addthePSAs.Theywillbeairedoveraweeklongperiod,withafewplayingeachday.If
studentswantedfeedbackonthevideostheycouldeasilysetupan
onlinesurveyforstudent
totakeandvoteontheirfavoritesorofferfeedback
onhowwelltheinformationwas
presentedorhowpersuasivethePSAwas.Anextensionofthisisforstudentstodeliberately
getfeedbackfromtheirpeersandthecommunityonthestyle,quality,andeffectivenessof
theirPSAs.Theydothisthroughanonlinesurvey.Ifthepathwayhasaccesstotablets,
studentscouldwalkaroundduringlunchorvisitotherclassestohavetheirpeerswatchand
voteontheirfavoriteone.
VideoscouldbepostedontheschoolwebsiteorYouTube
channel
forcommunitymemberstovote.Some
award
wouldgotothewinninggroupperhapsatrip
toaproductionstudio,airingthevideoonalocalTVchannel,etc.
ThesecondparttotheculminatingexperienceisplayingthevideoPSAsataschoolrun
communityhealthfair
.Thehealthpathwayattheschoolorganizesacommunityhealthfair
anddifferentstudentgroups
setupboothswithactivities,information,anddemonstrations
on
varioushealthtopics.Communitymembersandfeederschoolsliketheelementaryand
middleschoolsintheareavisitthefair.Thestudentsinthemediaacademyandvideo
productionclass
playtheirvideoPSAsatthefair
whereindustrypartnersandcommunity
membersevaluatetheworkusingthesecondpartoftherubric.Industrypartnersand
studentswillhaveachancetodiscussthevideosandtheprocess,andthepartnerswilloffer
realtime,inpersonfeedbacktothestudents.
Whatauthenticindustrythemedproduct,service,orperformanceisrequiredof
studentsattheendoftheunit?
Science:
Thestudentswillcreatean
informationonesheet
regardingthehealthissued
identifiedbythestudentsschoolsurvey.Thestudentswillincludethe
differencesofbacteria
andviruses
,howthe
bodydefends
itselffromtheseinfectionsandhowsciencedriven
remedies
helpinthefightofpreventionorcures(antibioticsandvaccinations).
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VideoProductions
(finalpiece):Studentswillworkwithateamtoplan,shoot,editand
producea
PublicServiceAnnouncement
videosegmentinwhichtheyshowanunderstanding
ofthehealthissuesstudentsarefacingoncampusanddeliveramessagetotheconcerned
studentsoncampus.(
Studentswilldeterminepurposeofmessage
:fixtheproblem,
recognizetheproblem,avoidtheproblem,etc.)
English:
The
scriptwritingprocess
willmimictheprocessthatisusedintheadvertisingand
marketingindustrytogenerateideasandplanscriptsandstoryboardsforthePSA.
Whichstudentlearningoutcomesaredemonstratedbythisauthenticassessment?
Science:
HSLS41.CommunicateScientificInformation:Thestudentswillcommunicatethescientific
findingsthroughaonepagefactsheet.
HSLS44.ConstructAnExplanationBasedonEvidence:Thestudentswillexplainhow
virusesandbacteriaareformed,reproduced,contracted.Thestudentswillgiveexamplesof
evidence.
HSLS45.EvaluatetheEvidenceSupportingaClaim:Thestudentswillresearchmultiple
examplestomakeaconclusion.
Video:
Studentswillshowtheirlearninginvideoproductionsandshowthattheycanplan,
shoot,andeditavideo.Studentswillalsoapplylearningfromotherclassesbyusingscripts
fromthelanguageartsclassandevidencefromscienceclasstoshowwhattheyhave
learned.
English
:SpeakingandListening4,Writing8,Writing3AE,ReadingInformationalTexts6
Howdoesthisproduct,service,orperformancerequirestudentstodemonstrate
masteryofstudentlearningoutcomes?
Science:
Theinformationonesheetrequiresstudentstosynthesizealloftheirlearning,
determinemostimportantinformationtocommunicate,andbestwaytomaketheironesheet
appealingtothestudentbody.
Video:
Studentswillworkthroughouttheyearonseveralelementsofdigitalvideo
productions,andthisculminatingprojectrequiresthatthestudentsputalloftheselearning
goalstogether.Themuststoryboard,usetextandgraphics,beabletocaptureeffective
images,andeditusingcomputereditingsoftware.
English:
Studentswillhavetosynthesizetheinformationfromthesurvey,theirresearch,and
instructiononpersuasivetechniquesandscriptwritingtocompetethefinalvideoPSA
product.
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Who(industryprofessionals,communitystakeholders,parents,etc.)willcollaborate
withstudentsandassessstudentwork?Describethedifferentrolesadultsplayinthe
unitasawholeandtheculminatingexperienceinparticular.
Science:
3DoctorsfromKaiserPermanentetheywillmentorthestudentsondeveloping
theirinformationonesheet.Parentsandteacherstheywillattendthecommunityhealthfair.
Bothwillalsobeaskedtocompletearubrics,gradingeachteam.Studentstheywillview
thevideoannouncementsandgivereflectivefeedbackregardingthescientificcontentand
howitrelatestotheirlives.
VideoProductions:
Industryprofessionalswillvisittogivelessonsthroughouttheyearto
helpstudentsunderstandhowtomaketheirvideosbetter.Thesesameprofessionalswill
assessthefinalprojectsaspartofapanel.
English:
Studentswillwatchanepisodeofadocumentaryshowthatgivesthemaninside
lookintowhatittakestoworkforanadvertisementormarketingagency.Theywillbe
analyzingwhattypesofresponsibilities,skills,traits,technology,collaboration,etc.isrequired
ofthejob.
Whatchoicesdostudentshaveintheculminatingexperiencetoaccommodatetheir
particulartalentsandlearningpreferences?
Science:
Studentswillhaveachoiceregardingwhatrolestheywilltakewithintheirgroups:
Examplesofroles:Groupleader,researcher,analyst,notetaker,designer,editor.
Theroles
canbespecificforeachgroup.Havingstudentroleswillaccommodatestudenttalentsand
learningstyles.
Video:
StudentsaretoproduceavideoPublicServiceAnnouncement,buttheyhaveoptions
fromthere.Theycanusestillimagesorvideoimages.Theycandeterminethepurposeof
theirmessage.
English:
StudentswillhaveachoiceontopicfortheirPSAandwillmakeallthedecisions
aroundtone,message,etc.forthePSA.
Howlongshouldittakestudentstocreatethefinalproductorperformance?How
muchtimewillittaketoevaluateallofthestudentwork?Explainhowthisa
reasonableamountoftimeintermsoftheamountofcontenttaughtandthe
commitmentrequiredofcommunityandindustrypartner:
Science:
Thestudentswillbeginpiecingtogethertheirfinalproductattheendofthefirst
week.Asthestudentsworkthroughtheirconceptseachweek,theywillkeepofjournalof
importantinformationtheywanttoincludeintheironesheet.Thefinalweek(week4),the
studentswillbeallowedthatentireweektochooseinformation,determinehowtheywantto
presentit,andcreatetheirinformationonesheet.Thisisareasonableamountoftime
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becauseitgivesthestudentsandtheirmentors4weekstoputtogethertheirideas.Italsois
nottootimeconsumingforcommunityandindustrypartnerstoevaluatethestudentswork
becausetheevaluationwilloccurduringthecommunityhealthfair.
VideoProductions:
Ideallythefinalprojectwouldbecompletedinaboutatwoweektime
period.Studentsshouldbeabletoplanandproducethevideoinclassduringthistime.Itwill
takealittleoutofclasstimetoworktogethertogathertherequiredimages,butonawhole,
thevideowillbemostlyproducedduringclasstime.
Fortheassessment,itshouldprobablytakeabouttwoperiodstoassesstheprojects.
StudentswillhavetopresenttheirPSAsandanswerquestionsfromapanelatthecommunity
healthfair.Studentsmustbepreparedtojustifywhattheyhavedone.Studentsalsowill
gradedindividuallyinthisgroupprojectontheirspecificjob.
English:
Studentswillhaveaboutaweekandhalftoworkonthescriptwritingprocess.They
willgetformativefeedbackthroughoutthattimeastheteacherchecksinwitheachgroupona
dailybasisduringclass.Itwilltakeprobablyanhourortwotoassessthefinaldraftsofthe
scriptsandofferanyfinalformativefeedbackbeforetheyusethescripttorecordthevideo
andvoiceover.
IntegratedProjectRubric
Process
*
Category
Story Board
Script
Work Log
Beginning
Developing
Proficient
Exemplary
Does not
represent the
sequence of shots
in the video.
Storyboard
descriptions are
vague or
incomplete.
Sketches are in a
logical sequence, but
do not give adequate
descriptions of the
video scenes, audio
background, or
dialogue notes.
Includes sketches
of each video
scene and
includes some
planned
descriptions,
audio notes,
effects notes, and
dialog for every
scene.
Demonstrates
detailed planning on
the video shot
sequence, scene
descriptions, audio
and effects notes,
and dialog for every
scene.
Includes more
than 10
grammatical
errors,
misspellings,
punctuation
errors, etc.
Includes 5 - 10
grammatical
errors, misspellings,
punctuation errors,
etc.
Includes 1 4
grammatical
errors,
misspellings,
punctuation
errors, etc.
Grammar, spelling,
punctuation,
capitalization are
correct. No errors in
the text.
Very minimal
comments about
few activities on
the work log.
General comments
on daily activities.
Thorough listing
of daily activities,
but no reflections.
Includes descriptive
detail
and reflections on
daily
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activities
Product
*
Cooperative
Group Work
Overall Content
Message is
unclear. Includes
little essential
information and
one or two facts.
Message is vaguely
communicated.
Includes some
essential information
with few facts.
Message is clearly
communicated.
Includes essential
information.
Strong message.
Covers topic
completely and in
depth.
Includes complete
information.
Technical:
Digital
Enhancements
or Effects
Little or no
enhancements add
interest to the
video, or excessive
use of random
enhancements
detracts from the
video.
Digital
enhancements
accompany video,
but there is little sign
of reinforcement.
Some tendency
toward randomness
with effects.
Any digital
enhancements
that are used
combine
smoothly and
effectively with
the video.
Digital
enhancements are
planned and
purposeful, adding
impact to the story
line or focus.
Copyright &
Research
There are no
citations or are no
references to
copyright
information for
photos, graphics,
and music created
by others.
Lack of research
and analysis on
topic.
Citations are
given, sources of
multimedia are
identified, but
permission to
reproduce is
missing.
Some evidence of
research and
analysis on topic.
Controlling
Idea &
Persuasiveness
Attempts to
establish a theme
and be persuasive
but lacks a clear or
sustained purpose.
Establishes a theme,
but purpose and
persuasiveness is
weak, with some
lapses in coherence.
Establishes a
theme, with a
well-developed
purpose carried
through the video
with some
evidence of
persuasive
techniques.
Establishes a
compelling theme
with a
well-developed
purpose carried
through the video
through skillful use
of persuasive
techniques.
Organization
Attempts to use a
narrative
structure.
Applies a narrative
structure
(chronological or
Applies a
narrative
structure
Applies a complex
narrative structure
(chronological or
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Articulating a
Science Related
Issue & Use of
Correct
Terminology
Composition is
disconnected or
rambling.
descriptive), with
some lapses in
coherence.
Awkward use of the
organizational
structure.
(chronological or
descriptive),
appropriate to the
purpose, task, and
audience.
Storyline clearly
conveys the
theme or
purpose.
descriptive),
appropriate to the
purpose, task, and
audience.
Storyline enhances
communication of
theme or purpose
and keeps the viewer
engaged.
Information about
the health issue is
vague or unclear.
Scientific content
is limited and/or
contains
inaccuracies.
Knowledge on
topic is limited in
scope.
Does not situate
the issue within
any other context.
Information about
the health issue has
gaps and/or is
inaccurate.
Scientific content is
limited but accurate.
Lacking in depth and
breadth of
knowledge on topic.
Situation of issue in a
cultural, historical,
and/or global
context is unclear.
Mostly accurate
information about
the health issue
(disease, illness,
immune system,
transmission,
related statistics,
treatment,
prevention, etc.)
is addressed.
Scientific content
is mostly accurate
with mostly
correct use of
terms and
concepts.
Some lack of
depth and
breadth of
knowledge on
topic.
Situates issue in a
cultural,
historical, and/or
global context.
Accurate information
about the health
issue (disease,
illness, immune
system,
transmission, related
statistics, treatment,
prevention, etc.) is
clearly addressed.
Scientific content is
accurate with correct
use of terms and
concepts.
Conveys depth and
breadth of
knowledge on the
topic.
Situates the issue
within their genres:
cultural, historical,
global context and
elaborates on the
significance of the
issue in these
contexts.
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