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What Do You Say...Let's Make a PSA
Transcript of What Do You Say...Let's Make a PSA
Let's Make a
Public Service Announcement (PSA) Using PowToon
Common Core Standards
After this lesson, students will be able to:
Construct a storyboard and script using Word or PowerPoint, after researching a topic individually or with a partner, with a rubric rating of 18 (out of 24) or better.
Produce a 2 to 3-minute, PSA animated video draft using PowToon for peer review, after developing a storyboard and script, with a rubric rating of 12 (out of 16) or better.
Generate a well-edited, in-depth, 2 to 3-minute PSA animated final video using PowToon, after discussing animated PSA video draft feedback with a peer reviewer, with a rubric rating of 28 (out of 35) or better.
Demonstrate responsible digital citizenship, after properly citing all sources at the end of a final PSA animated video, with a rubric rating of 28 (out of 35) or better.
Exhibit effective communication skills, after creation of a self-reflection journal using Word, with a rubric rating of 9 (out of 12) or better.
Show effective collaboration skills, after participation in online small-group and whole class discussions, with a rubric rating of 9 (out of 12) or better.
Demonstrate the ability to successfully utilize PowToon to create a PSA.
Gain a better understanding of how to research, plan and develop a two to three minute animated PSA.
Scope and Sequence
Week 1 - Monday
PSA Planning Sheet
Week 2 - Thursday
Upload PSA draft to https://www.youtube.com/
Week 1 - Wednesday
After completion of your storyboard and script, please view the following nine PowToon tutorials from the link - http://www.powtoon.com/tutorials/
During class time, complete a storyboard and script using Word or PowerPoint template from the following site - http://theelearningcoach.com/resources/storyboard-depot/
Use graded PSA Research Questions sheet to insert your facts.
Save storyboard and script to your Google Drive account or on your network H: (home) drive.
Pairs can turn in ONE completed storyboard and script for group.
Email completed storyboard and script to Mrs. Lobdell at email@example.com.
Log into Edmodo account to download Storyboard and Script rubric.
Week 3 - Monday
Please complete a self-evaluation/reflection journal to reflect and discuss your project experience.
It will be worth 12 points.
Details, grading requirements and expectations for this assignment are located in the “Self-Reflection Journal Description” file via Edmodo - https://www.edmodo.com/.
The “Self-Reflection Journal Rubric” is also included in the file.
**VERY IMPORTANT: To protect your privacy, please only put your “First Name, Last Initial, Class Period and Journal Title” on the subject line**
Please email your journal to Mrs. Lobdell at firstname.lastname@example.org.
Log into your Edmodo class account - https://www.edmodo.com/ and reply to the following questions via the discussion forum:
•What did you like best about this project?
•What did you not like about this project?
Download the “Online Discussion Rubric” (worth 12 points) via Edmodo for grading requirements and expectations.
Online Group Discussion
PSA Lesson Evaluation Survey
Please click the link to the “What Do You Say…Let’s Make a PSA Using PowToon Lesson - Evaluation Survey” – https://docs.google.com/forms/d/1jJE7jHGliXkx3NBXlkjQu5pooIFwTPNjULrmlsg75q0/viewform
Complete the survey and answer all required questions.
Your responses are very important to me, as they will help to improve the quality of this lesson. :-)
(Adopted by Colorado Department of Education)
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (CCSS: SL.9-10.1)
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (CCSS: SL.9-10.1c)
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (CCSS: SL.9-10.2)
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (CCSS: SL.9-10.5)
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.9-10.1)
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. (CCSS: W.9-10.6)
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (CCSS: W.9-10.8)
Take a look at the following PSA
Now take a look at this PSA
Turn and Talk
Turn to the person on your right.
Person with middle initial that's closest to the letter A will be the scribe (write things down).
You and your partner will have five minutes to discuss the following: Compare and contrast three things about each of the two PSA videos.
Scribe will write three things down.
Class Share Out
Let's share our answers as a whole class.
Source: Colorado Department of Education: 9th and 10th Grade Reading, Writing and Communicating Common Core Standards, http://www.cde.state.co.us/CoReadingWriting/StateStandards.asp
ISTE's National Technology Standards for Students
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
d. Transfer current knowledge to learning of new technologies
Computer Applications I Course - 9th and 10th Grade
Source: National Educational Technology Standards for Students, Second Edition © 2007 ISTE ® (International Society for Technology in Education), http://www.iste.org/standards/nets-for-students All rights reserved
PSA Lesson - Overview and Details
PSA Research Questions Sheet
Week 1 - Friday
American Diabetes Association. (2010). Psa: One step at a time [Web]. Retrieved from www.youtube.com/watch?v=GAKYePY-rq0
Tuey, T. (2013). Diabetes psa [Web]. Retrieved from www.youtube.com/watch?v=hBgOT6-uw7Y
Week 2 - Tuesday
1. PowToon Basics
2. The Library
3. Timeline – I
4. Timeline – II
5. Timeline – III
6. Slide Panel – I
7. Slide Panel – II
8. Menu Panel – I
9. Menu Panel – II
After watching the PowToon tutorials, begin working on your PSA animated video draft by yourself or with your partner.
Name your draft PSA in the following format: “Draft PSA – Student First Name, Last Initial and Partner First Name, Last Initial – Period 1 or Period 4.”
You will have 1½ class periods to work on your video.
Download “PSA Animated Video Rubric” (worth 35 points) and “PSA Video Draft Peer Review” (worth 16 points) documents from Edmodo to your Google Drive account or H: drive for grading requirements and expectations.
PSA Animated Video Rubric
PSA Video Draft Peer Review
If you need to view a tutorial on how to upload your PSA from PowToon, please review the Menu Panel – II tutorial from the link: http://www.powtoon.com/tutorials/
Share PSA draft YouTube link with your peers on the Computer Applications I - PSA Videos spreadsheet on Google Drive - https://docs.google.com/spreadsheet/ccc?key=0Agf1ehQ8iTiGdHJlQVc0cjgtbnhNWnRodkZiUjVnTkE&usp=sharing
Once you open the spreadsheet, click on the tab at the bottom with your period (Period 1 or 4) and copy/paste the YouTube link to the “Drafts - YouTube Links” column.
Put your name and your partner’s name next to the YouTube link so your peers know which link belongs to whom.
There's a sample in there that shows you how to enter the information.
Each student (or pairs of students) will review and provide PSA animated video feedback to at least one other student/pair using the PSA Video Draft Peer Review form.
Once students/pairs receive adequate feedback from one student/pair, they can start generating their final PSA animated video.
Email completed peer review forms to Mrs. Lobdell by end of class period.
Description and Rubric
Once you have finished your final PSA video, rename it to “Final PSA – Student First Name, Last Initial and Partner First Name, Last Initial – Period 1 or Period 4” and upload it to YouTube.
Share YouTube link on the Computer Applications I - PSA Videos spreadsheet on Google Drive - https://docs.google.com/spreadsheet/ccc?key=0Agf1ehQ8iTiGdHJlQVc0cjgtbnhNWnRodkZiUjVnTkE&usp=sharing
Once you open the spreadsheet, click on the tab at the bottom with your period (Period 1 or 4) and copy/paste YouTube link to the “Final - YouTube Links” column.
Put your name and your partner’s name next to the YouTube link in the spreadsheet so Mrs. Lobdell knows which link belongs to whom.
Good examples of Powtoon PSAs:
Kim, M. (2013). Psa-texting and driving [Web]. Retrieved from youtu.be/Ddo2dZJ6txY
Your PowToon PSA:
Should be between 2 and 3 minutes long.
Citations should be inserted at end of PSA.
Hopper, B. (2013). Cyber bullying [Web]. Retrieved from youtu.be/fuTWrEAPdCg