Let’s Get I.S. 143 Moving!
R.Bayer
JHS
143
INTRODUCTION
First Lady
Michelle Obama has requested our help! She aims to turn the tide on childhood
and adolescent obesity, a problem that has skyrocketed in this country in the
last thirty years. According to the Centers for Disease Control and Prevention,
one third of American children and adolescents are overweight or obese.
Mrs. Obama
has appointed you to educate the administration of I.S. 143 about the
importance of physical fitness in combating obesity. She wants you to create
informative, attention-grabbing advertisements that will propose new and
improved programs to help the student body become more active. If she likes
your campaign, she may replicate it on a national level, so give it your best
effort!
TASK
Your group
will be responsible for two products. First, you will use Comic Life to create
a print advertisement about why and how the school should help students
increase the amount of time spent on physical activity. Secondly, you will
create a public service announcement (PSA) using Animoto that also outlines the ways the school can achieve this
goal. Both products should include facts about the health risks of not
exercising enough and the benefits of regular exercise as well as concrete
program ideas.
PROCESS/RESOURCES
Public
Policy Analyst Documents:
Read
“Getting a Move On” and “Couch Potato Central” to identify 3-5 problems that
occur when kids don’t get enough exercise.
Administer
survey below to at least 20 students.
http://www.surveymonkey.com/s/T7XRLLC
Read
“Couch Potato Central” and analyze the survey results to identify causes of the
problem.
4. Evaluate an Existing
Policy
A.
How
well is the “Let’s Move” program educating students about the importance of
physical activity? What is lacking in this program? How could you improve upon
or supplement this program with your ad campaign? See www.letsmove.gov
B.
How
well is the school educating students about the importance of exercise?
Evaluate the following in terms of how well it teaches students about the
importance of MOVING!
·
P.E.
curriculum
·
Health
class curriculum
·
English
class curriculum (are any nonfiction texts devoted to this topic)
·
Number and quality of relevant after school programs?
What is the best way to
convince students to increase their level of physical activity? Watch BrainPop
video “Fitness: It Does a Body Good.” Read the related article on endorphins. Also,
complete the graphic organizer, “Persuasion Map,” to help brainstorm reasons
why exercise is good for everyone. What facts here could be used to persuade
students to increase their activity levels and the administration to provide
more opportunities for them to do so? You can devise your own solutions as
well.
6.
Select the Best Solution
(Feasibility vs. Effectiveness)
What information should
be included in the advertising campaign? What advertising techniques will best
serve our goal? Refer to these articles to gather proven techniques:
1.
The
Power of Persuasion
2.
How
Advertisers Persuade
EVALUATION
Survey
Data (15%)
Six PPA
Documents (15%)
Print Ad
(35%)
Comic Life
Rubric: http://eequalsmcq.com/CL%20Rubric.pdf
http://fhs.fms.k12.nm.us/teachers/jboushee/04B16A32-00757F35.3/Comic%20Life%20Grading%20Rubric.pdf
Video PSA
(35%):
Adapt
following rubrics for my class:
http://www.readwritethink.org/files/resources/lesson_images/lesson939/psa-rubric.pdf (Include timing
category)
CONCLUSION
Well done!
You’ve created powerful posters and PSAs that will persuade your school to
provide fitness programs that will help your peers lead to long, happy, healthy
lives.
STANDARDS
CCSS.ELA-Literacy.W.7.1b
Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.7.1c
Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), reasons, and evidence.
CCSS.ELA-Literacy.W.7.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.7.7
Conduct short research projects to answer a question, drawing on several
sources and generating additional related, focused questions for further
research and investigation.
CCSS.ELA-Literacy.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 7 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.7.5
Include multimedia components and visual displays in presentations to clarify
claims and findings and emphasize salient points.