Let’s Get I.S. 143 Moving!

R.Bayer

JHS 143

http://t0.gstatic.com/images?q=tbn:ANd9GcQrg6wI4rZbTM_ikM_CCRaW4F1wfynm4sd-5FHH-oXOmnlNW_1ZEA

 

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:

1.    State the Problem

Read “Getting a Move On” and “Couch Potato Central” to identify 3-5 problems that occur when kids don’t get enough exercise.

2.  Gather the Evidence

Administer survey below to at least 20 students.

http://www.surveymonkey.com/s/T7XRLLC

3.   Identify the Causes

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?

5.   Develop Solutions

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.cnusd.k12.ca.us/cms/lib/CA01001152/Centricity/Domain/2717/publicserviceannouncement_videoscoring.pdf

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.

https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcTCRbcYHi5prrmV4ijEjXbZSzmjbUvOw6zoFtG4Rs-vcIAcSJ3s

 

 

 

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.