ALEX Learning Activity

  

Disaster Awareness PSA

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Paige Craig
System:Madison County
School:Buckhorn High School
  General Activity Information  
Activity ID: 404
Title:
Disaster Awareness PSA
Digital Tool/Resource:
iMovie App for iPad
Web Address – URL:
Overview:

iMovie is a moviemaking app that allows students to make beautiful HD movies anywhere with everything they need to tell a digital story through an iPad or iPhone.

  Associated Standards and Objectives  
Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce a multimedia artifact.
  • review artifacts created by others.
  • revise an artifact based on peer or teacher feedback.
Knowledge:
Students know:
  • feedback is important in a design process.
Skills:
Students are able to:
  • create a multimedia artifact.
  • critique the work of others.
  • revise their work based on feedback received.
Understanding:
Students understand that:
  • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • construct content designed for specific audiences through an appropriate medium.
Knowledge:
Students know:
  • how to select and design an appropriate medium to display designed content.
Skills:
Students are able to:
  • select the best medium for the content design.
Understanding:
Students understand that:
  • while many mediums exist, it is best to select the one most appropriate to your intended audience.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
17) Publish content to be available for external feedback.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • publish content to be available for external feedback.
Knowledge:
Students know:
  • that feedback is important to refine a product.
Skills:
Students are able to:
  • appropriately publish content.
  • seek feedback on a product.
Understanding:
Students understand that:
  • feedback can be used to refine a product.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 8
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce a multimedia artifact.
  • review artifacts created by others.
  • revise an artifact based on peer or teacher feedback.
Knowledge:
Students know:
  • feedback is important in a design process.
Skills:
Students are able to:
  • create a multimedia artifact.
  • critique the work of others.
  • revise their work based on feedback received.
Understanding:
Students understand that:
  • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 8
16) Present content designed for specific audiences through an appropriate medium.

Example: Create and share a help video for a senior's center that provides tips for online safety.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • create and share a presentation designed for specific audiences through an appropriate medium.
Knowledge:
Students know:
  • of the many mediums available to share content, some are more appropriate than others in given circumstances.
Skills:
Students are able to:
  • design and present content designed for specific audiences through an appropriate medium.
Understanding:
Students understand that:
  • understanding your audience is as important as the content you are sharing or presenting.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 8
17) Communicate and publish individually or collaboratively to persuade peers, experts, or community about issues and problems.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • select an issue or problem and publish content designed to persuade peers, experts, or the community.
Knowledge:
Students know:
  • how to research and form an educated position about an issue.
  • how to communicate and publish opinion in an effort to persuade others.
Skills:
Students are able to:
  • research and form an educated position about an issue.
  • communicate and publish an educated opinion in an effort to persuade others.
Understanding:
Students understand that:
  • a digital platform provides the ability to publish ideas and reach a greater audience than was once possible.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce a multimedia artifact.
  • review artifacts created by others.
  • revise an artifact based on peer or teacher feedback.
Knowledge:
Students know:
  • feedback is important in a design process.
Skills:
Students are able to:
  • create a multimedia artifact.
  • critique the work of others.
  • revise their work based on feedback received.
Understanding:
Students understand that:
  • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
25) Utilize a variety of digital tools to create digital artifacts across content areas.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use digital tools to create digital artifacts across content areas.
  • seek and use feedback to revise digital artifacts.
Knowledge:
Students know:
  • how to use a variety of digital tools.
  • how to use a digital tool to create a digital artifact.
  • the appropriate use of digital tools and artifacts for specific content areas.
Skills:
Students are able to:
  • use a variety of digital tools.
  • create digital artifacts using a variety of digital tools.
  • appropriately match digital artifacts and content areas for effective communication.
Understanding:
Students understand that:
  • digital tools are used to create digital artifacts that can be used for effective communication of competency across content areas.
Learning Objectives:

Students will:

  • collaborate with others to complete a digital project
  • use critical thinking skills to solve real world problems
  • communicate effectively with others
  • publish a digital product worthy of sharing with an audience
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

  1. Challenge students to create a product (Public Service Announcement) to be shared with the community that will educate residents on what to do in advance of a disaster to minimize the effects.  Inform students that they will need to create a product that can be shared easily and one that will work on a variety of devices.
  2. Introduce (or reintroduce) the iMovie app.  Remind students of the process of recording video using the iPad.  For a bried, but step-by-step tutorial of iMovie, go to http://www.noteboomproductions.com/ipad-apps/tutor-for-imovie-for-ipad/.
  3. Allow students to select a type of disaster that they wisht to educate others about.
  4. Students will utilize print and electronic sources to gather and evaluate the latest information regarding the possible effects on their community in the event of a disaster of the type selected.  Students will outline these possibilities and research the best preventative measures and identify all possible preparations that could be made to reduce the negative effects.
  5. Students will identify, contact and interview an expert in a field related to their chosen topic.  The interview could be related to background information, or could be included as part of the preparedness efforts.  The research gathered will be converted into a script that could be included in iMovie, or used in the text content that accompanies the iMovie video.
Assessment Strategies:

  1. Students will share the product with one other team for peer review, and evaluate the feedback provided to make improvements and/or changes.
  2. Students will produce a final copy of the product in iMovie format and share it with the teacher for electronic distribution to the community.

Advanced Preparation:

Teacher will need to ensure that the iMovie App is installed on all student and teacher iPads.

Variation Tips (optional):
 
Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: