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Public Awareness Campaigns Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A W...
Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Public awareness ...
The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You will be creating a publ...
The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>These are ...
The Process … continued Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><l...
Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Process Excellent 4...
Conclusion  Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] How do you want to...
Credits and References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Books: ...
Public Awareness Campaigns (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teac...
Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This ...
Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page While thi...
Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Pa...
The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><l...
Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>...
Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page How wil...
Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page I d...
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Public Awareness Campaign Project and Presentation WebQuest

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Transcript of "Public Awareness Campaign Project and Presentation WebQuest"

  1. 1. Public Awareness Campaigns Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 11th Grade Designed by Sara E. Gacnik [email_address] Based on a template from The WebQuest Page Process © Flickr Sully Pixel
  2. 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Public awareness campaigns are everywhere around us, from the anti-tobacco “TRUTH” adds that we see on television to people who protest outside of abortion clinics and fur-coat factories. The purpose of a public awareness campaign is simple: to inform a general public audience about a certain topic or issue. Sometimes, public awareness campaigns are overtly persuasive; other times, public awareness campaigns simply aim to inform and enlighten. Imagine that you are a volunteer for an organization – maybe you help serve food at a homeless shelter or perhaps you volunteer at a safe-house for women and children who are victims of domestic violence. You might even volunteer for a company that is working to produce alternative forms of efficient and usable energy. As a volunteer, you give your time and your service to support a cause that you think is important and valuable. By serving your community in any way, you are engaging in civic duty – an essential contribution and service to your country. How do you want to contribute to society? What issues are important to you? What concerns do you have about our society that you would like to learn more about and also inform a public audience about? Process © Google Alternative Energy
  3. 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You will be creating a public awareness campaign that you are going to advertise and present to the class. As you are going through the process, remember to keep in mind that you are looking at this issue from the viewpoint of a volunteer. Your public awareness campaign will be in the form of either a PowerPoint presentation or a creative poster-board. Your presentation will be 5-7 minutes long and should include both informative text and interesting images. Over the next several weeks, we will be gathering information for our public awareness campaigns from the World Wide Web. Using the internet to find sources and information can be useful, convenient, and abundant. However, as we’ve discussed in class, internet sources can also be problematic. It is extremely important to use internet sources that are current, professional, trustworthy, scholarly, and verifiable. Title Process © Google Recycle
  4. 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>These are the questions that you should aim to answer about your public awareness campaign: </li></ul><ul><li>What is your public awareness campaign? What is the definition, the history, and the general ideas and theories surrounding your public awareness issue? </li></ul><ul><li>What do you want to make your audience aware of about this issue? Do you simply want to inform or do you want to persuade your audience? </li></ul><ul><li>What are some of the statistics related to your public awareness? </li></ul><ul><li>What solution would you implement to change the problems surrounding your public awareness campaign? </li></ul><ul><li>What organizations/businesses/people are working to change the problem and improve the issue? How do they approach their strategies? </li></ul><ul><li>How will knowledge about this campaign help us – your public audience – to make a difference? What can we do to get more involved in this issue? </li></ul><ul><li>What are some valid resources with interesting and accurate information about this public awareness campaign? </li></ul><ul><li>Before you begin your reading and researching on the World Wide Web, it is important to approach your search for information based on the following steps: </li></ul><ul><li>Set a purpose and see what’s out there! (Your purpose will be to find information about your public awareness issue). </li></ul><ul><li>Preview your webpage. When you are looking over a webpage for useful and verifiable information, look for these things: </li></ul><ul><ul><li>The name of the webpage and overall appearance </li></ul></ul><ul><ul><li>The main menu or table of contents </li></ul></ul><ul><ul><li>The source or sponsor </li></ul></ul><ul><ul><li>The date of publication or updated information </li></ul></ul><ul><ul><li>Any description of what the website contains </li></ul></ul><ul><ul><li>Images and graphics </li></ul></ul><ul><ul><li>The purpose of the site </li></ul></ul><ul><li>3. Read the information on the website with a purpose in mind. Think about the questions you are to answer about your public awareness campaign while you read. </li></ul>Process
  5. 5. The Process … continued Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>Here are some examples of trustworthy website sources for five different public awareness issues. </li></ul><ul><li>(Baby) Safe Haven </li></ul><ul><ul><li>http://www.babysafehaven.com/ </li></ul></ul><ul><ul><li>http://www.safeplacefornewborns.com/statefiles/co.html </li></ul></ul><ul><li>Recycling </li></ul><ul><ul><li>http://earth911.org/recycling/ </li></ul></ul><ul><ul><li>http://kids.niehs.nih.gov/recycle.htm </li></ul></ul><ul><li>Alternative Energy </li></ul><ul><ul><li>http://www.nesea.org/ </li></ul></ul><ul><ul><li>http://www.alternative-energy-news.info/ </li></ul></ul><ul><li>Organ Donation </li></ul><ul><ul><li>http://www.organdonor.gov/ </li></ul></ul><ul><ul><li>http://www.donatelife.net/ </li></ul></ul><ul><li>Endangered Species </li></ul><ul><ul><li>http://www.natureserve.org/projects/united_states.jsp </li></ul></ul><ul><ul><li>http://www.endangeredspecie.com/ </li></ul></ul><ul><li>Part of the grade that you receive for this project will be dependent on your use of verifiable websites and internet sources. You will produce a detailed annotated bibliography that includes the website address, the name of the webpage, the source, sponsor, or author of the source, a description of what the website contains and what the purpose of the website is. You will be required to find at least 5 verifiable internet sources for your research. </li></ul>Process
  6. 6. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Process Excellent 4 Good 3 OK 2 Poor 1 Score Research Outlines current, interesting, and important information into text and images. Information is abundant, current and interesting; All images are helpful and used in relation to the text Information is adequate and current; Some images are helpful and used in relation to the text Information is inadequate; Few images are used and are disconnected from the topic and the text Information is sparse, inadequate, incorrect or outdated; No images are used Research Internet sources used for research (at least 3) are current, professional, trustworthy and verifiable. All websites and internet sources contain adequate, current and interesting information; The minimum requirement for sources was met or exceeded Most websites and internet sources contain adequate and current information; The minimum requirement for sources was met Some websites and internet sources used are outdated, contain incorrect information or are not verifiable by professional source, author or research; The minimum requirement for sources was not met All websites and internet sources used are outdated, contain incorrect information or are not verifiable by professional source, author or research; The minimum requirement for sources was not met Research Credit was given properly to sources. Annotated bibliography was complete. Credit is given properly to sources; Annotated bibliography is complete and detailed Credit is given properly to sources; Annotated bibliography is minimally complete Credit is rarely given properly to sources; Annotated bibliography partially complete Credit is not given properly to sources; Annotated bibliography is incomplete Project PowerPoint or poster-board is complete. PowerPoint or poster-board is complete, creative, organized, visually appealing and contains several useful images PowerPoint or poster-board is complete, organized, visually appealing, and contains some images PowerPoint or poster-board is unorganized, not visually appealing and contains few images PowerPoint or poster-board is incomplete unorganized, not visually appealing and does not contain images; The audience is not informed or persuaded Presentation Presentation of Public Awareness Campaign using PowerPoint or poster-board was informative and persuasive. Presentation is interesting, helpful, informative and persuasive; Presentation does meet the minimum time requirement Presentation is informative and persuasive; Presentation does meet the minimum time requirement Presentation is dull and somewhat informative; Presentation does not meet the minimum time requirement Presentation is dull and uninformative; Presentation does not meet the minimum time requirement
  7. 7. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] How do you want to contribute to society? What issues are important to you? What concerns do you have about our society that you would like to learn more about? Through the exploration of these public awareness issues, I hope that you will gain a greater understanding of the issues that surround our society today. As you recognize the problems that we face in our society, you should also approach problem-solving with a creative and open mind. Through your own research and through the presentations, you will learn many great things about people and organizations that are working today to make a better tomorrow. Process
  8. 8. Credits and References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Books: Burke, Jim, Ron Klemp, and Wendell Schwartz. Readers Handbook: a Student Guide for Reading and Learning . Wilmington: Great Souce Education Group, a Houghton Mifflin Company, 2002. 512-537. Images: http://flickr.com http://images.google.com/imghp?hl=en&tab=wi Thanks to the WebQuest Page and The WebQuest Slideshare Group Process
  9. 9. Public Awareness Campaigns (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 11th Grade Designed by Sara E. Gacnik [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion © Flickr Sully Pixel
  10. 10. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed as part of a Fundamentals of American Democracy course. In this class, we discuss the idea of “civic virtue” – that is, giving of your time, money or resources to help others. The students have been asked to research their public awareness campaign from the viewpoint of a volunteer for an organization that deals with their specific public awareness issue. By understanding one of these issues from the perspective of a volunteer, I hope that the students will gain a passion for the information that they learn – both in their own research and through the presentation of other public awareness campaigns in class. “ As a volunteer, you give your time and your service to support a cause that you think is important and valuable. By serving your community in any way, you are engaging in civic duty – an essential contribution and service to your country. How do you want to contribute to society? What issues are important to you? What concerns do you have about our society that you would like to learn more about and also inform a public audience about?” The real “point” of the assignment is to get students to start thinking about these essential questions and to start to understand and recognize the messages about public awareness campaigns that we both see and are oblivious to on a daily basis. Evaluation Teacher Script Conclusion
  11. 11. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page While this assignment was developed for an 11 th grade Fundamentals of American Democracy course during the “civic duty” unit, I believe that this assignment could be tailored for any grade in high school and could probably be relevant in an English or language arts class as well. Before this lesson, students will need to have been taught (briefly) about the importance of using verifiable and trustworthy websites and internet sources for serious research. See credits section under “books” for my source on how to teach kids how to use the internet. Evaluation Teacher Script Conclusion
  12. 12. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>Colorado Model Content Standards Addressed: </li></ul><ul><li>Civics: </li></ul><ul><li>Standard 4 – Students understand how citizens exercise the roles, rights and responsibilities of participation in civic life at all levels – local, state and national. </li></ul><ul><li>Reading and Writing: </li></ul><ul><li>Standard 2 – Students write and speak for a variety of audiences and purposes. </li></ul><ul><li>Standard 5 – Students read to locate, select and make use of relevant information from a variety of media, reference and technological sources. </li></ul><ul><li>Through this research, project and presentation, I hope that students become more aware of the social issues that surround us every day in American society. I hope that they will be able to apply critical thinking and critical analysis skills to other social issues that they encounter, being able to use a creative mind for problem-solving methods. This will also help students to understand how to find reliable sources on the world wide web. </li></ul>Evaluation Teacher Script Conclusion
  13. 13. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>I would intend for this project to take about 2 weeks for the students to research and prepare and about 2-3 class periods for the presentations. I believe that this process can be changed to fit the specific needs of an individual teacher and his or her classroom. </li></ul><ul><li>These are the questions that you should aim to answer about your public awareness campaign: </li></ul><ul><li>What is your public awareness campaign? What is the definition, the history, and the general ideas and theories surrounding your public awareness issue? </li></ul><ul><li>What do you want to make your audience aware of about this issue? Do you simply want to inform or do you want to persuade your audience? </li></ul><ul><li>What are some of the statistics related to your public awareness? </li></ul><ul><li>What solution would you implement to change the problems surrounding your public awareness campaign? </li></ul><ul><li>What organizations/businesses/people are working to change the problem and improve the issue? How do they approach their strategies? </li></ul><ul><li>How will knowledge about this campaign help us – your public audience – to make a difference? What can we do to get more involved in this issue? </li></ul><ul><li>What are some valid resources with interesting and accurate information about this public awareness campaign? </li></ul><ul><li>Before you begin your reading and researching on the World Wide Web, it is important to approach your search for information based on the following steps: </li></ul><ul><li>Set a purpose and see what’s out there! (Your purpose will be to find information about your public awareness issue). </li></ul><ul><li>Preview your webpage. When you are looking over a webpage for useful and verifiable information, look for these things: </li></ul><ul><ul><ul><li>The name of the webpage and overall appearance </li></ul></ul></ul><ul><ul><ul><li>The main menu or table of contents </li></ul></ul></ul><ul><ul><ul><li>The source or sponsor </li></ul></ul></ul><ul><ul><ul><li>The date of publication or updated information </li></ul></ul></ul><ul><ul><ul><li>Any description of what the website contains </li></ul></ul></ul><ul><ul><ul><li>Images and graphics </li></ul></ul></ul><ul><ul><ul><li>The purpose of the site </li></ul></ul></ul><ul><li>3.Read the information on the website with a purpose in mind. Think about the questions you are to answer about your public awareness campaign while you read. </li></ul>Evaluation Teacher Script Conclusion
  14. 14. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>In order to implement this lesson, you will need: </li></ul><ul><li>A computer and projector (for the PowerPoint presentations) </li></ul><ul><li>Lots of ideas for public awareness campaigns to help students choose a topic. Below is a limited list of ideas for public awareness issues: </li></ul><ul><ul><li>Anorexia/Bulimia </li></ul></ul><ul><ul><li>Domestic Violence </li></ul></ul><ul><ul><li>Child Abuse </li></ul></ul><ul><ul><li>(Baby) Safe Haven </li></ul></ul><ul><ul><li>AIDS </li></ul></ul><ul><ul><li>Breast Cancer </li></ul></ul><ul><ul><li>Recycling </li></ul></ul><ul><ul><li>Alternative Energy </li></ul></ul><ul><ul><li>Environmentalism </li></ul></ul><ul><ul><li>Global Warming </li></ul></ul><ul><ul><li>Homelessness/Poverty </li></ul></ul><ul><ul><li>Mental Illness (Schizophrenia, OCD, Post Traumatic-Stress Syndrome, Bipolar Disorder) </li></ul></ul><ul><ul><li>Endangered Species </li></ul></ul><ul><ul><li>Organ Donation </li></ul></ul><ul><li>Be sure to model for the students what a trustworthy website source looks like opposed to an unreliable internet source. </li></ul>Evaluation Teacher Script Conclusion
  15. 15. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above. You may want to just copy and paste the evaluation section of the student page ( Evaluation ) into this space and add any clarifications needed for another teacher to make use of this lesson. Evaluation Teacher Script Conclusion Excellent 4 Good 3 OK 2 Poor 1 Score Research Outlines current, interesting, and important information into text and images. Information is abundant, current and interesting; All images are helpful and used in relation to the text Information is adequate and current; Some images are helpful and used in relation to the text Information is inadequate; Few images are used and are disconnected from the topic and the text Information is sparse, inadequate, incorrect or outdated; No images are used Research Internet sources used for research (at least 3) are current, professional, trustworthy and verifiable. All websites and internet sources contain adequate, current and interesting information; The minimum requirement for sources was met or exceeded Most websites and internet sources contain adequate and current information; The minimum requirement for sources was met Some websites and internet sources used are outdated, contain incorrect information or are not verifiable by professional source, author or research; The minimum requirement for sources was not met All websites and internet sources used are outdated, contain incorrect information or are not verifiable by professional source, author or research; The minimum requirement for sources was not met Research Credit was given properly to sources. Annotated bibliography was complete. Credit is given properly to sources; Annotated bibliography is complete and detailed Credit is given properly to sources; Annotated bibliography is minimally complete Credit is rarely given properly to sources; Annotated bibliography partially complete Credit is not given properly to sources; Annotated bibliography is incomplete Project PowerPoint or poster-board is complete. PowerPoint or poster-board is complete, creative, organized, visually appealing and contains several useful images PowerPoint or poster-board is complete, organized, visually appealing, and contains some images PowerPoint or poster-board is unorganized, not visually appealing and contains few images PowerPoint or poster-board is incomplete unorganized, not visually appealing and does not contain images; The audience is not informed or persuaded Presentation Presentation of Public Awareness Campaign using PowerPoint or poster-board was informative and persuasive. Presentation is interesting, helpful, informative and persuasive; Presentation does meet the minimum time requirement Presentation is informative and persuasive; Presentation does meet the minimum time requirement Presentation is dull and somewhat informative; Presentation does not meet the minimum time requirement Presentation is dull and uninformative; Presentation does not meet the minimum time requirement
  16. 16. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page I don’t think that a “teacher script” is necessary for this assignment. I think that this could be tailored to any specific need of a teacher – all that you need is essentially laid out for you in the “process” section of the assignment. Process segment Evaluation Teacher Script Conclusion
  17. 17. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Through the exploration of these public awareness issues, I hope that students will gain a greater understanding of the issues that surround our society today. As they recognize the problems that we face in our society, they should also approach problem-solving with a creative and open mind. Through their own research and through the presentations of other students, they will learn many great things about people and organizations that are working today to make a better tomorrow. Evaluation Teacher Script Conclusion
  18. 18. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Books: Burke, Jim, Ron Klemp, and Wendell Schwartz. Readers Handbook: a Student Guide for Reading and Learning . Wilmington: Great Souce Education Group, a Houghton Mifflin Company, 2002. 512-537. Images: http://flickr.com http://images.google.com/imghp?hl=en&tab=wi Thanks to the WebQuest Page and The WebQuest Slideshare Group Evaluation Teacher Script Conclusion
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