Loretta+Johnson+and+Drew+Deapo

Application Project Plan (APP) Planning Sheet

Name: Loretta Johnson and Drew Deapo

Hi Loretta and Drew. I think the most important thing at this point is for you two to identify the goals that you want to work towards, both science and media literacy goals. Then work backwards from there to address assessment (what could students do or show to demonstrate that they had achieved those goals) and define the activities that would help students to achieve those goals. Then comes the planning steps and resources. I hope you can have the goals thought out when we coach on the 14th.

Chris

After studying the digestive system and the essential nutrients necessary for good health, students will examine TV commercials about food and compare them to what they already know about healthy eating. Students will explore how media messages can influence food choices, and will determine if this influence is positive or negative for a given set of commercials. Students will learn how to use tools to deconstruct media messages. They will will form groups and decode an assigned commercial together, and then facilitate a class discussion about that commercial. The final project will be to select a helathy food from the Food Pyramid and create an advertisement for that food. Possible final projects could be: -posters to be hung in the cafeteria, -a radio message to be played over the loudspeaker at school -TV commercial Final projects will be posted on our school websites for parents and students to view.
 * Briefly describe your tentative APP: **

Do Advertisements Affect Our Health? 6th grade students  ** Dates and timeline for implementation: **
 * Tentative Title: **
 * Target Audience: **

-To teach students basic nutritional information and especially how to read the USDA food pyramid in order to make informed decisions about foods they should include in their healthy diet. -To give students tools to help them deconstruct a TV commercial in order to gain an understanding about the purpose of a given media message. -To help students understand that media messages may not have the “good of the public at heart” and that messages can distort or twist the facts in order to sell a product. <span style="font-family: Arial,Helvetica,sans-serif;">-To engage students in critical thinking skills, especially the ability to analyze and evaluate media messages.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Curriculum Goals: **

<span style="font-family: Arial,Helvetica,sans-serif;">**ELA Language for Information and Understanding Std 1**: Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. <span style="font-family: Arial,Helvetica,sans-serif;">**ELA Language for Critical Analysis and Evaluation Std 3:** Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. In this case, students will analyze and evaluate media messages (TV commercials) using a standard set of questions and form opinions about what these messages are about. <span style="font-family: Arial,Helvetica,sans-serif;">**Science Indicator 5.2**: Describe the importance of major nutrients, vitamins, and minerals in maintaining health and promoting growth, and explain the need for a constant input of energy for living organisms. <span style="font-family: Arial,Helvetica,sans-serif;">**Personal Health and Fitness Std 1:** Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. <span style="font-family: Arial,Helvetica,sans-serif;">**A Safe and Healthy Environment Std 2:** Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. <span style="font-family: Arial,Helvetica,sans-serif;">**Resource Management Std 3:** Students will understand and be able to manage their personal and community resources to help them make good choices in maintaining a healthy body.
 * <span style="font-family: Arial,Helvetica,sans-serif;">We will address the following performance indicators: **

<span style="font-family: Arial,Helvetica,sans-serif;">Students will understand: <span style="font-family: Arial,Helvetica,sans-serif;">-That media messages are constructed for a particular purpose and are directed toward a target audience. <span style="font-family: Arial,Helvetica,sans-serif;">-That media messages can influence our beliefs, attitudes, and behaviors toward food, health, and nutrition. <span style="font-family: Arial,Helvetica,sans-serif;">-That media messages can be misleading and may be intended to deceive the public by twisting and/or distorting facts. <span style="font-family: Arial,Helvetica,sans-serif;">-How to use key questions to decode media messages.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Media Literacy Goals: **

i.e. listening skills, group work,media production
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Goals: **

<span style="font-family: Arial,Helvetica,sans-serif;">-Discussion about what media messages are. <span style="font-family: Arial,Helvetica,sans-serif;">-Homework assignment: Keep track of TV commercials for the next week. Record each commercial in a log. <span style="font-family: Arial,Helvetica,sans-serif;">-Engage in a daily discussion about commercials students have viewed. What are these commercials saying? How does that match what you know about nutrition? <span style="font-family: Arial,Helvetica,sans-serif;">-Define media messages. <span style="font-family: Arial,Helvetica,sans-serif;">-Based on the list students maintained from the previous week, the class will generate a list of recent commercials. <span style="font-family: Arial,Helvetica,sans-serif;">-The Library Media Specialist will try to obtain copies of these commercials from Youtube and will convert them to .wmv using [|Zamzar] <span style="font-family: Arial,Helvetica,sans-serif;">-Engage students in a discussion about these commercials. Introduce the components of the analysis tool: [|KEY QUESTIONS TO ASK WHEN ANALYZING MEDIA MESSAGES.docx] What are these commercials saying? Why are they saying it? What action do they hope their audience will engage in? Who is the audience? <span style="font-family: Arial,Helvetica,sans-serif;">-Using the Key Questions tool, and a selected commercial (Carrots, Eat 'em Like Junk Food commercial) teachers will deconstruct a commercial for the class. <span style="font-family: Arial,Helvetica,sans-serif;">-Using the Key Questions tool, teachers and students will deconstruct a commercial together. <span style="font-family: Arial,Helvetica,sans-serif;">-Using the Key Questions tool, students will deconstruct an assigned commercial in small groups. Teachers will circulate and assist as needed. <span style="font-family: Arial,Helvetica,sans-serif;">-Students will independently decode an assigned commercial in small groups. <span style="font-family: Arial,Helvetica,sans-serif;">-The small groups will conference with the teacher to assess their progress. <span style="font-family: Arial,Helvetica,sans-serif;">-When the teacher is satified with the results, the group will prepare a lesson for the class using the deconstructed commercial. <span style="font-family: Arial,Helvetica,sans-serif;">-The student groups will present their commercial to the class, give the class a chance to decode the commercial, and then lead a discussion about the results.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Proposed Activities: **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Pre-Unit activities to help students become familiar with the topic: **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Learning Tasks for the Nutrition and Media Literacy Unit **

<span style="font-family: Arial,Helvetica,sans-serif;">-Students will decode an assigned commercial video clip in small groups. They will prepare a presentation for the class in which they will show the video, and will facilitate while classmates decode the group's commercial. Students will use [|KEY QUESTIONS TO ASK WHEN ANALYZING MEDIA MESSAGES.docx] to deconstruct the media message of the commercials. The class and the group will discuss their results. This method will allow students to prepare a topic for teaching (which results in the highest level of learning) and will also give all students multiple chances to decode media messages. <span style="font-family: Arial,Helvetica,sans-serif;">-We will assess if we have met our goals by evaluating the results of the students' presentation as well as individual student skills in deconstructing the media message of each group presentation.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment/Evaluation (how will you know your APP works to meet your goals?): **

<span style="font-family: Arial,Helvetica,sans-serif;">-Project Looksharp Materials to help us define and implement our literacy goals. <span style="font-family: Arial,Helvetica,sans-serif;">-Commercials downloaded from YouTube and converted to .wmv format using [|Zamzar] <span style="font-family: Arial,Helvetica,sans-serif;">(Our goal is to collect 50 video clips of various food commercials)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Resources/Support that will help you in your development of the APP: **
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Commercials We Have Collected **

<span style="font-family: Arial,Helvetica,sans-serif;">Mean Joe Green Coke <span style="font-family: Arial,Helvetica,sans-serif;">Baby Carrots, Eat ‘em Like Junk Food <span style="font-family: Arial,Helvetica,sans-serif;">Cocoa Puffs Elevator <span style="font-family: Arial,Helvetica,sans-serif;">Airheads Bustin Loose <span style="font-family: Arial,Helvetica,sans-serif;">I’d Like To Teach The World To Sing Coke <span style="font-family: Arial,Helvetica,sans-serif;">Dr Pepper I’m a Pepper <span style="font-family: Arial,Helvetica,sans-serif;">Fruit Loops Colossal Island <span style="font-family: Arial,Helvetica,sans-serif;">Hawaiian Punch <span style="font-family: Arial,Helvetica,sans-serif;">Lucky Charms <span style="font-family: Arial,Helvetica,sans-serif;">Michael Jackson Pepsi Generation <span style="font-family: Arial,Helvetica,sans-serif;">Trix Got Milk Commercial <span style="font-family: Arial,Helvetica,sans-serif;">Trix Yogurt <span style="font-family: Arial,Helvetica,sans-serif;">Rice Krispies <span style="font-family: Arial,Helvetica,sans-serif;">Popsicle Commercial <span style="font-family: Arial,Helvetica,sans-serif;">Reeses Commercial ||

<span style="font-family: Arial,Helvetica,sans-serif;">Our most challenging obstacle is our Internet filter, which is set to maximum in our district. It is exceedingly difficult to access many online resources. We are working from home to obtain the needed materials for this project. Our filters and district policy limit us in our ability to use online apps with our students.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Difficulties/Obstacles to developing your APP: **

<span style="font-family: Arial,Helvetica,sans-serif;">We have completed steps 1-5. Our next meeting will be in early January when will address step 6 and beyond.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Planning Steps: **

<span style="font-family: Arial,Helvetica,sans-serif;">1) Select a topic and begin to develop appropiate goals for the topic in terms of content and media literacy. We began this at the LSTA workshop. <span style="font-family: Arial,Helvetica,sans-serif;">2) Look more closely at the goals we have developed to determine if they fit the topic. <span style="font-family: Arial,Helvetica,sans-serif;">3) Collect commercial video clips for analysis. <span style="font-family: Arial,Helvetica,sans-serif;">4) Meet to plan activities in more detail and refine goals. Make sure this part of the Nutrition Unit aligns with the Science goals for 6th grade students. <span style="font-family: Arial,Helvetica,sans-serif;">5) Design the Key Question analysis tool. Refine it a bit more to align with 6th grade maturity levels. Include questions that will help students make the connections between what they have learned about eating healthy food and what the commercials are saying. <span style="font-family: Arial,Helvetica,sans-serif;">6) Design a log for students to record the commercials they have viewed for the Pre-unit activities. <span style="font-family: Arial,Helvetica,sans-serif;">7) Design a document that will scaffold/support students in their teaching experience. <span style="font-family: Arial,Helvetica,sans-serif;">8) Prepare a letter home to introduce parents to this topic and enlist their help in recording commercials viewed in the log. Encourage parents to discuss their views about the commercials with their child. <span style="font-family: Arial,Helvetica,sans-serif;">9) Using the Key Question Analysis Tool, attempt to deconstruct the commercials collected in order to develop our own skills in preparation for teaching the unit. <span style="font-family: Arial,Helvetica,sans-serif;">10) Map out a time frame for this unit. <span style="font-family: Arial,Helvetica,sans-serif;">11) Prepare for unit. Print out materials. <span style="font-family: Arial,Helvetica,sans-serif;">12) Launch unit.