Activity
Day 1
1. Start the lesson by posing the following question:
If a disease appears to be eradicated in the United States
but continues to pose a threat in other countries should
Americans be concerned? What can we do about it?
2.
Have students keep their responses in mind as they are
given
their next assignment. Students will attempt to create
a commercial using what they learn from the poster techniques
as well as the guidelines for Public Service Announcements
(Overhead 1).
3.
Students will be assigned into groups of 2 or 3. Student
groups will be made up of students
who investigated the
same issue for their research in the previous lesson.
4.
Referring to the research results from their previous
investigations- The Science classes’ guest
topics, and the Language Arts research- for this
Disease cycle,
students will now create a public service commercial
addressing a local public health issue. The time
period is today;
their target audience is the general public unless
they decide to limit their audience.
5.
If you are not partnering with a science class to do
this and
therefore the students do not already
have
assigned
local topics, a list of topics can be found in
the Language Arts lesson: What messages are out there?
In addition,
consider the following topics:
West
Nile Virus
Dengue Fever
Salmonella
Influenza
Hepatitis C
Meningitis
Lyme Disease
Tick Fever
AIDS/HIV
Fetal Alcohol Syndrome
Shaken Baby Syndrome
Asthma
Anorexia
Bulimia
Obesity
6.
They will design a 1-2 minute commercial for historical
public health concerns. They will be responsible for
writing up:
a.
a dialogue/script for 3 actors,
b. create a storyboard of the commercial,
c. use effective visuals (images, graphs, etc. as additional
aids) and finally
d. role-play the commercial.
7.
Students are to keep in mind the purpose of the commercial:
To educate the public
about new preventive health techniques
to combat a disease. Display Overhead 1 which suggests
guidelines in developing public service announcements.
8.
Each commercial must have:
a.
Three actors: a doctor, a patient, and nurse.
b. Commercial content must include:
-what
the disease is
-clarify what your message is – what are key words
or phrases that are essential to the message.
-what are the visual aids essential to
the message
-the recommended preventive measure(s)
to take
-what is your motivation: use statistics
of mortality or chronic ill health (The
use of quarantine techniques
should
be explored.)
9.
Show students an overhead of the evaluation rubric by
which their products will be evaluated.
Day
2
10. More time can be taken if students need it in
order to prepare their commercials and practice
their script.
Remind
them of their 2 minute time limit and 1 minute
minimum time.
11.
If there are any students who wish to practice that day
they can. This way they can get feedback
from the
class and
the teacher. The teacher can use the Evaluation
Rubric form to show how the students will be
evaluated.
Days
3 & 4
12. Students will role-play the commercial to
the class. Remember the commercials should
not last
more than
2 minutes but must be at least 1 minute long.
13.
The teacher can fill out individual rubrics or a rubric
per team. A suggested rubric
has been provided. Closure
Lead
a discussion about which commercials were most effective
and why. Have the students address which commercials
informed them about a disease they were unaware of. Finish
by asking if the commercials have changed how they view
disease. Which diseases?
Homework
Any
additional research time after Day 1 to be better prepared
for Day 2.
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