Seesaw Assignment 7&8: Final Lesson Wrap-up and PSA

This is it, our final module! We're heading toward our final goal of a complete lesson for our students to learn about healthy behaviors. Our objectives include:

Discuss the issues facing students, families, and schools regarding health, safety, and mental health.
Design and publish a short public service announcement related to the health issues you’ve explored previously, intended to help students, families, or the community in making better health choices, or avoiding health risks.

How to Complete

There are actually two parts to this final submission, and therefore two places to submit. You'll submit your final lesson plan in one submission, and your PSA video in the other.

Final Submission 1: Final Completed Lesson Unit - Revised and Complete

Put it all together! Take all of the feedback and everything you have created this semester and compile it into one final submission.

You do not have to create anything NEW this go-round. You just have to put together all of the phases of your thematic unit that you designed, edit or revise as needed based on feedback I provided to you, and re-submit it.

Note that if you have multiple documents, a great way to submit is by placing all documents in a Google folder, and submitting the LINK to that folder.

As always, make sure I have permission to view it!

Final Submission 2: Public Service Announcement

Put your advocacy skills to the test in a final PSA that you might show to your students as an example or as part of your lesson instruction (your choice). Your topic should of course be related to the topic you've been working with most of the semester, but advocate, and advocate passionately for your healthy cause!

You should now be very comfortable with Seesaw and its recording features. This time, we'll use the Video tool, which gives you a 10-minute window in which to present.

You should aim for about 5 minutes of presenting. Why so long? Because you don't want to just put a simple message out there - you also want to provide facts and research to back up what you're saying.

Consider the following in putting together your PSA:

Audience: Who are you talking to? You could be talking to your students, but you could also model for students what it might be like to talk to the principal, the school board, parents, or the community. This is especially good if your end goal for your lesson is for them to do just this.
Your Message: Is it clear? What do you want to communicate? What actions do you want your audience to take?
Facts and Research: What do you know about your topic? What supports what you're telling people to do?
Creativity: Are you just giving a boring speech? Try to make it fun, and age-appropriate. If you're suppose to be talking to your kids, really talk to your kids! If you're talking to the community or parents, bring up the professionalism, but don't lose them, either. Be passionate and engaging.
Clarity: Some people like to write a script before they start recording - since this is a longer piece, you might wish to do this. However, it's not a requirement. The important thing is that you're clear, and that you don't have too much background noise or other things interfering with your video. Go to a quiet place with the right background (or put appropriate and fun props into the camera field if you don't want to be on camera), and be willing to record more than once if you aren't totally happy with it the first time.

The video is all you need on this submission - no reflection text needed.

How to Turn It In

Once you're posted, you're in. There's no need for you to do send anything through BlackBoard. Your grade, however, will be tracked and posted in BlackBoard. You'll see comments from me in both Seesaw and BlackBoard.

If you have questions or need more tutorials on how to post things in Seesaw, check out this help guide.

How You're Graded

The standards-based Lesson Plan rubric for our Education programs is used for the final lesson submission (30 points). Note that you may earn extra credit on this rubric if you score "exceeds standards" marks in any row. While BlackBoard may show you the Exceeds column is worth 3 points, it is actually worth 4, and the extra credit will be awarded accordingly.

IMPORTANT NOTE: This final project submission must also be submitted to TaskStream for your program portfolio by the end of the semester. Note that your TaskStream portfolio is graded with a more holistic and therefore slightly different lens, and therefore your grade in BlackBoard may not "equal" the assessment as far as your program portfolio. Meeting the Standard at the Proficient level at least, however, is where you want to shoot for in both areas.

Lesson Planning Rubric
Criterion	Distinguished: 4	Proficient: 3	Emerging: 2	Underdeveloped: 1
Content Knowledge
Health Education Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health. ACEI 2.6	Plans lessons that integrate extensive knowledge of healthy choices, concerns, and lifestyle in accordance with academic standards. Lessons address multiple facets of the dangers of diseases and activities that may contribute to disease, and lead students to habits and goal-setting behaviors that recognize potentially dangerous situations, clarify misconceptions, and find reliable sources of information.	Plans lessons that integrate some knowledge of healthy choices, concerns, and lifestyle in accordance with academic standards. Lessons address some dangers of diseases and activities that may contribute to disease, and lead students to habits and goal-setting behaviors that recognize potentially dangerous situations, clarify misconceptions, and find reliable sources of information.	Plans lessons that do not fully integrate knowledge of healthy choices, concerns, and lifestyle in accordance with academic standards. Lessons provide some explanation but fail to address the dangers of diseases and activities that may contribute to disease, healthy habits and goal-setting behaviors, misconceptions, and/or reliable sources of information.	Does not plan lessons that integrate knowledge of healthy choices, concerns, and lifestyle in accordance with academic standards. Lessons fail to address multiple important issues related to healthy lifestyle and goal-setting behaviors.
Physical Education Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students. ACEI 2.7	Plans lessons that integrate extensive knowledge of the value and benefits associated with physical activity. Lessons provide for activities that allow both teachers and students to model the critical importance of physically active lifestyles, and sensitivity to physical movement as a key component to a healthy body and mind.	Plans lessons that integrate some knowledge of the value and benefits associated with physical activity. Lessons provide for activities that allow either teachers or students to model the critical importance of physically active lifestyles, and sensitivity to physical movement as a key component to a healthy body and mind.	Plans lessons that do not fully integrate knowledge of the value and benefits associated with physical activity. Lessons provide some activities that allow teachers or students to serve as models for the importance of physically active lifestyles. Little sensitivity expressed for physical movement as a key component to a healthy body and mind.	Does not plan lessons that integrate knowledge of the value and benefits associated with physical activity. Lessons fail to address the modeling of physically active lifestyles. No sensitivity is expressed for physical movement as a component for healthy body and mind.
Summary ACEI 1	Plans lessons that integrate learning theories. Provides convincing evidence to demonstrate and clearly explain how the lesson can provide learning opportunities that support children’s physical, social, emotional, intellectual, linguistic and personal development.	Appropriate learning theories are selected to support decisions of planning instruction. Provides sufficient evidence to demonstrate and explain how the lesson can provide learning opportunities that support children’s physical, social, emotional, intellectual, linguistic and personal development.	Provides some explanation but limited evidence to demonstrate how the lesson can provide learning opportunities that support children’s physical, social, emotional, intellectual, linguistic and personal development.	Displays no knowledge of how children learn and develop. Provides no evidence to demonstrate or clearly explain how the lesson can provide learning opportunities that support children’s physical, social, emotional, intellectual, linguistic and personal development.
Objectives based on state and/or national standards ACEI 3.1	All learning outcomes stated in specific, measurable, observable terms and appropriate for content and time. Objectives aligned with assessment.	Most learning outcomes stated in measurable and observable terms and appropriate for content and time. Objectives aligned with assessment.	Inappropriate for content or time. Learning outcomes not stated in specific, measurable and observable terms.	Student characteristics not considered. Terminology not specific, measurable, and observable.
Content Knowledge: Evidence Based Instruction ACEI 2	Provides evidence-based and developmentally appropriate assessment, instruction, interventions, and extensions, related to the disciplinary content.	Uses some evidence-based and developmentally appropriate assessments, instructional strategies, or interventions related to the disciplinary content.	Provides few evidence-based or developmentally appropriate assessments or instructional strategies related to the disciplinary content.	Provides no evidence-based nor developmentally appropriate assessments or instructional strategies related to the disciplinary content.
Differentiated Instruction and Adaptations ACEI 3.2	Thoughtful and appropriate instructional adaptation for individual needs based on discipline. Plan is realistic and explained clearly and thoroughly. All learners’ needs are considered in the plan.	Appropriate adaptations for a particular classroom setting in the discipline. Plan is realistic and explained clearly.	The adaptation plan is not clearly explained or not practical based on the discipline, or draws unwanted attention to certain learners.	No instructional adaptation for individual needs.
Lesson Planning Competencies
Integrating and applying knowledge for instruction—Candidate plans instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community. ACEI 3.1	Candidate designs and/or implements an integrated lesson plan using appropriate academic standards, current learning theory, correct K-6 subject matter content, curriculum development, and knowledge of students and community. The lesson incorporates multiple instructional strategies that meet the needs of all students. The lesson is student-centered, engaging, and meaningful. The lesson includes the appropriate use of technology.	Candidate designs an integrated lesson plan using appropriate academic standards, current learning theory, correct K-6 subject matter content, curriculum development, and knowledge of students and community. The lesson incorporates multiple instructional strategies that meet the needs of all students. The lesson is student-centered, engaging, and meaningful. The lesson includes the appropriate use of technology.	Candidate designs an integrated lesson plan using appropriate academic standards, current learning theory, correct K-6 subject matter content, curriculum development, and knowledge of students and community. The lesson incorporates multiple instructional strategies that are student-centered, engaging, and meaningful. Candidate does not use technology.	Candidate designs an integrated lesson plan that is missing one or more of the following: using appropriate academic standards, current learning theory, correct K-6 subject matter content, curriculum development and knowledge of students and community.
Development of critical thinking and problem solving—Candidate uses a variety of teaching strategies that encourage elementary students’ development of critical thinking, problem solving, and performance skills. ACEI 3.3	Candidate successfully designs and/or implements a variety of instructional teaching and learning strategies and technological resources to support student development in critical thinking, problem-solving, and performance skills.	Candidate successfully designs and/or implements a variety of instructional teaching and learning strategies and technological resources to support student development in critical thinking, problem-solving, and performance skills.	Candidate successfully designs and/or implements a limited variety of instructional teaching and learning strategies and technological resources to support student development in critical thinking, problem-solving, and performance skills.	Candidate implements few or no instructional teaching and learning strategies and technological resources to support student development in critical thinking, problem-solving, and performance skills.
Candidate uses knowledge of individual and group motivation and behavior among K-6 students to foster active engagement in learning, self-motivation, and positive social interaction. ACEI 3.4	Candidate demonstrates and/or plans for effective classroom management by using a variety of strategies to promote active learning, self-motivation, and a positive classroom environment. There is consistent evidence of use of behavior management strategies that promote positive social interactions. Candidate shows evidence of modification and accommodation strategies for all students.	Candidate demonstrates and/or plans for effective classroom management by using a variety of strategies to promote active learning, self-motivation, and a positive classroom environment. There is consistent evidence of use of behavior management strategies that promote positive social interactions.	Candidate demonstrates and/or plans for inconsistent use of management strategies.	Candidate does not design or create a positive, supportive learning environment in the classroom.
Candidate demonstrates knowledge of and ability to use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, emotional and physical development of each elementary student. ACEI 4.0	Candidate uses and/or plans for formative and summative assessments to plan, adapt, evaluate, and strengthen instruction for all students. All assessments are aligned to standards and lesson objectives. Strategies for re-teaching are included. Summative assessments are project-based. Rubrics are used on summative assessments. There is clear evidence of differentiation with respect to assessments for ALL learners.	Candidate uses and/or plans for formative and summative assessments to plan, evaluate, adapt, and strengthen instruction for all students. All assessments are aligned to standards and lesson objectives. Strategies for re-teaching are included. Summative assessments are project-based. Rubrics are used on summative assessments. There is clear evidence of differentiation with respect to assessments for ALL learners.	Candidate uses and/or plans for formative and summative assessments to plan, evaluate, adapt, and strengthen instruction for all students. All assessments are aligned to standards and lesson objectives.	Candidate does not plan for and/or use both formative and summative assessments to plan, evaluate, adapt, and strengthen instruction for all students. Or, assessments are not aligned to standard and lesson objective.

PSA Rubric - 30 points

This is how your PSA video will be graded.

	Unacceptable – 0 pts	Beginning - 1 pts	Developing – 3pts	Proficient – 5 pts
Content - Accuracy and Support (5 points)	Nothing submitted, or postings present no specific viewpoint and no supporting examples are provided.	PSA presents a viewpoint and message, but may lack supporting examples or detail.	Postings present a specific viewpoint and message related to the topic that is substantiated by some supporting examples.	Content is presented in a clear and thorough manner, discussing the message and views with detailed evidence and supporting examples.
Content - Relationship to Health Standards (5 points)	Nothing submitted, or PSA is not related to appropriate health topics	PSA provides some relationship to a specific health topic, though the topic or the way it is presented is not well-suited for the intended age group.	PSA provides a clear relationship to a specific health topic, though the topic or the way it is presented may not be fully appropriate for the intended age group.	PSA provides a clear and strong relationship to a specific health topic that is appropriate for the intended age group.
Content - Message Effectiveness (5 points)	Nothing submitted, or intent of PSA is not clear.	The intent of the PSA is understood, but it has little motivational value. PSA engages audience for brief moments.	The combination of creativity, technical skill, and audience appeal delivers a clear message about the selected topic. PSA sometimes catches listener attention, but does not engage audience throughout entire video.	The combination of creativity, technical skill, and audience appeal is very effective in delivering a strong message about the selected topic. Engages audience throughout entire video.
Length (5 points)	Nothing submitted	The PSA is less than 2 minutes in length.	The PSA is at least 3 minutes in length.	The PSA is 5 minutes in length or longer.
Creativity and Critical Thinking (5 points)	Nothing submitted, or postings are provided in a half-hearted, disjointed manner that reflects no awareness of effective communication.	PSA is brief and unimaginative, and reflects minimal effort.	PSA is generally well constructed, though there may be limited creativity shown in what the author has to offer about the assignment topic.	Video is creatively and fluently composed to stimulate thinking, and show high-level thinking regarding the assignment topic.
Mechanics (5 points)	Nothing submitted, or speaks incoherently. (More than 5 errors)	Speaks with major difficulties in others’ ability to understand. Thoughts may be disjoined or not cogent. (3 - 4 errors)	Speaks well, but may not provide complete thoughts or may be difficult to fully understand. (1-2 errors)	Speaks well and cogently. (0 errors)

Due Date