The Arizona STEM Acceleration Project

Reusing vs Trashing

Public Service Announcement into Action

Reusing Vs. Trashing

A 5th-6th grade STEM lesson

Author: Phyllis Lussier

Date: Jan. 5, 2024

Notes for teachers

This lesson will take 3-4 days. It has multi steps. Slides for the Lesson

1. Start with a lesson Public Service Announcements.
2. Students determine an item or object they want to reuse vs trash.
3. They create a PSA on this reused item. The PSA includes 4 components of a strong PSA and a storyboard for telling the story.
4. Last the students create a model of the reused item.

List of Materials

• Slides for the Lesson to guide you through the components of a Public Service Announcement (PSA).
• Planning documents - two of them. 1. PSA Components 2. Storyboard creator
• Makerspace material to assist in creating a model. Check with students on the item or object they are looking to reuse. Ask on the first day so you have a couple of days to gather the item or have the student bring the reused item in.
• Alternative: have all of the students work on the same reused item. ex: water bottle reuse.

Science:

3 Dimensions = Science and Engineering Practices:·

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• Ask questions and define problems

● develop and use models

● plan and carry out investigations

● analyze and interpret data

● use mathematics and computational thinking

● construct explanations and design solutions

● engage in argument from evidence

● obtain, evaluate, and communicate information

Core Ideas for Using Science

U2: The knowledge produced by science is used in engineering and technologies to solve problems and/or create products.

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Standards

Educational Technology Standards

3. Knowledge Constructor

3-5.3.d Students, in collaboration with an educator, explore real world problems and issues and collaborate with others to find answers or solutions.

6-8.3.d Students explore real world problems and issues and actively pursue solutions for them.

4. Innovative Designer

3-5.4.a Students, in collaboration with an educator, explore and practice a design process by generating ideas to solve a problem by planning, creating and testing innovative products that are shared with others.

6-8.4.a Students engage in a design process for generating and testing ideas and developing innovative products to solve problems.

6. Creative Communicator

3-5.6.b Students, in collaboration with an educator, create original works and learn strategies for responsibly repurposing and remixing to create new artifacts.

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3-5.6.d Students, in collaboration with an educator, learn about and consider the intended audience when creating and publishing digital artifacts and presentations.

6-8.6.b Students create original works or responsibly repurpose digital resources into new creative works.

6-8.6.d Students publish or present content designed for intended audiences and select platforms that effectively convey their ideas.

Standards

Writing and Speaking and Listening Standards

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5.W.9 - Draw evidence from literary or informational text to support analysis, reflection and research.

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5.SL.2 - Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

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5.SL.4 - Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details.

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Standards

Writing and Speaking and Listening Standards

6.W.9 - Draw evidence from literary or informational text to support analysis, reflection and research

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6.SL.2 - Interpret information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how it contributes to a topic, text, or issue under study.

6.SL 4 - Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details.

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Objective(s):

• The students will understand the component of a good Public Service Announcement.
• The students will apply their knowledge of PSA to write their own Public Service Announcement aligned to promoting the reuse of a common item or object typically discarded.
• The students will demonstrate knowledge of Powerpoint or Google Slides Tech tool to convey their message.
• The students will use tech tools to enhance their PSA message.
• The students will use their engineering practices to solve the problem of how to reuse a commonly discarded item.
• The students will construct a model to demonstrate the possible reuse of a commonly discarded object.
• The students will use their speaking skills to present their campaign and promote the reuse of the item selected.

Agenda

Day 1: (60 minutes)

PSA Components , example and planning documents. Select the item they want to design its reuse.

Day 2 (60 minutes)

Create a storyboard of the PSA to include all components aligned to reuse of item that is typically discarded.

Day 3 (time amount varies)

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Convert the PSA storyboard into a Powerpoint Presentation or Google Slides Presentation.

Day 4 (time amount varies)

Create model of reuse of the item selected.

Intro/Driving Question/Opening

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Use this Presentation to guide your lessons (3 days)

Intro - show students the PSA on STEM Careers.

Ask students:

“What is the message behind the announcement?”

“What in the message grabbed your attention?”

Hands-on Activity Instructions

• Suggested teams of 2 or 4 depending on your class size.
• Start with the PSA and its components.
• Have students decide on an object or item they discard often and can design a reuse for it.
• Students will write a PSA using planning documents and storyboard.
• Students will then transfer the information onto a PowerPoint or Google Slides presentation that expresses why they “reuse” and how they designed a “reuse” of the item.
• Students will then create a model of the reused item.

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Assessment

Check for the 4 components of the Public Service Announcement.

1. Hook
2. Misconceptions addressed
3. Facts
4. Call to Action

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Here is a rubric you can use: Rubric for PSA

Assess that the model aligns with the “Call to Action” which is the reuse of the item.

Differentiation

You can modify the number of misconception and/or facts for the PSA.

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The document calls for 3 misconceptions and 3 facts. These will need to be researched and can be lessened if needed.

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Another remediation option is the give the class the same object to reuse but the reuse should still vary. This would allow for small group discussions.

Remediation

Extension/Enrichment

Extension can be for the students to draft 3 to 5 reuses of the object and then create one model for the PSA.

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This will create deeper thinking of the reuse.

Additional Ideas

Reuse of a 2 liter bottle

Birdfeeder

Flower pot or garden

Pencil holder

funnel