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Safe Driving PSA Campaign

Grade 6English3 days

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5.0 (1 rating)

In this project, 6th-grade students create a PSA campaign focused on promoting safe driving among their peers. Through a mock trial and research, they identify the main causes of unsafe driving and develop compelling arguments supported by evidence. Students then craft PSA scripts incorporating storytelling techniques and present their campaigns using various media to effectively communicate the importance of safe driving. The project culminates in a presentation and reflection on the effectiveness of their PSA campaign and the lessons learned.

Safe DrivingPSA CampaignStorytellingUnsafe DrivingPersuasionArgumentationPeer Education

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we create a PSA campaign that uses storytelling to effectively communicate the importance of safe driving to our peers and address the main causes of unsafe driving?

Essential Questions

Supporting questions that break down major concepts.

What are the main causes of unsafe driving?
How can we communicate the importance of safe driving to our peers?
What makes a public service announcement effective?
How can we use storytelling to create a compelling PSA?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to identify the main causes of unsafe driving.
Students will be able to create a PSA campaign that uses storytelling to effectively communicate the importance of safe driving to their peers.
Students will be able to understand what makes a public service announcement effective.
Students will be able to use storytelling to create a compelling PSA.
Students will be able to present their PSA campaign to their peers.
Students will be able to reflect on the effectiveness of their PSA campaign and identify areas for improvement

Common Core Standards

CCSS.ELA-LITERACY.W.6.1

Primary

Write arguments to support claims with clear reasons and relevant evidence.Reason: This standard aligns with the project because students will need to write arguments to support their claims about safe driving in their PSA campaign.

CCSS.ELA-LITERACY.W.6.4

Primary

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Reason: This standard aligns with the project because students will need to produce clear and coherent writing in their PSA campaign.

CCSS.ELA-LITERACY.SL.6.1

Primary

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.Reason: This standard aligns with the project because students will need to engage in collaborative discussions with their peers to create their PSA campaign.

CCSS.ELA-LITERACY.SL.6.4

Primary

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.Reason: This standard aligns with the project because students will need to present their PSA campaign to their peers.

Entry Events

Events that will be used to introduce the project to students

Reckless Driving Mock Trial

The teacher stages a 'mock trial' where a student is 'on trial' for reckless driving. Other students act as witnesses, lawyers, and jury members, exploring the legal and ethical consequences of unsafe driving. This activity encourages critical thinking about responsibility and the importance of safe driving habits, inspiring them to create PSAs that promote responsible behavior.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Claim It! Unsafe Driving

Students will brainstorm and select a specific unsafe driving behavior to focus on for their PSA campaign. They will then develop a strong claim about the dangers of this behavior, supported by initial reasons.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Brainstorm a list of unsafe driving behaviors (e.g., texting while driving, speeding, drunk driving).

2. Select one behavior from the list to focus on for the PSA campaign.

3. Develop a clear claim statement about the dangers of the chosen behavior (e.g., "Texting while driving is a dangerous behavior that puts everyone at risk.").

4. List at least three initial reasons supporting the claim.

Final Product

What students will submit as the final product of the activityA well-defined claim statement and a list of initial reasons supporting the chosen unsafe driving behavior.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-Literacy.W.6.1 (Write arguments to support claims) by establishing a clear stance on a specific unsafe driving behavior.

Activity 2

Evidence Expedition

Students will research the chosen unsafe driving behavior and gather evidence to support their claim. They will organize their findings in a structured format, ensuring clarity and coherence in their presentation of evidence.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research the chosen unsafe driving behavior using reliable sources (e.g., government websites, academic articles, news reports).

2. Gather statistics, facts, and real-life examples that support the claim about the dangers of the behavior.

3. Organize the evidence in a structured format (e.g., graphic organizer, table) with clear headings and citations.

4. Write a brief summary of the evidence, highlighting the most compelling points.

Final Product

What students will submit as the final product of the activityAn organized evidence portfolio with cited sources, including statistics, facts, and real-life examples related to the chosen unsafe driving behavior.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-Literacy.W.6.1 (Provide reasons and relevant evidence) and CCSS.ELA-Literacy.W.6.4 (Produce clear and coherent writing) by researching and organizing evidence to support their claim.

Activity 3

Script Doctor

Students will draft a PSA script incorporating their claim and evidence. They will participate in peer review sessions to receive constructive feedback and revise their script for clarity, coherence, and persuasiveness.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Draft a PSA script that includes the claim statement, supporting evidence, and a call to action.

2. Incorporate storytelling elements to make the PSA more engaging and relatable.

3. Participate in peer review sessions, providing and receiving constructive feedback on the script's clarity, coherence, and persuasiveness.

4. Revise the script based on peer feedback, addressing any weaknesses and strengthening the overall message.

Final Product

What students will submit as the final product of the activityA refined PSA script with a clear message, compelling evidence, and engaging storytelling elements.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-Literacy.W.6.4 (Develop and strengthen writing) and CCSS.ELA-Literacy.SL.6.1 (Engage effectively in collaborative discussions) by developing a PSA script through peer feedback and revision.

Activity 4

Lights, Camera, Action! PSA Production & Presentation

Students will produce their PSA campaign using a variety of media (e.g., video, audio, poster). They will present their campaign to the class, emphasizing their claim, evidence, and call to action, using appropriate presentation skills.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a medium for the PSA campaign (e.g., video, audio, poster).

2. Produce the PSA campaign, incorporating the refined script and visual/audio elements.

3. Prepare a presentation to introduce the PSA campaign to the class.

4. Present the PSA campaign to the class, clearly articulating the claim, evidence, and call to action.

Final Product

What students will submit as the final product of the activityA completed PSA campaign (video, audio, or poster) and a well-delivered presentation of the campaign to the class.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-Literacy.SL.6.4 (Present claims and findings) by producing and presenting the PSA campaign.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Safe Driving PSA Campaign Rubric

Category 1

Argumentation and Claim Development

Evaluates the clarity, coherence, and persuasiveness of the claim and supporting reasons related to safe driving behaviors.

Criterion 1

Clarity of Claim Statement

Assesses the student’s ability to articulate a clear and focused claim about the chosen unsafe driving behavior.

Exemplary

4 Points

Presents a highly focused and precise claim statement that clearly addresses the chosen unsafe driving behavior with sophistication.

Proficient

3 Points

Provides a clear and focused claim statement that directly addresses the chosen unsafe driving behavior.

Developing

2 Points

Offers a claim statement that is somewhat clear but lacks precision or focus regarding the chosen unsafe driving behavior.

Beginning

1 Points

Presents an unclear or unfocused claim that insufficiently addresses the chosen unsafe driving behavior.

Criterion 2

Supporting Reasons and Evidence

Measures the student's ability to provide and organize relevant reasons and evidence supporting the claim.

Exemplary

4 Points

Provides compelling reasons with extensive relevant evidence, including nuanced statistics and facts, organized logically.

Proficient

3 Points

Offers strong reasons with relevant evidence, organized clearly and logically in support of the claim.

Developing

2 Points

Provides some reasons and evidence, but lacks depth or clarity in organization.

Beginning

1 Points

Offers insufficient or irrelevant reasons and evidence, poorly organized to support the claim.

Category 2

Writing and Storytelling

Assesses the quality and creativity in writing and storytelling elements used in the PSA.

Criterion 1

Script Clarity and Coherence

Evaluates how clearly and coherently students express their arguments in script form.

Exemplary

4 Points

Script is exceptionally clear and well-organized, with logical flow and creative storytelling elements.

Proficient

3 Points

Script is clear and organized, with good flow and appropriate storytelling elements.

Developing

2 Points

Script shows basic organization but may lack clarity or effective storytelling elements.

Beginning

1 Points

Script is unclear or disorganized, with weak storytelling elements.

Category 3

Presentation and Collaboration

Focuses on students’ ability to present their PSA and work collaboratively throughout the project.

Criterion 1

Presentation Skills

Assesses how effectively students present their PSA, including delivery and engagement with the audience.

Exemplary

4 Points

Presentation is engaging, articulate, with excellent delivery, maintaining audience interest throughout.

Proficient

3 Points

Presentation is clear, with good delivery and maintained audience interest.

Developing

2 Points

Presentation is basic, with inconsistent delivery and moderate audience engagement.

Beginning

1 Points

Presentation lacks clarity, with weak delivery and little audience engagement.

Criterion 2

Collaborative Contribution

Evaluates the extent and effectiveness of each student’s contributions to group work and discussions.

Exemplary

4 Points

Demonstrates leadership in collaborative discussions, contributing innovative ideas and engaging actively.

Proficient

3 Points

Participates actively in collaborative discussions, sharing ideas and feedback with group members.

Developing

2 Points

Shows limited participation in discussions, contributing occasionally but without consistency.

Beginning

1 Points

Rarely participates in discussions or contributes to group efforts.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

What was the most challenging aspect of creating the PSA campaign, and how did you overcome it?

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Question 2

How effective do you think your PSA campaign will be in persuading your peers to drive safely? What specific elements of your PSA make it persuasive?

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Question 3

If you had the opportunity to create another PSA campaign on safe driving, what would you do differently? Why?

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Question 4

To what extent do you feel you achieved the learning goals for this project?

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Question 5

What did you learn about the causes and consequences of unsafe driving through this project?

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