PSA

A PSA is a Public Service Announcement is a message of interest to the public that is broadcast via mass media such as the Internet, television, or radio. PSAs often focus on topics related to health, safety, consumer information, the environment, or some other domain relevant to the general public.

In this activity, you will be creating your own PSA on a topic you find interesting. Your PSA must somehow benefit the public.

Project goal: To develop and share a PSA for the benefit of your community.

Rubric for script

Outstanding 90-100

  • The script maintains proper format.
  • The script is free of grammatical and spelling errors.
  • The script has a clear focus and includes sufficient details of action.
  • The concept is creative, original, and interesting.
  • The PSA is about a real, genuine issue relevant to the health and safety of a community. It's not satire.
  • Transitions are clear.

Proficient 80-90

  • The script maintains proper format with minor errors.
  • The script is mostly free of grammatical and spelling errors.
  • The script has a clear focus and includes details of action, but could be clearer.
  • The concept is somewhat creative, original, and interesting.
  • Transitions are clear.

Basic 70-80

  • The script has errors in format.
  • The script has multiple grammatical and spelling errors.
  • The concept lacks originality.
  • The script is hard to understand.

Insufficient 60-70

  • The script has multiple errors in format.
  • The script has multiple grammatical and spelling errors.
  • The script doesn't make sense.

Rubric for video

Outstanding 90-100

  • The audio is clear and in sync with the video.
  • Captions are easy to read and in sync.
  • Video is in mp4 format.
  • The concept is creative, original, and interesting.
  • The video is at least 30 seconds long

Proficient 80-90

  • The audio is mostly clear and in sync with the video.
  • Captions are mostly easy to read and in sync.
  • Video is in mp4 format.
  • The concept is somewhat creative, original, and interesting.
  • The video is at least 25 seconds long (firm minimum)

Basic 70-80

  • The audio is sometimes not clear or not in sync with the video.
  • Captions are sometimes not easy to read or not in sync.
  • The video lacks originality or creativity.
  • The video is at least 20 seconds long (firm minimum)

Insufficient 60-70

  • The audio is not clear or not in sync with the video.
  • Captions are not easy to read or not in sync.
  • Video is not in mp4 format.
  • The video is less than 20 seconds long (firm minimum)

Learning objectives: By the end of this activity, you will be able to:

  1. complete a script using industry standard script format
  2. create a new Premiere Pro project for your video, and save the Premiere Pro project file (extension pproj) in your project folder on your C drive
  3. edit audio in Premiere Pro
  4. create captions in Premiere Pro
  5. edit your video to sync audio track, captions, and video track
  6. export your video to mp4 format

ISTE Standards for Students

1: Empowered Learner
Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

1a
Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

1b
Students build networks and customize their learning environments in ways that support the learning process.

1c
Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

1d
Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.


2: Digital Citizen
Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

2a
Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

2b
Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.

2c
Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

2d
Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.


3: Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

3a
Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

3b
Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

3c
Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

3d
Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.


4: Innovative Designer
Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.

4a
Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

4b
Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

4c
Students develop, test and refine prototypes as part of a cyclical design process.

4d
Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.


5: Computational Thinker
Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

5a
Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.

5b
Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

5c
Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

5d
Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.


6: Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

6a
Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

6b
Students create original works or responsibly repurpose or remix digital resources into new creations.

6c
Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

6d
Students publish or present content that customizes the message and medium for their intended audiences.


7: Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

7a
Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

7b
Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.

7c
Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

7d
Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.


  1. Choose the topic of your PSA.
  2. Write a script for your PSA
  3. Collect your media, including any recordings and other audio and video files, and put it all in your project folder
  4. If using Premiere Pro, create your project your project folder
  5. Import your media to your video editor
  6. Edit your video
  7. Export your video to mpr (H.264) format.

This is an individual project, but you are encouraged to help each other with recording.

Pre Production

Step One

As a class, we will first watch a variety of PSAs, then we will brainstorm possible topics for a PSA.

Choose a topic that is important or interesting to you.

Step Two

Decide on the approach you will take to your PSA. Will it be a skit? A hard sell? Informational? Light-hearted or serious? How will you create it? Animation? Video recording? Images?

Write your script. Remember to use proper script format! You should use one of our templates.

Production

Step Three

Make your video! Record or collect all your media and keep it in your project folder.

Post Production

Step Four

Import all your media into Premiere Pro and start editing your video.

Step Five

When you are done editing, export your video to mp4 (H.264) and turn it in on Google Classroom.

Your done! Congratulations!


Sample PSAs