Altoona Script 11/14/03 cut #______1_________the project that we're doing is real world. This is something that they have seen all summer long they have seen, well, actually last year they saw the trees coming down and - what is happening and - what I was looking for when we did the project was - um - what's something that could be beefed up in the social studies curriculum. What's something thatum - that I could add to. And we've Done the government section, you know, the different parts of government, but this really hits home when it's local. And it's still satisfying the technology, the social studies standards with all of the decision-making, the thinking that's going on. The choices. cut #______2_________starting with very, um - very classroom-oriented kinds of decisions. With behavior, with our core values, expanding that to playground, designing their own playground. Um - going from there to um visit City Hall to talk about the changes that are going on in the neighborhood. And I guess not only the bypass and the um - the River Prairie plan but also many residential areas that are being developed now, too, and that was also discussed. Um - and from ther learning about the, um, the land uses and maps through um the streamlined videos and through um Exploring Wisconsin Our Home. Cut #______3_________from Wisconsin our Home, they looked at actually the chart, where they had to write their ideas down, which is kind of difficult for fourth graders to do. But they used the form with the possible advantages and disadvatages of their playground decisions. From there we looked at Your Land And Mine. Exploring Wisconsin Our Home, in the computer lab. And there were different, there's a pod with four different computers. And it was nice to be able to use that because - they could stop the program and take notes. So pause it and take notes as they saw fit and then they could continue on. So that was an advantage to the program. 18:53:23;24 Cut #______4_________they needed to have some, some lessons taught on critical tv viewing. You know, why are commercials made. Um - you know, even looking at the visuals, what they're seeing, the choice of clothes and the backgrounds and then the - the audio, the music that's being played and their choice of script and that kind of thing. Um - and what they're trying to sell. Cut# ______5_________ And then going from there to learning about the commericials and um - - looking at the visuals and audios made and if they're believable and what makes them you know, just be more critical, critical tv viewing. Um - and then from there creating their own public service announcements with the goal being what would Your plan be? For the land surrounding the bypass. Cut #______6_________the kids created their own rubric together. So um - the parts they came up with was the visual. You know, is it believable. Um - we have a whole list of things, the editing. Is it appropriate, the volume, all of that. Um, actually that would be under the audio. So visual, audio, the scipt, does it fit the purpose? Are you trying to explain the advantages of your plan for the land use on River Prairie. 00:12:38;06 Cut #____7______And we presented them with a storyboard, so they were going to create theirs as a group, there were four different public service announcements. And there again they had to come up with a plan, we gave them blank maps of what the river prairie plan, river creek was what they were going to design. And from the maps they created their own commercials, so they've got the video, what the camera is going to be shooting, what they're going to be saying. They came up with the props. Um - and they did the acting. (Cut out....And then from this point on that's where we're at now, then next week we'll be starting to edit. Um their public service announcements. Um,)..... their target audience was the parents, the adults. So they're going to be shared- through our website, the Altoona website. And also the city administrator said he'd be willing to share the results with the people at city hall, so - um - real world application, I think. Sound up b-roll of kids doing PSA's Cut #______8_________they've Played in those woods and they - they have been around there and so they wanted to plant trees. And have plants. Or leave it prairie, leave it natural. I was surprised with the number of students, but then also the parents, that was one of the questions, what they would do and I think they - they used some of their ideas, as well. Uh - some thought of amusement park. They thought that would be a good thing, or I was surprised at the number of stores and fast-food places that they wanted to have on the bypass. An industrial park. Was another one. So - they're Thinking. You know, and then what were the advantages. Well it would bring more jobs to Altoona and people wouldn't have to go to EauClaire to shop. Sound up b-roll of kids doing PSA's Cut #__9__00:18:15;28 They are finding their strengths and I;m seeing first of all that when they're working as a team - that's been a struggle for some and some have just shined. You know, working as a, as a team you can definitely see the leadership abilities coming out. Um - - when they're working, doing the script I think they're really Thinking now about whats happening when they're watching television, when they're seeing things, um - I even have one boy prior to the psa work going down to city hall, I told him he was going to be the next city planner because he was just So engaged with the, the city administrator and the questions and the - the - I think they get very excited about things that are actually Happening. In their own life. Cut #__10________00:21:42;05 I'm hoping that they realize that as a citizen of a community, you know, they're all members of a community, everybody has a say. So if they're not happy with something, they know that they can make a difference. They could talk to people at City Hall, they, whatever they are working for be a participant in the forums that are happening, in the changes that are happening in their, in their world. Um - that they would have a say. Either in voting or otherwise. Cut #_____11_______00:22:32;06 You know, it - the aha moment I think for me is just for me to see the kids so excited, knowing that their faces going be, when they're all done, and they are the ones that are doing the writing and the acting and the editing, that they are going to be on television. They just get so excited, and they have done every step of the way. Um - it's neat to see. The cutting room floor......... 00:24:36;15 Cut #_____________It's really been fun working as a team because - Bobby kind of has been involved in different steps along the way. She's been there for all the streamline. She's been the person they can kinda go to and I can keep working with kids as they're out there, um, getting on the computer. um, she's also been in the classroom a Lot with the, the public service announcements, doing the critical tv viewing, all of those are LMC skills that um - that she works on with the kids. And Mark (last name) is the other person, our technology guy. And he um - he makes sure everything is up and running? He's been there to, to tape with the kids. He has been very visible because he helps with, he will take a group of kids and they will work on web pages and that kind of thing, so he's been - um - involved with kids all along. But it's - um - it's been a good team. Cut # ______________we talked about what's happening now, changes in the community. In their neighborhood. So we went from the playground, well, first of all to the classroom with the choice of the water or the pop, and their behavior to the playground, to their design, and now to the community. So they, they've all become very familiar with the trees being cut and the new roads being put in and that kind of thing. So we visited um - City Hall. And- had a nice interview, we interviewed Scott Rasmusson? The city administrator. And he shared the real maps and the process of, the bypass is definitely going thru but now what do we decide to use the land for. And so um - great questions, um - - the kids got real fired up after visiting City Hall and seeing the actual - the actual maps their parents had seen. 00:13:56;13++++Cut #_______________ They all like to watch television. But once they start thinking about what people are trying to sell them and to be more critical and just - I wanted them to think about decisions that they're making. And that every, every decision, good or bad, has a consequence. So Im really trying to deal with the whole core value of our building, the government process, you know, how every individual has a say, according to what decisions that they make. 00:27:15;13 CUt #___________I think computers are in their lives to Stay and this is just another way to individualize education for different kids. If you were using the streamlines - um - I guess I keep going back to the note-taking. Those kids that can stop and pause and write and rewind and and relisten or keep on going, you can individualize projects and plans easier. Cut #_______________Mark kind of starts everything. Bobby takes it from there and she um - would be the support for technology and for the library, like I said, with the critical TV viewing. Um - accessing the streamline, she's right there, taking notes, all those kinds of things. And then um - My part is to get things going in the classroom, get the whole project going and then access um, the two of Them whenever I needed it. When it was the appropriate time. Cut #________________I've got a variety of levels in this class that there again, if they're watching those streamlined videos they can stop, if they need a little time, if they need to back up and review something. Those kinds of things are real beneficial for the lower group.