video project west bloomfield school district steam roosevelt...

Kristi Law-West Bloomfield School District-Roosevelt Elementary School 1

Video Project West Bloomfield School District STEAM Roosevelt Campus Teacher: Kristi Law Our school is transitioning from a traditional education school (with a Talented and Gifted program housed inside) school with grades K-5 to a S.T.E.A.M (science, technology, engineering, arts and mathematics) focused elementary school. We recently created a video project (similar to a news broadcast) to educate parents, potential business partners, and other stakeholders on the “Why” and the “How” S.T.E.A.M will affect the education here at Roosevelt elementary. The video project was student run. Each student contributed to the project by doing their role. To get a role each student filled out a resume and job application. The project involved many technology elements. We used:

• Google Docs to share information within their group, to collaborate and create a project plan, to share completed "Designer Checkpoints" with the student Producers.

o Resume Writing Using Doc templates • Email to email the interviewees • Outlining the steps and timeline of their project portion • Video recording • Still digital photography • IMovie Technology (on a mac) • Databases/Websites for research • Transferring footage from a video camera onto a mac • Prior knowledge about technological programs • “Journal” app to document our process through the project • Screencastify extension for recording video journals

This project could be used in many schools to create videos for new students, Kindergarten Round-up, Marketing, and more.


Table Of Contents:

Job Application (Completed Application Attached)………………………

Page: 3

Job Descriptions and Duties for:………………………………………….. • Producer • Backstage • Anchor • STEAM Segment (explains STEAM) • Roosevelt Segment (explains our school) • Behind the Scenes Segment (follows the groups throughout

the project and shares out) • Interview Team

Page: 4

Designer Checkpoints-Blank and Completed…………………………….. (forms groups filled out to document their process)

Page: 19

Final Designer Checkpoint………………………………………………... (form done independently at the end of the project)

Page: 21

Project Plan (Completed example)………………………………………..

Page: 22

Shot List (list for video shoots, including locations and timing)………….

Page: 24

Self and Group Member Evaluation………………………………………

Page: 25


News Broadcast Job Application. Name:Megan N. Date:January 22, 2015 Name your top three job choices: 1. Reporter 2.Producer 3. Anchor Tell your experience and strength you have that would you succeed at these jobs within the news broadcast: I have always liked to write, and I would love to be a Reporter in the News unit. I have a lot of experience with writing. I have been published in the Local Stew with a Student Voice article. I have also been published in the Magnet Newsletter. I was a reporter for the Lansing unit last year. And I even wrote two books in 2nd grade-I wrote, illustrated and handed out copies of them to the entire class. All of my teachers say I am a great writer. I can do both Non-Fiction and Fiction writing well. I have proven my writing skills with all A’s-as Shown on Powerschool-. For my second choice, I would like to be a Producer. I can take charge without yelling at people. I have always helped kids. Even when I was younger, I would help kids in my class tie their shoes and zip up their coats. Tell what future job you hope to have(as an adult) in which this news broadcast job experience would be helpful:

I would like to be an author and a pediatrician. Being a reporter would benefit being a pediatrician because of the research involved, critical thinking and being able to explain things. Being a reporter can also help me be an author when I grow up because of the writing and researching. Reporting is a great advantage for the upcoming years in my life.

Copy this pledge on the lines below: I promise that if given ANY news broadcast job, I will perform it to the best of my abilities.

I promise that if given ANY news broadcast job, I will perform it to the best of my abilities.

Typed Signature: Megan N.


Producer Duties: All groups were given these directions: For each “Designer Checkpoint” you will be expected to turn in responses to these questions:

1. What were some of the design options that you had to choose from at this Designer Checkpoint?

2. What choice(s) did you make at this Designer Checkpoint? 3. What were some of the main reasons you chose this option? 4. Did your group agree right away? If not, how did you come to consensus?

These questions can be located in the document I shared with your group entitled “Designer Checkpoint Reflection”. Please remember to make a copy of the document, rename the document and then share it with your PRODUCER when your group completes it. You only need to complete 1 per group, per Designer Checkpoint. Therefore, you will create a folder in your Google Drive for the groups you are responsible for. You will organize all of the Designer Checkpoints and report any victories or concerns to me immediately. You will also have to fill out some of your own and you will share them with ME directly. Split up the jobs

• Backstage and Interviews • Anchors and Roosevelt • STEAM and Behind-the-Scenes

Work with each group to create their Project Plan-make final approval once complete Designer Checkpoint #1: Name the broadcast and a possible logo so backstage can begin working on backdrop Research: Using Google Search, attempt to find elementary schools that have already adopted this way of learning at their school. Some things you should research and consider including:

• You can get some of these answers from the other groups, but you MUST be comfortable with these topics and more:

o What is STEAM? o What is Design? o What are the benefits to a STEAM school? o The history of Roosevelt o Some of the ideas for enhancements to our school o What are some smaller STEAM activities we are already doing at our school o What is project based learning


Approve all scripts (or backstage filming decisions) and complete Designer Checkpoint #2 and #3 (one for each of your group you supervise) Cross reference all scripts- (I will help you with this step a bit) there can only be SOME information repeated so you guys will need to work together to decide which MAIN points are hit in WHICH segment (or directly from the anchors) Designer Checkpoint #4 Fact Check!! If your group has a statistic or a quote in their piece, it is your job to know where they got that info from and if they verified it as true Supervise EVERYTHING!!!! Report to Mrs. Law at the end of each LA period or via email with a few bulleted highlights from your groups’ work that day I am sure we will come up with more jobs for you...but for now, this is it. :) Complete the “Final Designer Checkpoint” (shared with you in Google Docs-remember to make a copy, save it as “Your name Final Designer Checkpoint”, and remember that this Checkpoint gets shared with ME, NOT your Producer. This checkpoint MUST be done INDEPENDENTLY.


Backstage Duties: For each “Designer Checkpoint” you will be expected to turn in responses to these questions:



These questions can be located in the document I shared with your group entitled “Designer Checkpoint Reflection”. Please remember to make a copy of the document, rename the document and then share it with YOUR PRODUCER when your group completes it. You only need to complete 1 per group, per Designer Checkpoint. Job #1: Working with your Producer, create your Project Plan (following the format of our typical Project Plan) so that at least Draft #1 of the video can be complete by Feb. 17th (all video shoots should be completed by Feb. 13th). Practice Filming:

• Designer Checkpoint #1: With Ipad and Digital Video Camera-paying attention to microphone and editing...pitch to Mrs. Law whether we should use Ipad or Video Camera for filming

• Try focusing, zooming, using the tripod, not using the tripod • Designer Checkpoint #2: Play with angles and filming from different perspectives-

be thinking what and why you like the different ones you try-be prepared to discuss these choices

• Designer Checkpoint #3: Be aware of the microphone. Make some decisions about how far away or close you will need to be to accurately capture voices-experience some background noise so you can make some choices about how quiet the `environment will need to be so you can get the footage you will need to be successful

• Designer Checkpoint #4: I believe the video camera allows you to capture still photographs as well-so try some pics with the video camera and some with the digital camera to see which has better quality. We will want still photos in the video too.

Practice Editing: • Upload some of your practice videos to the IMac and begin editing a “practice video”.

Things to try: o Adding a title screen o Clipping/Shortening Videos o Adding Music behind/before scenes o Adding voice-overs to the footage (mute video taken and add voice overs) o Adding visual captions at the bottom of a video (for example “Mr. Ebert,

Principal at Roosevelt Elementary School” will show during his interview) Design Backdrop

• Designer Checkpoint #5:


• Interview Mr. Ebert: o What name of our school should we use in the video (they are thinking they

MIGHT change the name of our school if the School Board approves the plan for our school)

o What does he think of our broadcast name? o Does he want a particular logo/STEAM to be written a particular way or is that

for us to decide until the district decides? o Color scheme preferences?

Actual Filming Duties:

I think it would be best to divide your group into 3 groups:

1. Filming Anchors segment and Interview segment (these will be a lot of the “at the desk” type shots and will use the tripod more often)-this group will probably take the lead on the backdrop as well (although all backstage will work with the backdrop)

2. Filming STEAM segment, Roosevelt segment and Behind the scenes segment (these will be a lot of “stock” footage in which voice-overs will be added later)

3. Editors-These kids will be the main editors of the video and work most closely with producers, the IMac, music choices, video decisions, etc. They will be allowed to do some filming but the computer design work decisions will be the responsibility of this team of 2.

Complete the “Final Designer Checkpoint” (shared with you in Google Docs-remember to make a copy, save it as “Your name Final Designer Checkpoint” and remember that this Checkpoint gets shared with ME, NOT your Producer. This checkpoint MUST be done INDEPENDENTLY.


Anchors Duties: For each “Designer Checkpoint” you will be expected to turn in responses to these questions:



These questions can be located in the document I shared with your group entitled “Designer Checkpoint Reflection”. Please remember to make a copy of the document, rename the document and then share it with YOUR PRODUCER when your group completes it. You only need to complete 1 per group, per Designer Checkpoint. Job #1: Working with your Producer, create your Project Plan (following the format of our typical Project Plan) so that at least Draft #1 of the video can be complete by Feb. 17th (all video shoots should be completed by Feb. 13th).

Your Main Duties: You MUST know what each segment is doing before you can begin writing your piece, but you can definitely get some of the research done right away. You will carry the whole show so you MUST know the content comfortably. You will also

need to be engaging, informative and professional.

You will deliver the message that we are looking for professional partner or professional companies that want to partner with us to help make our STEAM school

a success

Once you know what each segment is about, you will write introductions and conclusions to each Segment (STEAM, Roosevelt and Behind the Scenes). You will also write an introduction to the whole show and a conclusion to the whole show.

You will be prepared to catch each segment’s “Sig out” and follow up with the question they give you BEFORE your do your conclusion.

Research: Using Google Search, attempt to find elementary schools that have already adopted this way of learning at their school. Some things you should research and consider including:


o What is STEAM? o What is Design? o What are the benefits to a STEAM school? o The history of Roosevelt


o Some of the ideas for enhancements to our school o What are some smaller STEAM activities we are already doing at our school o What is project based learning

• You will interview Mr. Ebert (informally) to find out about partnerships with companies (the anchors will be the strongest deliverers of this message and they will share out what you tell them) and your thoughts on STEAM (a quote or two for the STEAM segment and for them)

Plan/Practice Filming:

• Designer Checkpoint #1 Location and Sound: (Make these decisions with your Camera-person and Producer)

o Things to consider: In what location(s) do you feel should you film each of your interviews? Who should be on which side? How high do you want the background to be? What should you wear? Be aware of the microphone. Make some decisions about how far away or close you will need to be to accurately capture voices-experience some background noise so you can make some choices about how quiet the environment will need to be so you can get the footage you will need to be successful.

• Designer Checkpoint #2 Catch Phrase/Entertainment: (Make these decisions with your Producer) A lot of news anchors have a famous way of greeting their viewers and/or signing off at the end of a broadcast. Do you want to do this? Who is throwing to which segment? Who’s open and who’s closing the show?

Writing: • Include: Intro to show, Conclusion to show, Transitions to-and-from each segment,

catch phrase or sign off (if using them) • Include a minimum of one paragraph summary of what researched and learned to

help you properly prepare for this interview • Complete Designer Checkpoint #3 Writing

Film your Segment: • Putting together your Design Choices #1-3, film your parts-this will probably happen

over many days so keep your outfit here and wear your hair similarly each day so we can’t tell it was different days. :)

• Complete Designer Checkpoint #4 (focus on the filming choices you may or may not have changed from your original plan)

View and Edit your Segment: (Make these decisions with your Producer and Camera-person)

• View the segment footage • Decide which “take” to use if many “takes” were created • Decide which (if any) of the segment parts are too repetive, and could be edited out • Decide which (if any) of the segments are not completed enough and need more

research/work/details added and if you are adding them, how will you add it (interview someone to help prove your point, add a detail to the anchors intro or conclusion of your segment, refilm part of your segment to add it, etc.)

• Give suggestions as to which, from your segment, is the most important and therefore should be included in final shortened video.

Complete the “Final Designer Checkpoint” (shared with you in Google Docs-remember to make a copy, save it as “Your name Final Designer Checkpoint”, and remember that this


Checkpoint gets shared with ME, NOT your Producer. This checkpoint MUST be done INDEPENDENTLY.

STEAM Segment Duties: For each “Designer Checkpoint” you will be expected to turn in responses to these questions:



These questions can be located in the document I shared with your group entitled “Designer Checkpoint Reflection”. Please remember to make a copy of the document, rename the document and then share it with YOUR PRODUCER when your group completes it. You only need to complete 1 per group, per Designer Checkpoint. Job #1: Working with your Producer, create your Project Plan (following the format of our typical Project Plan) so that at least Draft #1 of the video can be complete by Feb. 17th (all video shoots should be completed by Feb. 13th). Your Focus Questions (what viewers should know by the time they’re done watching

the video): What is STEAM? Why should we do it?

Research: Using Google Search, attempt to find elementary schools that have already adopted this way of learning at their school. Some components of a STEAM program you should research and consider including:

• Project Based Learning and Problem Based Learning • Empowering students to make learning choices, work in collaborative teams, and take ownership

of learning • Other key components of a STEAM education


• Designer Checkpoint #1 Location and Sound: (Make these decisions with your Camera-person)

o Things to consider: In what location(s) do you feel should you film your segment? Who should be on camera? Do you want to do any filming with voiceovers? Who will be responsible? Be aware of the microphone. Make some decisions about how far away or close you will need to be to accurately capture voices-experience some background noise so you can make some choices about how quiet the environment will need to be so you can get the footage you will need to be successful

• Designer Checkpoint #2 Still Shots/Videos: (Make these decisions with your Producer and Camera-person) I believe the video camera allows you to capture still photographs as well-so try some pics with the video camera and some with the


digital camera to see which has better quality. We will want still photos in the video too.

Writing your Segment: • Include a “Sig In” • Write your News Story-Including the 5 Ws and H (from our notes), consider including

quotations and actual statistics from quality sources. KEEP IN MIND THE FOCUS QUESTIONS FOR YOUR SEGMENT!!

• Include a “Sig Out” • Include a Question from the Anchor • Include your answer to the Question from the Anchor • Complete Designer Checkpoint #3 Writing your Segment You should complete

this Checkpoint form based on who writes the news story-if you divide the segment up into parts, your Producer should get one Checkpoint per part

Film your Segment: • Putting together your Design Choices #1-3, film your segment • Complete Designer Checkpoint #4 (focus on the filming choices you may or

may not have changed from your original plan) View and Edit your Segment: (Make these decisions with your Producer and Camera-person)




Complete the “Final Designer Checkpoint” (shared with you in Google Docs-remember to make a copy, save it as “Your name Final Designer Checkpoint”, and remember that this Checkpoint gets shared with ME, NOT your Producer. This checkpoint MUST be done INDEPENDENTLY.


Roosevelt Segment Duties: For each “Designer Checkpoint” you will be expected to turn in responses to these questions:




the video): What already exists at Roosevelt? In what ways can we enhance it?


• History of the physical building (renovations, date of construction, etc.) • Roosevelt Population: Magnet, STEPS, Title One, etc. • Leadership Opportunities for Students: Local Stew/Newsletter authors, Student

Council, Pack Leaders, o Including job components o Design decisions such as: interview kids; why did they pick topic, why did

they ask the questions they asked, why did they sequence and edit the article like they did? What did they learn, what would they do differently?

• Partnerships: GM and our AWIM program, Oakland University, Haddasah, Covenent Church (not sure if this is the correct name of the Church) after school tutoring

• What are some STEAM activities that teachers have already been having students experience? Could you use info in the Local Stew articles and pictures for this research?

• Interview Mr. Ebert (off camera) for a little background on some ideas for enhancement to Roosevelt. Be sure to schedule a time to meet with him by talking to Mrs. Jennings. Then be sure to share the findings with the Producers because they will want this information for other groups.





• Designer Checkpoint #2 Still Shots/Videos: (Make these decisions with your Producer and Camera-person) I believe the video camera allows you to capture still photographs as well-so try some pics with the video camera and some with the digital camera to see which has better quality. We will want still photos in the video too.

Writing your Segment • Include a “Sig In” • Write your News Story-Including the 5 Ws and H (from our notes), consider including











Behind the Scenes Segment Duties: For each “Designer Checkpoint” you will be expected to turn in responses to these questions:




the video): Video Project and Lobby Project have the same focus questions:

What are the Design choices, Editing choices, Topic choices, Written/Spoken Content choices, Music/Caption/Video Component choices that the groups’ made

along the way.

You will need to capture these decisions by being present at their meetings, taking video and still footage of their meetings, writing times, filming times and editing

times. Research: Using Google Search, attempt to find elementary schools that have already adopted this way of learning at their school. Some things you should research and consider including:

• Define Design and give examples • Define editing

I am currently (but am MORE THAN OPEN TO ANOTHER VIEWPOINT ON THIS) thinking that you are the documenters of the two projects. Taking notes, videos, observing and really watching all of the decisions that went into the projects. You may also want to ask the Producers for some of the Designer Checkpoint documents so you can get quotes and information about how groups made their decisions during the video project. I see your segment being the last one to film and include so we will have time to tighten down your focus and your stories as the projects develop. For now, you will have the same Designer Checkpoints as the other groups. Plan/Practice Filming:




• Designer Checkpoint #2 Still Shots/Videos: (Make these decisions with your Producer and Camera-person) I believe the video camera allows you to capture still photographs as well-so try some pics with the video camera and some with the digital camera to see which has better quality. We will want still photos in the video too.

Writing your Segment • Include a “Sig In” • Write your News Story-Including the 5 Ws and H (from our notes), consider including











Interview Team Duties: For each “Designer Checkpoint” you will be expected to turn in responses to these questions:



These questions can be located in the document I shared with your group entitled “Designer Checkpoint Reflection”. Please remember to make a copy of the document, rename the document and then share it with YOUR PRODUCER when your group completes it. You only need to complete 1 per group, per Designer Checkpoint. Job #1: Working with your Producer, create your Project Plan (following the format of our typical Project Plan) so that at least Draft #1 of the video can be complete by Feb. 17th (all video shoots should be completed by Feb. 13th).

Your On-Air Interviews: I currently do not envision you to have one fluid news story, like the other groups. I

see you researching, planning interview questions, practicing your interview, and conducting your interviews. I then see those interviews being dispersed throughout

the whole broadcast. This may change, but this is the plan for now. Your interviewees include:

• David Secord-community member, Oakland University Correspondent (not sure of his exact title at OU-also not sure if he is a Mr. or a Dr.), and education

advocate • Mr. Art Ebert-Principal

• Ms. Alesia Flye-Assistant Superintendent of Curriculum in WB • Mrs. Margaret Hendrickson-WB Science and Mathematics Curriculum

Specialist • Students-From Video and Atrium Projects

• Teachers-Mrs. Sipila, Mr. Malisow, Mrs. Starr (if all three help in atrium), Mrs. Law

We WON’T be using all of these interviews within the video. We will probably use parts of most of them, but we will also use quotes from the interviews within the

other stories.




o What is STEAM? o What is Design? o What are the benefits to a STEAM school? o The history of Roosevelt o Some of the ideas for enhancements to our school o What are some smaller STEAM activities we are already doing at our school o What is project based learning



o Things to consider: In what location(s) do you feel should you film each of your interviews? Who should be on camera? Who will be responsible for what? Be aware of the microphone. Make some decisions about how far away or close you will need to be to accurately capture voices-experience some background noise so you can make some choices about how quiet the environment will need to be so you can get the footage you will need to be successful.

• Designer Checkpoint #2 Still Shots/Videos: (Make these decisions with your Producer and Camera-person) I believe the video camera allows you to capture still photographs as well-so try some pics with the video camera and some with the digital camera to see which has better quality. We will want still photos in the video too. Do you want videos/photos to be scrolling visually while the sound of the interview is playing on the screen (similarly to the video from Ann Arbor)?

Writing: • Include a list of questions, including at least one example of a possible follow-up

question (for example, if Mr. Ebert answers _________, I could follow up with _______).

• Include a minimum of one paragraph summary of what researched and learned to help you properly prepare for this interview

• Complete Designer Checkpoint #3 Writing You should complete this Checkpoint form based on who writes the news story-if you divide the segment up into parts, your Producer should get one Checkpoint per part



• View the segment footage • Decide which “take” to use if many “takes” were created • Decide which (if any) of the segment parts are too repetitive, and could be edited out • Decide which (if any) of the segments are not completed enough and need more



_____________ (Group)

Designer Checkpoint Remember to Make a Copy, Rename and Share with your Producer when complete

1. What were some of the design options that you had to choose from at this Designer

Checkpoint? (Type answer question #1 here)

2. What choice(s) did you make at this Designer Checkpoint? (Type answer question #2 here)

3. What were some of the main reasons you chose this option? (Type answer question #3 here)

4. Did your group agree right away? If not, how did you come to consensus? (Type answer question #4 here)


Filled In Backstage Designer Checkpoint #_2___

Remember to make a copy, Rename and Share with your Producer when complete 1. What were some of the design options that you had to choose from at this Designer Checkpoint?

We had to choose the design distance that we would be filming from because of the microphone. The microphone was one of the key factors because we could not use voice overs more than a few times per segment, so we had to make sure that we would film from a distance that the microphone could record the voices of the anchors, segments, etc, so that the main, clear voices were the voices of the speakers. 2. What choice(s) did you make at this Designer Checkpoint?

We had to choose between various maximum distances to film from due to the microphone such as 6 feet, 8 feet, or about 10 feet for the anchors. We chose about 8 feet due to the fact that we could zoom in or zoom out for the video, and we had previously decided that for the anchors, we were going to film from a straight angle instead of moving the tripod to make a different angle. For the segments, however, we would want to make it professional and film a few feet closer so that it would mainly film the upper bodies of the reporters and the rest of the segments. 3. What were some of the main reasons you chose this option?

We chose this option because in most news programs, the anchors are filmed about 8-10 feet away from the camera, and we knew that 8 feet would be nearly the maximum for the microphone to record just the voices of the speakers, however, reporters and the rest of the segments are usually filmed from 3-5 feet, and we knew the microphone would be able to handle 3-5 feet very easily, knowing it could handle about 8 feet of distance to record. We also knew that there would be many times where reporters would sit out to scenes that we would need voice overs, so in actuality the anchors would need to be using the microphones the most, not the segments. 4. Did your group agree right away? If not, how did you come to consensus?

We agreed right away because we all knew the fact that we would need to film the anchors from a bit of a distance, and we would need to film the rest that needed the microphone up close instead of nearly 8 feet away.


_____________’s Final Designer Checkpoint Remember to Make a Copy, Rename and Share with ME when complete

1. What were some of the design options that you had to choose from at the Final Designer Checkpoint (including filming options, sound options, video length options, caption options, voice-over vs. straight video filming as an option, etc.)?

(Type answer question #1 here)

2. What choice(s) did you make at the Final Designer Checkpoint? (Type answer question #2 here)

3. What were some of the main reasons you chose this option(s)? Write about all that apply. (Type answer question #3 here)

4. Did your group agree right away? If not, how did you come to consensus? (Type answer question #4 here)


Project Plan

Day Max Alex Izzy

1 DONE DONE DONE

Decide interviewees

Decide interviewees Decide interviewees

2 DONE DONE WORKING ON

Research Research Research

3 WORKING ON WORKING ON DONE

Decide questions and write questions

Decide and write questions Decide and write questions

4 WORKING ON DONE DONE

Decide and write questions

Decide on what to write on my note to Mr. Secord

Decide interview questions for Mr. Ebert, send Mrs. Law a document with the questions and get approved.

5 WORKING ON DONE WORKING ON

Interview Mrs. Sipila

Send Mrs. law document with my questions for Mr. Secord to get approval and so video diary/practice my interview for Mr. Secord also work on designer checkpoints

If approved, get firm with dates and times of all interviews and practice interviewing + get questions for Mrs. Law and work on designer checkpoints

6 WORKING ON WORKING ON WORKING ON

Send to producer if Mrs. law approves, do designer checkpoint

If Mrs. Law approves, get firm with dates and times of all interviews and practice interviewing & work on designer checkpoints

7 WORKING Decide and write Practice interviewing Mr. Interview Mr. Ebert on-air


ON WORKING ON WORKING ON

questions (second interview) designer checkpoint

Secord & work on designer checkpoints

(or skip if interview is on another day)


Decide and write questions. Set up date (second interview)

interview students with max & work on designer checkpoints

Interview Mrs. Law on-air (or skip if interview is on another day) or work on designer checkpoints


Interview Flye (unless on different day)designer checkpoint

interview Mr. Secord on air & work on designer checkpoints

Practice interviews & work on designer checkpoints


Interview Flye (unless on different day)

interview mr.secord on air (if not done already) When done, do final designer checkpoint

Practice interviews & if not finished, work on designer checkpoints


Shot List Shot #

Scene Amount of time One line description

1 Anchors 2 minutes Intro

3 S.T.E.A.M 10 minutes S.T.E.A.M article

5 Anchors 30 seconds In between scripts

7 Roosevelt 5 minutes Roosevelt script

9 Interview 5 minutes Interview with Mr. Ebert

11 Roosevelt 5 minutes Roosevelt script

13 Anchors 30 seconds In between scripts

15 Behind the scenes 9 minutes Behind the scenes script

16 Interview 5 minutes Interview with Mrs. Law,Omer, and Cara

17 Behind the scenes 1 minute Behind the scenes script

18 Anchors 1 minute Closing


Self and Group Member Assessment: 1=Poor 2=Somewhat Helpful 3=Helpful 4=Leader

Group Member

Work During “Practice Sessions”

Work During Actual

Filming/Editing

Contributions to the Team

Kindness to Team

Members

Myself

(Type group member #1’s name here)




(Type Producer’s name here)

(Type Camera Person #1’s name here)

(Type Camera Person #2’s name here)

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