2016/2017 Program Guide - Learning for a Sustainable Future

2016/2017 Program Guide Inquiry-Based Learning, Action Projects and Filmmaking on Local Water Issues

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WD@S Action Projects – Program Guide September, 2016

The Ecologos Institute and Learning for a Sustainable Future (LSF) welcome you to the 2016/2017 edition of Water Docs @ School Action Projects! We are delighted to have you and your class come on board. We want to help you create a wonderful year of ‘learning by doing.’ This document is intended to give you information about the program and our guidelines. If you have questions about the organization, goals, policies or timing of the program, please contact Bob Isenberger at [email protected]

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1. Timeline Oct

Water Unit lesson plans (LSF Teacher Guide)

Nov

(early) Webinar with Water Brothers (see below)

Dec

Jan

Feb

Mar

Action Project & Filming

Apr

May

(early; date TBA) Submit Film for judging

(early) Student Recognition Day(s)

Mid-Nov: Begin selecting Action Project

October -- November: Incorporate the Lesson Plans into your class work; note they are quite interdisciplinary so they can often be integrated with multiple study units Oct 14: Media Release forms due to Ecologos. Early November: Introduce the concept of storytelling; Watch the Water Brothers documentary film: “Carpageddon.” (The film is available online for viewing at your convenience; the link is included in the Teacher Guide, as part of Activity 9).Discuss the issues and approaches taken by the film, and identify question(s) you would like to ask The Water Brothers. We will collect your questions in advance and consolidate them for the event. Student questions can be anything related to the film: questions about the content, update on current status re: Asian Carp, the Water Brothers’ experiences with documentary film-making, and/or recommendations for filming and editing a documentary. Early/mid November (TBD): Online Interactive Q&A session with the Water Brothers Early December – February: undertake your water Action Project – don’t forget to film as you go! Rev. 9/1/16

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March: Edit your documentary Family Film Night (see below) Early April (TBA), 2017: Films due for submission to the Water Docs Film Festival Early/mid May 2017: Water Docs @ School Action Projects program Recognition Day: Date to be announced (). This will be an all-day event from approximately 9:00am to approximately 1:00pm, to celebrate successful completion of the program, and to view and reward student projects and films. As part of this day, we would like each class to reflect on the overall Water Docs @ School Action Projects program, identify what they have learned as a result, and the value of having taken part in it. Please select one or two students to speak on behalf of your class during this day, for a total of no more than 3 minutes per class. Depending on the number of classes participating in your Recognition Day we may select a representative subset of participating students to read their comments for the other participants.

Engaging the community: A Family/Community Film Night Many classes include in their Action Project a student assembly or film screening for the benefit of other students in the school. These can be exciting and productive events, and give the students in your class valuable experience in articulating what they have learned, planning an event, and public speaking. However we strongly encourage you to extend the valuable work and studies by engaging parents and the local community. In the service of making a difference in the attitudes and behaviours of the entire community (not just students, faculty and staff), we highly encourage scheduling of a Family Film Night, to which you invite parents of the students in your class, all school parents, and local residents. You might show your own students’ film, and/or another water-related film of your choice (be sure to secure appropriate screening rights, which for school use is often easy to acquire, and free or low cost).

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2. Action Project Requirements Each participating classroom is to submit one film documenting a local action project and its results. Note, however, that some teachers prefer to keep project teams smaller than the entire class, and have therefore had multiple teams select, design, execute and film their own Action Projects. In that case the class as a whole has been asked to view all the films and collectively select one for submission. The choice is yours. We request that your project fit these criteria: •

It is based on and relates to an issue impacting your local community.

• It requires tangible, measurable actions and results in the community; ideally it would also engage and move to action members of the broader community (other students; parents & family; neighbours, industry, etc. Depending on your school’s policies, this may also include neighbours and the general public.). • As with all projects, it’s important to know whether you’ve made a difference. There can be a number of approaches to evaluation depending on the subject of your project, and your target audience. For instance, one class did a pre-project online survey of friends, classmates, families, neighbours and members of the general community, identifying the current level of awareness and current community practices related to their topic. A post-project survey allowed them to identify changes in awareness and any changes in individual practices. This is provided as an example, but please don’t assume it’s necessarily the only or the best approach for your project. Do some research on evaluations, and discuss amongst yourselves to determine what’s right for your work. We assume you will still be evaluating student learning for your administration, utilizing your own methodologies and tools, as you do any other subject area. We highly value the involvement of those outside the classroom, in addition to the students themselves. Previous projects have sometimes included participation in school assemblies (for conveying information of course, but consider utilizing various approaches too such as music (is anyone in your class a rapper, composer or singer?), or drama (a humorous skit can be very effective and perhaps more fun than simply providing factual information). And ask your students how they might connect with and educate their local community as well: articles in neighbourhood papers, interviews with and surveys of local residents, participation in local eco-fairs, etc. can be very effective. Be sure to include ways to measure your impact: surveys, comments, action pledges, etc. can all be effective, but use your imagination!

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3. Action Project topics Inspiration for possible action projects related to water issues is all around us, especially as the topic gains increased awareness globally and locally. You can encourage your students to listen (especially to local and national news) and read carefully (newspapers, magazines, online news sites, online environmental sites) as they study during the beginning of the year. It is important for students to identify the water issue they wish to address. Where students come up with multiple issues, the entire class can vote to select the most popular one, or break up into smaller teams to create Action Projects related to multiple issues. Keep in mind that each class will submit one film for judging, so in the latter case the entire class would vote to determine which of the films to submit on behalf of the class. Here is a list of possible subject areas to consider for your Action Project (but do not feel restricted to these topics; this list is simply to help kick-start your conversations):             

water treatment plants & related infrastructure; impacts of improper disposal of hazardous materials runoff from hard surfaces pollution caused by our lawn care, gardening and de-icing practices landscaping practices agricultural water usage pollution related to agricultural practices fashion and textiles impacts of our food choices (e.g. local vs shipping (perhaps farmers' markets vs grocery stores?)) energy production water footprint (understanding ‘virtual water’ and how personal consumption impacts water usage) industrial water use (ditto) bottled water (in single-use plastic bottles) also be sure to check the suggestions in Protecting Our Sacred Water (see immediately below)

4. Film Requirements Length: 4 minutes maximum Format: Any standard video format is acceptable; we will be having them converted to DVD/BluRay format for projection purposes. Each video must include credits that include the logos for The Ecologos Institute, Water Docs @ School Action Projects, and Learning for a Sustainable Future. We will provide high-quality electronic copies for your use. This can be as simple as displaying each logo for 5 seconds at the close of the film. Rev. 9/1/16

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Any music or sound effects used must be copyright- and royalty-free. One good approach is to search for music published under a Creative Commons license (refer to http://en.wikipedia.org/wiki/Creative_Commons_license). One starting point for such music may be found at http://en.wikipedia.org/wiki/List_of_works_available_under_a_Creative_Commons_license.

5. Resources provided a) The principle document is the Teacher Guide (Lesson Plans) created by LSF. The Teacher Guide is designed specifically to support the Understanding Earth & Space Systems : Water Systems unit in the Ontario Grade 8 curriculum. b) The following are two additional resources from LSF, which are mentioned as item (2) in the “To the Teacher” section of the Teacher Guide. 

 

Engaging Students in Successful Action Projects Guide (ESSAP Guide) which will provide concrete tips and suggestions for helping your students identify and execute a meaningful, impactful action project, and the How-To Media Guide, which is invaluable if your Action Project could benefit from local media coverage. Protecting Our Sacred Water o ‘Action’ can entail numerous approaches. Refer to pages 91-92 for a comprehensive list of the kinds of action you might want to consider. o Examples of other successful projects can be an inspiration to our own research and planning. Pages 93-97 provide descriptions of various projects as examples, or as springboards to your own imaginations. o Pages 98-106 include a collection of worksheets that may be useful in planning your class’s work; feel free to make use of these, or use them as inspiration for your own approach to planning.

Quick Start: A suggestion for an overall approach based on the experience of your colleagues: We recommend, and previously participating teachers have supported, that these lessons begin relatively soon, at least by October 1. Work on selecting, planning & conducting your Action Project (don't forget to be filming as you go!) will probably need to be started by mid-November. So, you may want to tackle the provided resources in this way:

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

right now, focus on the Teacher Guide (lesson plans) & determine how & when you'll work on those with your students



we'll be scheduling a Q&A webinar with the Water Brothers in early November, so you'll want to have watched their film 'Carpageddon' (part of Activity 9) before that date.

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work on the Action Project is usually begun around that time, so you have between now & midNovember to review the materials around the Action Project (contained later in this Program Guide; that section also points to a couple of sections in the Protecting Our Sacred Waters document. This latter document is quite large and can appear daunting, but we're only suggesting a couple of sections that will aid in selecting and planning the Action Project).

Some teachers have told us that breaking the tasks up in this way is helpful in overall planning and in the management of their own workload; we hope it is for you as well.

A note about combined Grade 7/8 classes: While this program has been designed to meet curriculum expectations in Grade 8, specifically relating to Understanding Earth and Space Systems – Water Systems, some teachers have included the Grade 7 students in combined class in the program by focusing on Action Project themes that relate to science expectations in Understanding Life Systems – Interactions in the Environment and/or Understanding Matter and Energy – Pure substances and mixtures (e.g. one of our past classes addressed the issue of road salt). Other teachers of combined classes have chosen to implement the program with only their Grade 8 students, while assigning other studies and work to the Grade 7 students. Whichever approach you chose is acceptable to the creators of the program.

Film Resources Many classes have filmed their Action Project using some combination of available equipment in the school, or smartphones and/or tablets belonging to students. We recognize that not all students have their own equipment, in which case we suggest you check with your school board’s media centre to inquire about the possibility of borrowing equipment. We recognize that access to some websites is limited by various school boards, depending on their own policies. However, for the benefit of those who are able to access them, the following online resources have been compiled and vetted by a friend of The Ecologos Institute (parent organization of the Water Docs Film Festival and related programs), who is a professional filmmaker, editor and instructor (all personal comments below are his). They are intended as a starting point, although of course you may also know of others that you like and find useful. Have fun! Rev. 9/1/16

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Shooting Quick Video explaining some of the basics of shooting video (good stuff starts at 3:18): https://www.youtube.com/watch?v=ZCCSEVtkY7E&feature=youtu.be&t=3m18s If you are using a GoPro, check out MicBergma's great tips: https://www.youtube.com/playlist?list=PLF2C8A05930503821 #21 How to film Steady Handheld could be useful for any small camera: https://www.youtube.com/watch?v=kSfMcKhtFhw&index=172&list=PLF2C8A05930503821 #17 Teaches you how to get the best shots while using a monopod: https://www.youtube.com/watch?v=MZEYz_eNoVU&index=178&list=PLF2C8A05930503821 #22 Get steady shots without a tripod: https://www.youtube.com/watch?v=CPr5MwMDOw&list=PLF2C8A05930503821&index=170 Tips for Shooting Quality Cell Phone Videos: http://www.usfirst.org/sites/default/files/uploadedFiles/Robotics_Programs/FTC/FTC_Documents/Tips_ for_shooting_quality_cell_phone_video.pdf One thing that is important to note about shooting with phones is, to get the best possible picture and use of the lens in the camera, you need to turn the camera so you are holding it horizontally. This will provide a better picture and will allow the camera operator to have the ability to hold the camera steadier (by tucking your elbows into your body while holding the phone/camera with both hands). Vimeo Film School: Shooting Basics: http://vimeo.com/videoschool/lesson/24/video-101-shootingbasics It's easy to get bogged down in the vast number of tutorials and resources on this subject that are available online. My advice is to find a resource you like and mine it for all of the information you can get. Vimeo has done an excellent job of pooling resources covering many aspects of the process into one place with the Vimeo Video School (https://vimeo.com/blog/category/video-school).

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Editing Best Free & Easy to Use: Windows Movie Maker & iMovie (iMovie is not technically free but if the school has Mac computers they may have it already installed.) Another option for either Mac or PC would be to download GoPro's free software that is straightforward and easy to use. GoPro Studio Download: http://shop.gopro.com/softwareandapp/gopro-studio-edit-software/GoProStudio.html#/softwareDownloadForm How to Use GoPro Studio: http://features.en.softonic.com/how-to-edit-a-video-with-gopro-studio

Vimeo Film School: Editing Basics: http://vimeo.com/videoschool/lesson/32/video-101-editing-basics Getting Started with Windows Movie Maker: http://vimeo.com/videoschool/lesson/25/video-101importing-your-videos-with-windows-live-movie-maker Getting Started with iMovie: http://vimeo.com/videoschool/lesson/33/video-101-editing-with-imovie

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Appendix A Media Release Form Please have this release signed by your principal and returned to Ecologos by Friday, October 14, 2016. If possible, scan to a pdf file & email it to [email protected]. If this capability is not available, contact Bob for fax instructions. You will see references to possible screenings at events related to the Planet In Focus Film Festival and Student Film Festival. These are not part of the WD@S program, but teachers in prior years have desired to submit their students’ films to these events for potential prizes and screenings. This would be entirely at your own choice and only if you initiate such submissions.

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To Whom It May Concern: Learning for a Sustainable Future (LSF) and Ecologos are partnering to deliver the Water Docs @

School Action Projects program. As part of this initiative your students will be creating a documentary on a local water issue. This documentary may: be screened at the Water Docs @ School Action Projects Recognition Day in the Spring of 2017; be screened at the Water Docs Film Festival in the Spring of 2018; be screened as part of the Planet in Focus Student Film Festival in Summer, 2017, the Planet in Focus Online National Film Festival in June, 2017, or the Planet in Focus Environmental Film Festival in October, 2017; be screened as part of teacher professional development workshops; and used on the LSF or Ecologos websites or in print for marketing and promotion of the program. I, _____________________________________, principal of _____________________________ (school) hereby acknowledge that I have signed photograph/video release forms from parents/guardians of all students in ____________________________________(teacher’s name) class, that would allow students to participate in the Water Docs @ School Action Projects program, and to appear in the documentary. I grant the rights to LSF and Ecologos to screen, publish, reproduce, adapt, broadcast or use electronically, at no cost, any pictures/videos submitted as part of this project.

__________ Signature of Principal

__________________

_______________________________________ Date

For more information about this project please contact Bob Isenberger at (416) 963-4435 m: (647) 270-3722 email: [email protected]

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