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The Newark Community Video Project Activity and Lesson Plan Standards Being Addressed: Vermont Standards–Vital Results: 1.18 Information Technology 3.10 Teamwork 4.6 Understanding Place Vermont Standards–Fields of Knowledge: 5.15 Design and Production 6.6 Being a Historian Inquiry/Focusing Questions: 1. What is the story of Newark, Vermont? 2. How are our lives shaped by our local environment and community heritage? 3. What is a video production? 4. How can we go about creating one? 5. What roles, responsibilities, and relationships are incorporated in a video production team? 6. What people, resources, and tools can we use to learn about Newark’s past and present? 7. Who will be our audience? What do we want to communicate? Who will help us tell the story? 8. How will we make it art? Topic: This year long project will culminate in the premiere of the Newark Community Video, created by 5th –8th grade students at the Newark Street School. Teams of students will create video segments based on place based connections to topics of their own choice: I. Newark and the Northern Forest: Ecology & Geological History II. Newark Schoolhouses: Past & Present III. Farming in Newark: Past & Present IV. The History of Burke Mountain: Geological & as a Ski Resort V. We Like to Dance…What did they do for fun? VI. Snowboarding: A Vermont Entrepreneurial Experience VII. The Comic & the Tragic: Skits about Newark’s Past and Present VIII. Newark Cemeteries: Conversing with the Deceased, Respectfully Speaking IX. Kids and their Pets: From Work Animals in the Past to the Services they Perform Today Materials: A Walk Through a Hilltown, video camera equipment, Adobe “Premeire” video editing software, town office primary sources, local historical societies, Fairbanks Museum, people/places/ and things in Newark Procedures: 1. Communicate the video mission and enlist the video production team. 2. Create project teams using “Project Team Survey” , “Project Team Sheet”, and “Research Plans”. 3. Teams conduct research and record on “Research Results”. Create “Storyboards”, take source video. 4. Edit source video, edit and produce sound tracks. 5. Produce final production. 6. Assess final product using “Rubric”. 7. Organize the premiere. Assessment Plan: Standard Assessment Criteria & Form 3.10 Teamwork Students define “teamwork” and set criteria. Criteria used to create evaluation form using a Lickert scale survey format. Students self-evaluate and evaluate each other quarterly using the form. 1.18 Information Technology Rubric used to rate variety of information technology used in the production and the production’s research base. Rubric will be reviewed at least quarterly by each team to focus reflection on progress and goals. Each team’s final product will be assessed using the rubric. 5.15 Design & Production Rubric used to rate each video segment for organization, creativity, and information presentation. Quarterly reviews using the rubric will focus reflection on goals. Final segments will be assessed with this rubric. 6.6 Being an Historian “Research Plan” and “Research Results” forms used to document planning and learning. Focus questions, methodology, and resources formulate the “Plan”. Answers to focus questions comprise the “Results”. These forms are working documents, ongoing throughout the project. They form the basis for scripting video. 4.6 Understanding Place Rubric used to evaluate integration of information from past and present, relating environment and community story. Quarterly reviews using the rubric will focus reflection on goals. Final segments will be assessed with this rubric. Activity and Lesson Plan Standards Being Addressed: Vermont Standards–Vital Results: 1.18 Information Technology 3.10 Teamwork 4.6 Understanding Place Vermont Standards–Fields of Knowledge: 5.15 Design and Production 6.6 Being a Historian Inquiry/Focusing Questions: 1. What is the story of Newark, Vermont? 2. How are our lives shaped by our local environment and community heritage? 3. What is a video production? 4. How can we go about creating one? 5. What roles, responsibilities, and relationships are incorporated in a video production team? 6. What people, resources, and tools can we use to learn about Newark’s past and present? 7. Who will be our audience? What do we want to communicate? Who will help us tell the story? 8. How will we make it art? Topic: This year long project will culminate in the premiere of the Newark Community Video, created by 5th –8th grade students at the Newark Street School. Teams of students will create video segments based on place based connections to topics of their own choice: I. Newark and the Northern Forest: Ecology & Geological History II. Newark Schoolhouses: Past & Present III. Farming in Newark: Past & Present IV. The History of Burke Mountain: Geological & as a Ski Resort V. We Like to Dance…What did they do for fun? VI. Snowboarding: A Vermont Entrepreneurial Experience VII. The Comic & the Tragic: Skits about Newark’s Past and Present VIII. Newark Cemeteries: Conversing with the Deceased, Respectfully Speaking IX. Kids and their Pets: From Work Animals in the Past to the Services they Perform Today Materials: A Walk Through a Hilltown, video camera equipment, Adobe “Premeire” video editing software, town office primary sources, local historical societies, Fairbanks Museum, people/places/ and things in Newark Procedures: 1. Communicate the video mission and enlist the video production team. 2. Create project teams using “Project Team Survey” , “Project Team Sheet”, and “Research Plans”. 3. Teams conduct research and record on “Research Results”. Create “Storyboards”, take source video. 4. Edit source video, edit and produce sound tracks. 5. Produce final production. 6. Assess final product using “Rubric”. 7. Organize the premiere. Assessment Plan: Standard Assessment Criteria & Form 3.10 Teamwork Students define “teamwork” and set criteria. Criteria used to create evaluation form using a Lickert scale survey format. Students self-evaluate and evaluate each other quarterly using the form. 1.18 Information Technology Rubric used to rate variety of information technology used in the production and the production’s research base. Rubric will be reviewed at least quarterly by each team to focus reflection on progress and goals. Each team’s final product will be assessed using the rubric. 5.15 Design & Production Rubric used to rate each video segment for organization, creativity, and information presentation. Quarterly reviews using the rubric will focus reflection on goals. Final segments will be assessed with this rubric. 6.6 Being an Historian “Research Plan” and “Research Results” forms used to document planning and learning. Focus questions, methodology, and resources formulate the “Plan”. Answers to focus questions comprise the “Results”. These forms are working documents, ongoing throughout the project. They form the basis for scripting video. 4.6 Understanding Place Rubric used to evaluate integration of information from past and present, relating environment and community story. Quarterly reviews using the rubric will focus reflection on goals. Final segments will be assessed with this rubric. Activity and Lesson Plan Standards Being Addressed: Vermont Standards–Vital Results: 1.18 Information Technology 3.10 Teamwork 4.6 Understanding Place Vermont Standards–Fields of Knowledge: 5.15 Design and Production 6.6 Being a Historian Inquiry/Focusing Questions: 1. What is the story of Newark, Vermont? 2. How are our lives shaped by our local environment and community heritage? 3. What is a video production? 4. How can we go about creating one? 5. What roles, responsibilities, and relationships are incorporated in a video production team? 6. What people, resources, and tools can we use to learn about Newark’s past and present? 7. Who will be our audience? What do we want to communicate? Who will help us tell the story? 8. How will we make it art? Topic: This year long project will culminate in the premiere of the Newark Community Video, created by 5th –8th grade students at the Newark Street School. Teams of students will create video segments based on place based connections to topics of their own choice: I. Newark and the Northern Forest: Ecology & Geological History II. Newark Schoolhouses: Past & Present III. Farming in Newark: Past & Present IV. The History of Burke Mountain: Geological & as a Ski Resort V. We Like to Dance…What did they do for fun? VI. Snowboarding: A Vermont Entrepreneurial Experience VII. The Comic & the Tragic: Skits about Newark’s Past and Present VIII. Newark Cemeteries: Conversing with the Deceased, Respectfully Speaking IX. Kids and their Pets: From Work Animals in the Past to the Services they Perform Today Materials: A Walk Through a Hilltown, video camera equipment, Adobe “Premeire” video editing software, town office primary sources, local historical societies, Fairbanks Museum, people/places/ and things in Newark Procedures: 1. Communicate the video mission and enlist the video production team. 2. Create project teams using “Project Team Survey” , “Project Team Sheet”, and “Research Plans”. 3. Teams conduct research and record on “Research Results”. Create “Storyboards”, take source video. 4. Edit source video, edit and produce sound tracks. 5. Produce final production. 6. Assess final product using “Rubric”. 7. Organize the premiere. Assessment Plan: Standard Assessment Criteria & Form 3.10 Teamwork Students define “teamwork” and set criteria. Criteria used to create evaluation form using a Lickert scale survey format. Students self-evaluate and evaluate each other quarterly using the form. 1.18 Information Technology Rubric used to rate variety of information technology used in the production and the production’s research base. Rubric will be reviewed at least quarterly by each team to focus reflection on progress and goals. Each team’s final product will be assessed using the rubric. 5.15 Design & Production Rubric used to rate each video segment for organization, creativity, and information presentation. Quarterly reviews using the rubric will focus reflection on goals. Final segments will be assessed with this rubric. 6.6 Being an Historian “Research Plan” and “Research Results” forms used to document planning and learning. Focus questions, methodology, and resources formulate the “Plan”. Answers to focus questions comprise the “Results”. These forms are working documents, ongoing throughout the project. They form the basis for scripting video. 4.6 Understanding Place Rubric used to evaluate integration of information from past and present, relating environment and community story. Quarterly reviews using the rubric will focus reflection on goals. Final segments will be assessed with this rubric.
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