EDLD+5363

=Assignments Week 5.9=

[|Blog Link for Reflection of EDLD 5363]

[|Course embedded Report EDLD 5363]



=Assignments Week 5.8=

Group Reflection Link: [] Group Writing Reflection: What did we know before we began the project? Before taking this class the majority of group members knew how to take videos of different items, but did not realize how many video editing programs were available. Prior to working on the bee project, team members explored and learned how to use video editing software, which included Windows Live Movie Maker, Windows Photo Story 3, Masher, and WeVideo. We also had experience using Audacity for audio editing and importing audio into other types of multimedia projects. After learning about video and audio editing software, we began work on the project. The team members already knew how to use the suggested collaboration site called Google Docs. Our prior experience working collaboratively with this platform gave our team the ability to get to work quickly on the project rather than worry about how to collaborate using these tools. The team enjoyed the ease of the program. We were able to work on different sections at the same time and chat while working. Additionally, a key strength of this team was our prior knowledge that we could trust each other to do our best work in what Randy Nelson of PIXAR might describe as “cooperation on steroids” (2008, para 3). We already knew how to accept what each other had to offer, how to make each other’s work the best it can be, and how to add to what others did it in a way that strengthened the outcome of the project (Nelson, 2008). What did we learn? Since taking this class the members of the group learned how to use collaborative video editing sites. WeVideo was the site chosen to complete the group video project. WeVideo is a free, cloud-based video editing site. The team learned to share their media uploads with each other on this collaborative site and how to create a project together using the sites editing features (WeVideo.com, n.d.). We also learned about the different effects that we could include in the video we created for the project. In addition, group members learned how to edit video clips in order to incorporate many shots within the confines of our script. This included cutting video clips down in size and timing them with the recorded audio narration. It was a challenging task to make the story fit within such a limited time frame but together we accomplished creating a short video that effectively covered the content objective we selected. How will we use what we learned with other teachers? We can certainly translate what we have learned as we work with other teachers. For those of us still in the classroom, we can model this type of lesson for other teachers by using it within our own classes. Showing samples of our students’ work, we can help to inspire other teachers to incorporate this type of activity with their own instruction. It would be beneficial for teachers to use this process to help improve scores during testing. It would also positively impact their ability to reach and motivate students. As teacher trainers we will be able to share this idea with other teachers. We will be able to teach them how integrate the use of video production into their own classes through the use of collaborative documents such as Google Docs and free cloud-based video editing features available in programs similar to and including WeVideo. Because we have first hand experience in planning a content based lesson integrating video and audio based technology effectively, we are able to guide teachers through the process of making video lessons for flipped instruction as well. As technology leaders, we can use our knowledge of collaborative cloud-based resources to lead professional learning communities as identified by Technology Leader Standard TL-V (Williamson & Redish, 2009). We can encourage teachers, that work in the same content areas, to work collaboratively to create video productions (Bergman & Sams, 2012b). This goes along with the concept of the flipped classroom. As teachers create videos, they can add to a library that teachers can share for incorporation into their curriculum in the classroom. As technology leaders we will need to search for age-appropriate technology resources that offer our districts’ students access to this type of learning (Williamson & Redish, 2009). Having equitable access to the Internet and cloud-based resources might mean we have to seek solutions that provide all students access to needed resources at home in order to accomplish this type of activity. As a result, there would be more flexibility for the teachers. Free cloud-based software would save districts money and provide a wide variety of tools that could be used to engage the students. With your students? We can’t wait to try using this technique to introduce new topics to our students. We believe that the concept will engage and inspire them to want to learn new things. The various component pieces of the project could be taught in one unified project or could be broken apart into smaller projects. This type of project would be beneficial to students who are engaged in the flipped classroom learning experience. It will improve the quality of instructional videos used in flipped classrooms and be an excellent way to incorporate multimedia into project based learning in the flipped classroom (Bergman & Sams, 2012a) This project will provide an excellent reference for how students can work collaboratively without the limitations or confines of classroom walls. They can work with each other from anywhere, anytime of the day. With Internet access, students can complete all types of projects together. All the software we used for this project was free or cloud-based. Lack of access to the web, or age limits would be the only roadblocks to a student’s participation in this type of project. References: Bergmann, J. & Sams, A. (2012a). How to implement the ‘flipped classroom’. eSchool News. Retrieved on July 1, 2012 from http://www.eschoolnews.com/2012/05/21/how-to-implement-the-flipped-classroom/?ast=77&astc=7845 Bergmann, J & Sams, A. (2012b). How to make videos your students will love. eSchool News. Retrieved on July 1, 2012 from http://www.eschoolnews.com/2012/05/21/how-to-make-videos-your-students-will-love/?ast=77&astc=7845 Nelson, R. (2008). Learning and Working in the Collaborative Age: A new model for the workplace. Edutopia Retrieved on July 1, 2012 from http://www.edutopia.org/randy-nelson-school-to-career-video WeVideo. (n.d.) Collaboration. Retrieved on June 21, 2012 from https://www.wevideo.com/features/Collaboration Williamson, J. & Redish, T. (2009). ISTE’s technology facilitation and leadership standards: What every k-12 leaders should know and be able to do. Eugene, Oregon: International Society for Technology in Education. Personal Reflections of Project: Reflection by Lisa Breaux Excited to be working with the same professional group of people again, we immediately began meeting on our usual GoogleDoc collaboration site. We found this to be successful in the past and enjoyed the ability to work on a document simultaneously while chatting in the sidebar. After a brief discussion we were able to narrow our focus on a science topic and primarily bees and their environment, as suggested by Robert Heck. His father has a bee farm and would be able to supply us with both information and original film footage. We were also able to quickly agree on our target audience and objectives, sticking to middle of the road for all of us. Each team member signed up for their chosen assignments. The script was written by Michelle, Jennifer, and Robert. Afterwards, I edited the script. We matched up shots we would like to shoot for each part of the script. We then moved to the Production stage (Wikipedia, n.d.) and began filming short clips of video. Robert shot most of the scenes including all of the bee stages. The rest of us added bits of garden, flowers, and tea. As agreed upon, we chose to use WeVideo as a collaborative editing tool. It was extremely easy to load the video and edit the flim. Each of us could access and work saving the latest project for others to review. Once we edited the clips to remove unwanted footage, the narration was recorded by me using Audacity. Audacity is a collaborative project with many capabilities (Audacity n.d.). I recorded the script eight times to reduce the time and adjusted the script as needed. The recording was loaded to Podbean and WeVideo. We then were able to edit the edit the film to match the recording. All team members joined in the Post Production stage to add music, bee sounds, titles, credits, effects and slide transitions. I enjoyed this stage the most. I found it to be a creative outlet and was fascinated to see the entire project come together given specific parameters. The team worked together extremely well and professionally. Our indivdual strengths became apparent and we called upon each other as needed. I wonder if working in this manner is not more productive than working face-to-face. Although we did not have a budget we did have a production schedule to meet, and I feel our team was ahead of the required timing. This is mainly due to Michelle implementing her excellent leadership skills. I am not sure how improvements could be made, except if we work together again, we could concentrate on our individual abilities and talents as they emerge. Audacity. (n.d.) Introduction. 1(20). Retrieved July 4, 2012 from http://audacity.sourcefoge.net/manual-1.2/intro.html. Wikipedia. (n.d.). Filmmaking. Retrieved on June 10,, 2012, from http://en.wikipedia.org/wiki/Filmmaking Personal Project Reflection for Jennifer Wilkins Colvin Because the team had immediately liked Robert Heck’s suggestion for our project’s topic, pre-production started swiftly and with a clear focus. Once we had our topic, learning objective, and audience, we were able to quickly begin researching the topic, writing the script, and planning the shot list (Wikipedia, n.d). This early focus and team agreement helped us accomplish our tasks in pre-production and swiftly move into the production phase by the end of week one. Michelle Tidwell worked diligently as our leader to keep us ahead of schedule and organized from development through all phases of the project’s completion. We used WeVideo to edit and create a video together, which allows our target audience to better visualize and understand how bees interact with their environment as living organisms (Shank, n.d.; Texas Education Agency, 2010). It was easy to edit our video because we had taken the advice of Janis Lonnquist (1994) to plan a shooting script and shot sheet in advance which helped us to put our shots into the story in a way that made our video more “compelling and watchable” (para. 5). I especially enjoyed preparing the film for its final edit and export using this program. I feel that the team worked efficiently using WeVideo to produce a high quality instructional video. Because we decided on the topic early, worked together efficiently, and used WeVideo to edit and post to YouTube; we were able to finish ahead of deadline. I am not sure how we could improve our project. We are not professional film makers with professional grade equipment, but neither are our students. It is hard to plan shots, framing, and camera angles when you have little knowledge of film making (Center for Educational and Training Technology, 2006; Desktop-Video-Guide, n.d.). While it might be true that some of us are inexperienced filmmakers, I think the resulting video shows that the team members have made a great start at using video editing tools and could teach others how to do the same. We diligently worked to ensure that all of our shots were original footage filmed just for this project. Robert’s access to a working honey bee hive allowed the team to use excellent original footage. We have signed permission from Phillip Heck to show both him and his farm in the video. The music and birdsong tracks were a part of the WeVideo’s editing library and Robert captured the sound effect of buzzing bees for our background noise. Lisa’s narration was recorded and edited using Audacity and then uploaded to WeVideo. We documented the content references Michelle, Robert, and I gathered to write the script and created our license on Creative Commons. Over all if I had to critique our team, I would have to say that everyone is professional, hardworking, and cares about the well being of the others in the group. The project would not be possible without all of the hard work that each member did. Each person delivered on their task and worked to help the others accomplish their tasks as well. Randy Nelson of PIXAR (2008) stated that quality work comes from people who view “communication as a destination, and not as a source” (para. 3). Our team certainly communicated well because we were truly interested in making our project the best it could be and were more interested in making our partners “look good” than ourselves (Nelson, 2008, para. 1). Because each member of the group set high standards for themselves while at the same time appreciated the work that the other members did, we were able to create a very good film. I am grateful to have been a part of such a great team for this project. References Center for Educational and Training Technology. (2006). Success is in the planning. Retrieved on June 21, 2012, from http://www.create.cett.msstate. edu/create/howto/Storyboard_Handout.pdf Desktop-Video-Guide. (n.d.) Guidelines for shooting quality video. Retrieved June 21, 2012, from http://www.desktop-video-guide.com/shoot-video.html Lonnquist, J. (1994, November). The art of the edit. Videomaker. Retrieved on June 9, 2012 from http://www.videomaker.com/article/1691/ Nelson, R. (2008). Learning and Working in the Collaborative Age: A new model for the workplace. Edutopia Retrieved on July 1, 2012 from http://www.edutopia.org/randy-nelson-school-to-career-video Shank, P. (n.d.). The value of multimedia in learning. Think Tank. Retrieved June 4, 2012 from http://www.adobe.com/uk/designcenter/thinktank/valuemedia/ Texas Education Agency. (2012). Chapter 112 Texas essential knowledge and skills for science subchapter A, Elementary. Retrieved on June 18, from http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112a.html Wikipedia. (n.d.). Filmmaking. Retrieved on June 21, 2012 from [] Personal Project Reflection for Robert Heck Overall the creation of our group video went very well. We decide on our topic, bees and their environment, within the first planning session. We chose this topic based on my suggestion because I had access to a working honey bee hive and would be able to record quality video footage of needed to complete our group video. We were able to easily determine the grade level and TEKS standard for our topic. We discussed the responsibilities we would each have and began working on a script and a shot list. By the end of the first week we were able to have the script and the shot list completed and began filming. By the second week Lisa Breaux recorded the narration audio and the group began to edit the video. Editing was done in WeVideo, a free cloud-based video editing site, at the suggestion of Jennifer Wilkins Colvin. WeVideo allowed us to upload our video footage and audio to a collaboration page (WeVideo, n.d.). On the collaboration page everyone was able to asses the video and audio for editing. Once the video was complete we exported the final version to YouTube through WeVideo. Michelle Tidwell kept us on task throughout each phase allowing us to finish ahead of schedule. Improvement of the video could be done in a couple ways. Better video recording equipment, if it was available, could have been used to improve video quality. If we were going to start creating more videos for classroom use, the purchase of higher quality video equipment would be suggested. For the purposes of this project though, we were able to capture quality shots. We could have also improved our video through a slightly longer video length. Due to the restraints on the video’s time limit, we were not able to realize the full potential of our topic. However, within the two minute time frame that we had, a compelling video was created. The majority of the content for this video production was all original. All of the video footage was all original. Permission to film Philip Heck, his bee hive, and property was obtained. Lisa Breaux recorded the narration and I recorded the bees buzzing sound effect. The music and birdsong effect was obtained through WeVideos library. References for the video’s content were listed at the end of the video. We created a Creative Commons license for the final video production. Collaboration is an important skill to have (Nelson, 2008). Our group did an excellent job working together. Everyone brought their talents to the project and worked their hardest to create a quality video. Without the dedication of each member we would not have been able to create our project in such an effective manner. References Nelson, R. (2008). Learning and Working in the Collaborative Age: A new model for the workplace. Edutopia Retrieved on July 2, 2012 from http://www.edutopia.org/randy-nelson-school-to-career-video WeVideo. (n.d.) Collaboration. Retrieved on June 21, 2012 from [] Reflection by Michelle Tidwell Robert Heck, a team member, came up with a wonderful idea to use Honey Bees for our group project during our first group meeting. Everyone on the team quickly agreed that doing a project on living organisms in their environment would be a great project. The team agreed on the objective, the target audience, and then pre-production began. The team decided who was doing what jobs and started to write the script and plan the shot list (Wikipedia, n.d.). We were able to complete all of the pre-production stage before the end of week one. During the second week we were able to use a video editing program that Jennifer Wilkins Colvin found to edit the video that we shot. The WeVideo software allowed everyone to edit the video and see what we had done on the assignment. The editing process allowed the team to create a product that would meet the needs of the target audience and keep them interested in the topic (Arfstrom, 2012). Editing the video was made easy because the team used a detailed outline script with scenes and a shot list. This process allowed us to place the different videos together in the appropriate order (Lonnquist, 1994). The team worked hard to make sure the scenes and narration matched. We all took turns editing the video. When we got a product that we all agreed upon we added the title and references. Using the shot list, outline script with scenes, different videos, and Audacity allowed us to create a finished product ahead of schedule and upload it to YouTube. WeVideo also allowed us to invite the IA to see all the work that went on behind the scenes. The finished product met and exceeded the group’s expectations. Improvement could only be achieved if we had better equipment and had a little more time on the project. The project turned out great using the equipment and editing software we used. The video was edited to provide the final video with quality shots, narration, and audio. We are not professionals and nor are the students that could use this in the classroom. The process of making a video and editing a video will provide a wonderful learning experience for the teachers and students. By going through the process of filming and editing videos, improvement will take place over time. All of the video that was used to produce the final project was original and filmed by one of the team members. Robert was able to access his father’s bee hives to take the majority of the video footage. His father was gracious enough to go through the steps allow Robert to get the needed film footage for the assignment. His father, Philip Heck, signed a release form for the group to use the footage. While filming, Robert was able to record the buzzing sounds of the bees. We incorporated the buzzing into our finished product along with music and a birdsong that were from the WeVideo library. The narration was done by Lisa Breaux. She used Audacity to record and edit the narration before uploading it to WeVideo. Jennifer, Robert, and I collaborated on writing the script for the video. We also used Creative Commons to license our project (Creative Commons, n.d.). The team worked well together in a professional manner. Each team member respected each other’s ideas and suggestions. Each person completed their chosen task and was willing to help others with their task. Everyone was willing to go the extra mile to make sure the overall project was a success. If we did not work well together the project would not have been a success. Randy Nelson from PIXAR (2009) stated Collaboration for PIXAR means amplification. The amplification you get by connecting up a bunch of human beings who are listening to each other, interested in each other, bring separate depth to the problem, bring breadth that gives them interest in the entire solution, allows them to communicate on multiple different levels, verbally, in writing, in feeling, in acting, in pictures….(para. 3). Our team communicated and collaborated for the greater good of the project, not for our individual selves. I feel that without communication and the willingness to collaborate, we would not have been successful in our endeavor to finish the assignment. I would love to work with this team again because it was a wonderful learning experience. References Arfstrom, K. (2012, February). Using Video to improve teaching and learning. Retrieved on May 29, 2012, from http://www.eschoolnews.com/2012/02/22/using-video-to-improve-teaching- and-learning/?ast=77&astc=7845 Creative Commons. (n.d.) License. Retrieved on June 1, 2012, from http://creativecommons.org/choose/ Lonnquist, J. (1994, November). The art of the edit. Videomaker. Retrieved on June 6, 2012, from http://www.videomaker.com/article/1691/ Nelson, R. (2008). Learning and Working in the Collaborative Age: A new model for the workplace. Edutopia Retrieved on June 6, 2012, from http://www.edutopia.org/randy- nelson-school-to-career-video Wikipedia. (n.d.). Filmmaking. Retrieved on June 6, 2012, from http://en.wikipedia.org/wiki/Filmmaking = = = = = = = = =Assignments Week 5.6=

http://www.blogger.com/blogger.g?blogID=5621903886180148254#editor/target=post;postID=3705221078446837796 [|Blog Link]

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[|Creative Commons License] Living Organisms and Their Environment by Tech Smart Teachers Summer 2012 is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Content References for Script: Back Yard Bee Keepers Association.(n.d.). Facts about honeybees. Retrieved on June 18, 2012 from []

Blackiston, Howland. (2009). Beekeeping for dummies. Indianapolis, Indiana: Wiley. Elliot, Mike. (n.d.). The Bees. Wildwood Forest Honey. Retrieved on June 18, 2012 from [] Hawthorne, K. (n.d.). Stages in the life cycle of a honey bee. eHow. Retrieved on June 18, 2012, from [] Nat Geo Wild. (n.d.). Honeybee: Apis mellifera. National Geographic. Retrieved on June 18, 2012 from [] Texas A & M. (2009). Frequently asked questions. Texas A & M Honey Bee Information. Retrieved on June 18, 2012 from [] Texas Education Agency. (2010). Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter A. Elementary. Retrieved on June 18, 2012 from [] Music Credits in Video: "Summer Afternoon" by WeVideo.com [] "Morning Red" by WeVideo.com [] "Buzzing Bees" by Robert Heck, 2012 Written permission from Robert’s dad to film and use him in the video []

Time Management Log for 4.5

Schedule of Deliverables

Project phases

Due date

Owner

Research on Bees (Honey Bee and Bumble Bee)

Completed 6/19/2012

6/19/2012

Week 3

(1 day, 24 hours)

Completed 6/19/2012

Jennifer Wilkins Colvin

Robert Heck

Michelle Tidwell

Collect Bee Information

Completed 6/20/2012

6/20/2012

Week 3

(3 days of filming)

Completed 6/20/2012

Robert Heck

Script (Research and Rough Draft)

Completed 6/21/2012

6/21/2012

Week 3

(24 hours)

Completed 6/21/2012

Jennifer Wilkins Colvin

Michelle Tidwell

Robert Heck

Script (Rough Draft)

Completed 6/21/2012

6/21/2012 Week 3

(1 hour)

Completed 6/21/2012

Jennifer Wilkins Colvin, Robert Heck, Michelle Tidwell

Locations

Cape May Court House, NJ

Eldora, NJ

Pasadena, TX

Frisco, TX

Haughton, LA

Completed 6/22/2012

6/22/2012

Week 3

(3 to 4 days of filming at various locations)

Completed 6/22/2012

Robert Heck

Jennifer Wilkins Colvin

Lisa Breaux

Michelle Tidwell

Editing

Script Editing - 3 hours

(6/22/2012- & 27/2012)

Planning Editing - 24 hours

(6/22/2012-6/27/2012)

Production Editing - 8 hours

(6/27/2012 - 4 hours rough cut edits)

(6/28/2012 - 4 hours to adjust length and shots)

(6/29/2012 - 6 hours to fine edit with text, audio, music, and credits)

(7/1/2012 - Final check and team approval to complete export)

Completed 7/1/2012

6/22/2012 (Adjusted as Needed)

Completed 7/1/2012

Jennifer Wilkins Colvin, Lisa Breaux, Robert Heck, Michelle Tidwell

Shot List

Completed 6/29/2012

Old time frame 6/22/2012

Week 3

Changes to shot list are listed in purple.

Update: 6/26/2012

Week 4 - 1 hour

(6/26/2012

1 hour to edit changes)

Completed 6/29/2012

Robert Heck

Jennifer Wilkins Colvin

Michelle Tidwell

Copyright Information -

Written permission from Robert’s dad to film and use him in the video

https://docs.google.com/document/d/1Vl66PzJWWaR3iuVcgwaa6pe9ecppKcbmYRoQCt4RNJk/edit

Completed 6/30/2012

Week 3

6/22/2012

6/30/2012

(added to Google Docs)

Completed 6/30/2012

Robert Heck

(signed permission acquired on 6/30/2012)

Acquire Equipment and Software

Completed 6/22/2012

Week 3

6/22/2012

(2 hours)

Completed 6/22/2012

Jennifer Wilkins Colvin, Robert Heck, Michelle Tidwell

Distribution Format -

WeVideo (FLV to YouTube or MP4)

First Draft Video Post to YouTube 6/29/2012 - export shifted the credits - had to export again (Time 30 minutes)

Second Draft Video Post to YouTube 6/29/2012 - export time (30 minutes)

Final Draft to YouTube on

Completed 7/5/2012

Week 4 and 5

(Rough draft week 4 and final copy week 5)

Completed: 7/5/2012

Robert Heck

Jennifer Wilkins Colvin

Lisa Breaux

Michelle Tidwell

Combining Film and Footage for Narration

Combing Footage: 6 hours

6/23/2012 - 6/26/2012

Completed 6/29/2012

Week 4.4

(June 23, 2012 through June 26, 2012)(Narrating to begin June 27, 2012 through June 29, 2012.)

Completed 6/29/2012

Jennifer Wilkins Colvin

Lisa Breaux

Robert Heck

Michelle Tidwell

Record Narration

Narration in Audacity:

6/27/2012

6/28/2012

Audacity Audio File posted to Podbean 6/29/2012 (Time 30 minutes)

Completed 6/29/2012

Week 4.3

(Narration of video between June 27th - June 29th)

Completed 6/29/2012

Lisa Breaux

Audio and Voice Editing

6/28/2012 - 6 hours to fine edit with text, audio, music, and credits

Completed 6/29/2012

Week 4.4

(Audio and Voice Editing - June 27th through 29th)

Completed 6/29/2012

Lisa Breaux

Refine and Complete Project

7/1/2012 - team reviewed final project for approval

add the date - final completion and export

Completed 7/3/2012

Week 5

(To be completed by July 6th)

Completed 7/3/2012

Jennifer Wilkins Colvin

Robert Heck

Lisa Breaux

Michelle Tidwell

Check Final Creative Commons License

6/29/2012 Video Credits on Video

(30 minutes)

Completed 7/1//2012//

// Week 5 //

// (To be completed by July 6th) //

// Completed 7/1 //2012

Jennifer Wilkins Colvin

Lisa Breaux

Robert Heck

Michelle Tidwell

Link to Collaboration

Link to Google Docs Collaboration Page:

[]

Link to Google Docs Work Session Log:

[]

Assignments Week 5.4
Link to Lisa’s Podbean Audacity Link Here:

[]

Assignments Week 5.3
Link to Group YouTube Video - Final Export:

[]

media type="youtube" key="LwfL011nBAk" height="315" width="560"

Assignments Week 5.2
§112.16. Science, Grade 5, Beginning with School Year 2010-2011 Grade 5: 9 Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to: (A) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements; (B) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers (10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to: (A) compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals; Script Post Production Outline This script is numbered by shot and the content source is documented in the parenthesis. The references are listed in Week 5.5 Assignment. Act 1: Scene 1: 1. It is sweet, yummy, and a little sticky. What is it? It’s honey created by a little organism called Apis mellifera, the honey bee (Nat Geo Wild, n.d.). [Shot of honey pot to tea cup] Scene 2: 2. However, bees don’t create honey for the purpose of human consumption. [Shot of honey production] 3. They produce honey for survival. (Back Yard Beekeepers Association, n.d.). [shot - close up of bee] Act 2: Scene 1: 4. Like all organisms, bees must eat. As consumers, they gather the raw materials they need and as producers, turn these raw materials into food (Back Yard Beekeepers Association, n.d.). [Shot of shot of honey from hive frames] Scene 2: 5. Bees collect pollen and nectar of flowering plants during growing season. (Back Yard Beekeepers Association, n.d). [Shot of a flower garden/garden with bees.) 6. Their hairy bodies and back legs are perfectly adapted to help the bees gather up to 66 pounds of pollen per hive per year. (Back Yard Beekeepers Association, n.d.;Texas A & M, 2009). [Shot of honey bee with pollen]  7. Bees collect nectar from flowering trees and plants which provide bees the building blocks to make honey, a food source bees depend upon to survive during winter months.  (Back Yard Beekeepers, n.d.; Elliot, n.d.). [Shot of flowering tree in summer]  Scene 3:  8. As forager bees deposit the nectar into cells of the hive, (Blackiston, 2009). [Shot of hives]  9. Other bees add an enzyme to the nectar while another set of bees fan the combination to evaporate the water in the nectar which turns into ripened honey. (Blackiston, 2009). [Shot of fanning bees]  Scene 4:  10. This process also helps cool the hive during hot summer months when honey is being produced while ensuring food reserves for the winter (Back Yard Beekeepers Association, n.d.; Orkin, n.d.). [shot of hot sunshine on leaves] 11. As winter approaches, honey bees once again adapt the hive environment by huddling together in order to keep the hive warm at a constant 93 degrees (Back Yard Beekeepers Association, n.d.). [shot of snow] {Note: we will remove this if we need more time for the bee keeper comments. - THIS LINE WAS DELETED FROM THE SCENE ENTIRELY!} Scene 5: 12. The honey bee’s life cycle includes four stages.The first stage, the queen lays eggs in individual cells. Second stage, the larvae are eating and growing. Third stage, pupa cells are capped over and are difficult to see. Fourth stage, the adult bees emerge, looking as though they are stuck while trying to escape their cells. (Hawthorne, n.d.). [shot of bees in each life stage] Act 3: Scene 1: 13. Adults begin foraging for pollen and nectar again as the cycle continues. Moving from flower to flower, each bee pollinates our food crops gathering pollen and nectar for the hive. (Elliot, n.d.) [Shot of a garden shot of bees to show the link to human food chain] Scene 2: 14. Without the work of the honey bee and her relatives, the bumble bees, crops would not be pollinated and our food chain could be in danger (Elliot, n.d.). [shot of bumble bees, Script This is copy of the narration script without any references or shot list. Edited by Lisa Breaux and Jennifer Wilkins Colvin 6/27/2012 1. It is sweet, yummy, and a little sticky. What is it? It’s honey created by a little organism called Apis mellifera, the honey bee. 2. However, bees don’t create honey for the purpose of human consumption. 3. They produce honey for survival. 4. Like all organisms, bees must eat. As consumers, they gather the raw materials they need and as producers, turn these raw materials into food 5. Bees collect pollen and nectar of flowering plants during growing season. 6. Their hairy bodies and back legs are perfectly adapted to help the bees gather up to 66 pounds of pollen per hive per year. 7. Bees collect nectar from flowering trees and plants which provide bees the building blocks to make honey, a food source bees depend upon to survive during winter months. 8. As forager bees deposit the nectar into cells of the hive, 9. Other bees add an enzyme to the nectar while another set of bees fan the combination to evaporate the water in the nectar which turns into ripened honey. 10. This process also helps cool the hive during hot summer months when honey is being produced while ensuring food reserves for the winter. 11. As winter approaches, honey bees once again adapt the hive environment by huddling together in order to keep the hive warm at a constant 93 degrees. 12. The honey bee’s life cycle includes four stages. The first stage, the queen lays eggs in individual cells. Second stage, the larvae are eating and growing. Third stage, pupa cells are capped over and are difficult to see. Fourth stage, the adult bees emerge, looking as though they are stuck while trying to escape their cells. 13. Adults begin foraging for pollen and nectar again as the cycle continues. Moving from flower to flower, each bee pollinates our food crops gathering pollen and nectar for the hive. 14. Without the work of the honey bee and her relatives, the bumble bees, crops would not be pollinated and our food chain could be in danger. ||
 * Objectives Covered in Lesson from

Assignments Week 5.1

Lisa Breaux Robert Heck Michelle Tidwell || (Title shortened for Final Video) || Objectives Covered in Lesson from §112.16. Science, Grade 5, Beginning with School Year 2010-2011 Grade 5: 9 Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to: (A) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements; (B) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers (10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to: (A) compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals; || Genre: Science || Final Project Time 2:01 || Eldora, NJ Pasadena, TX  Frisco, TX  Haughton, LA || Robert Heck Michelle Tidwell || Jennifer Wilkins Colvin (hand) || Michelle Tidwell Lisa Breaux Jennifer Wilkins Colvin || Michelle Tidwell Jennifer Wilkins Colvin Robert Heck || Week 3 (1 day, 24 hours) Completed 6/19/2012 || Jennifer Wilkins Colvin Robert Heck Michelle Tidwell || Completed 6/20/2012 || 6/20/2012 Week 3 (3 days of filming) Completed 6/20/2012 || Robert Heck || Completed 6/21/2012 || 6/21/2012 Week 3 (24 hours) Completed 6/21/2012 || Jennifer Wilkins Colvin Michelle Tidwell Robert Heck || Completed 6/21/2012 || 6/21/2012 Week 3 (1 hour) Completed 6/21/2012 || Jennifer Wilkins Colvin, Robert Heck, Michelle Tidwell || Cape May Court House, NJ Eldora, NJ  Pasadena, TX  Frisco, TX  Haughton, LA  Completed 6/22/2012 || 6/22/2012 Week 3 (3 to 4 days of filming at various locations) Completed 6/22/2012 || Robert Heck Jennifer Wilkins Colvin Lisa Breaux Michelle Tidwell || Script Editing - 3 hours (6/22/2012- & 27/2012) Planning Editing - 24 hours (6/22/2012-6/27/2012) Production Editing - 4 hours (6/27/2012 - 4 hours rough cut edits) (6/28/2012 - 4 Hours to adjust length and shots) (6/29/2012 -6 hours to fine edit with text, audio, music, and credits) (7/1/2012 - Final check and team approval to complete export) Completed 7/1/2012 || 6/22/2012 (Adjusted as Needed) Completed 7/1/2012 || Jennifer Wilkins Colvin, Lisa Breaux, Robert Heck, Michelle Tidwell || 1. Honey- in the house/table (Changed to: Shot of a sliver tray with china tea service on a white counter.) 2. Shot 2a: Bees going in and out of the hive (Added:Shot 2b: of processed honey being poured into a mason jar.) 3. Outdoors - yard, garden (Changed to: Shot of an opened beehive with bees walking around on the hive frames.) 4. Bees in the hive (Changed to: 4a: First shot has a bee gathering nectar on a blue flower and then it flies away.  4b: Second shot shows Phillip Heck uncapping the  honey from the hive cell.) 5. shot of a flower garden / garden with bees (Changed to : Shot of bumble bees gathering nectar from blue flowering plants. Shot taken at a downward  angle.) 6. 6a; shot of bee gathering pollen (Changed: 6b: Shot approaching the hive near a grove of trees  7.shot of honey bee with pollen  (Changed: Shot of bees buzzing around the hive that is being opened Change #2 shot of bees gathering pollen - it reads much better with the script.) 8. shot of hives  (Changed: Honey in the beehive and the inside of hive - cells) 9. shot of fanning bees  Changed: 9a: shot of forager bees entering hive, 9b:  bees adding enzyme to nectar, 9c: Fanning the hive 9d:  close up shot of honey in cells  10. Shot of sun  (Changed: 10a: Shot of sun rising on New Jersey Field, 10b: snow covered tree in front yard)  11. snow  (Changed to: Snow covered tree in front yard; Changed to: this line in the script was deleted and the picture is added to shot 10 instead because it matched up better and we needed to shorten the story.)  12. shot of life cycle of bees  (Changed to: Outside - Life Cycle of bees:12a: shot of the queen laying eggs, 12b: Shot of the Larvae stage; 12c: shot of the capped pupa cells,12d: shot of the emerging adult) 13. Human food chain - a garden shot of bees  Different Gardens  (Changed to: 13a: shot of adult bee gathering pollen on blue flower, 13b:different shot of adult bee gathering pollen on blue flower from above; 13c: vegetable garden 14. (Added - did not exist before: Shot 14a Bumble Bees flying around flowers in Louisiana; 14b: pan to irrigated soybean field) Credits: last two shots of the film Completed 6/29/2012 || Old time frame 6/22/2012 Week 3 Changes to shot list are listed in purple. Update: 6/26/2012 Week 4 - (6/26/2012 1 hour to edit changes) Completed 6/29/2012 || Robert Heck Jennifer Wilkins Colvin Michelle Tidwell || Written permission from Robert’s dad to film and use him in the video - [|Click on HERE for Google link] Completed on 6/30/2012 || Week 3 6/22/2012 (signed permission acquired on 6/30/2012) || Robert Heck (signed permission aquired on 6/30/2012) || Completed 6/22/2012 Distribution Format - WeVideo (FLV to YouTube or MP4) First Draft Video Post to YouTube 6/29/2012 - export shifted the credits - had to export again (Time 30 minutes) Second Draft Video Post to YouTube 6/29/2012 - export time (30 minutes) Final Draft to YouTube on Completed 7/5/2012 || Week 3 6/22/2012 (2 hours) Completed 6/22/2012 Week 4 and 5 (Rough draft week 4 and final copy week 5) Completed: 7/5/2012 || Jennifer Wilkins Colvin Lisa Breaux Robert Heck Michelle Tidwell Robert Heck Jennifer Wilkins Colvin Lisa Breaux Michelle Tidwell || Combing Footage: 6 hours 6/23/2012 - 6/26/2012 Completed 6/29/2012 || Week 4.4 (June 23, 2012 through June 26, 2012)(Narrating to begin June 27, 2012 through June 29, 2012. Completed 6/29/2012 || Jennifer Wilkins Colvin  Lisa Breaux  Robert Heck  Michelle Tidwell || Narration in Audacity:  6/27/2012  6/28/2012  Audacity Audio File posted to Podbean 6/29/2012 (Time 30 minutes)  Completed 6/29/2012 || Week 4.3  (Narration of video between June 27th - June 29th)  Completed 6/29/2012 || Lisa Breaux || 6/28/2012 - 6 hours to fine edit with text, audio, music, and credits  Completed 6/29/2012 || Week 4.4  (Audio and Voice Editing - June 27th through 29th)  Completed 6/29/2012 || Lisa Breaux || 7/1/2012 - team reviewed final project for approval  add the date - final completion and export  Completed 7/3/2012 || Week 5  (To be completed by July 6th)  Completed: 7/3/2012 || Jennifer Wilkins Colvin  Robert Heck  Lisa Breaux  Michelle Tidwell || 6/29/2012 Video Credits on Video (30 minutes) Completed 7/1/2012 || Week 5 (To be completed by July 6th) Completed 7/1/2012 || Jennifer Wilkins Colvin Lisa Breaux Robert Heck Michelle Tidwell ||
 * General Information ||
 * Name(s) |||||| Jennifer Wilkins Colvin
 * Project title |||||| Living Organisms and Their Environment
 * Purpose |||||| To explain how Bees, as living organisms, adapt to and use their environment in order to survive as a species within their food web.
 * Audience |||||| Grade(s): 5
 * Program length |||||| 90 Seconds - longer after final edit with credits and references
 * Costumes |||||| Bee Keeper Suit ||
 * Sets |||||| Outside, Natural setting, inside a house ||
 * Props |||||| Beehive, teapot, silver tray, tea cup, honey pot, honey dipper, statue, flower, honey knife, mason jar, honey strainer, collection tub, andvegetable garden ||
 * Locations |||||| Cape May Court House, NJ
 * Crew ||
 * Director(s) |||||| Jennifer Wilkins Colvin ||
 * Scriptwriter(s) |||||| Jennifer Wilkins Colvin
 * Talent |||||| Philip Heck (bee keeper), Bees, Lisa Breaux (Narrator)
 * Camera operator(s) |||||| Robert Heck (principal operator)
 * Editor(s) |||||| Lisa Breaux
 * Schedule of Deliverables ||
 * Project phases || Due date || Owner ||
 * Research on Bees (Honey Bee and Bumble Bee) Completed 6/19/2012 || 6/19/2012
 * Collect Bee Information
 * Script (Research and Rough Draft)
 * Script (Rough Draft)
 * Locations
 * Editing
 * Shot List Shots:
 * Copyright Information -
 * Acquire Equipment and Software
 * Combining Film and Footage for Narration
 * Record Narration
 * Audio and Voice Editing
 * Refine and Complete Project
 * Check Final Creative Commons License

Lisa Breaux Robert Heck Michelle Tidwell || (Title shortened for Final Video) || Shot of a sliver tray with china tea service on a white counter. Angle of shot is slightly above the silver service. || 2a: Bees going in and out of the hive 2b: Shot of processed honey being poured into a mason jar. (Change in shot in order to use captured footage that had not been planned but that fit this scene much better.) || Shot of an opened beehive with bees walking around on the hive frames. Shot from above the hive at an angle from the hive. || 4a: First shot has a bee gathering nectar on a blue flower and then it flies away. 4b: Second shot shows Phillip Heck uncapping the honey from the hive cell. (The second shot was added because it shows a clear shot of what honey looks like in the hive. This was a captured shot that was not part of the original shot list.) || Shot 1 - Outdoors in garden Shot 2 - Indoors in Phillip Heck’s honey production room (garage) || honey frame, uncapping knife, and collection tub || Shot of a bumble bee gathering nectar from blue flowering plants. Shot taken at a downward angle || 6a: shot of bee gathering Pollen 6b: Shot approaching the beehive near a grove of trees || Cape May Court House, New Jersey, Frisco, Texas || shot of bees gathering pollen (changed because it matches the script much better) || Shot of honey in the beehive and the inside of hive cells || - inside shot of hive cells || 9a: shot of forager bees entering hive 9b: bees adding enzyme to nectar 9c: bees fanning the hive 9d: close up shot of honey in cells (added to show each life cycle of the bees- Robert was able to get this captured footage with fit perfectly with the story) || Location || Ten 10a: Outside - shot of sun setting on Eldora, New Jersey Field 10b: Snow covered tree in front yard of Frisco,Texas || Front yard - photo of snow covered tree. This picture frame will have a “snow” effect used from WeVideo. || Shot cycle of the different life cycles of the bees in or near the beehive 12a: Shot of bees entering the hive with the queen laying eggs, 12b: Shot of Larvae stage 12c: shot of the capped pupa cells, 12d: shot of the emerging adults || Outdoors at Beehive - Shot of Bees entering the hive Inside Hive: shot of the queen laying eggs, shot of larvae stage, shot of capped pupa cells, and shot of emerging adults. || 13a: shot of adult bee gathering pollen on blue flower 13b: another shot of adult bee gathering pollen on blue flower from above 13c: View of vegetable garde || 14a: shot of Bumble Bees flying around flowers Louisiana 14b: shot of irrigated soybean field || Eldora, NJ: Shot of Bumble Bees ||
 * Final Shot List**
 * Name(s) || Jennifer Wilkins Colvin
 * Project Title || Living Organisms and Their Environment
 * Video Editor Jennifer Wilkins Colvin ||
 * Shot Number || One
 * Location || Interior of House in Frisco, Texas ||
 * Talent || Jennifer Wilkins Colvin - shot of hand only putting honey into the tea cup. ||
 * Props || Honey, teapot, silver tray, flower pot, statue, honey dipper, and a cup of tea ||
 * Special Equipment || Digital Camera with video capabilities ||
 * Shot Number || Two
 * Shot Number || Two
 * Location || Cape May Court House,New Jersey: Phillip Heck’s honey production room (garage). ||
 * Talent || Philip Heck - Shot shows Phillip Heck holding a mason jar and filling it from a honey strainer. ||
 * Props || Honey strainer with honey in it, mason jar for home, and empty mason jars on wooden table. ||
 * Special Equipment || Olympus Pen Digital Camera with video capabilities ||
 * Shot Number || Three
 * Shot Number || Three
 * Location || Cape May Court House, NJ: Outside on Phillip Heck’s land at the beehive. ||
 * Talent || Bees ||
 * Props || Bees, white beehive, and honey frames inside of the beehive ||
 * Special Equipment || Olympus Pen Digital Camera with video capabilities ||
 * Shot Number || Four
 * Shot Number || Four
 * Location || Cape May Court House, NJ:
 * Talent || Bees and Phillip Heck ||
 * Props || Blue Flower in Garden
 * Special Equipment || Olympus Pen Digital Camera with video capabilities ||
 * Shot Number || Five
 * Shot Number || Five
 * Location || Eldora, NJ: shot taken outdoors in Robert’s front flower garden ||
 * Talent || Bees ||
 * Props || Blue flowering plants ||
 * Special Equipment || Olympus Pen Digital Camera with video capabilities ||
 * Video Editor Lisa Breaux ||
 * Shot Number || Six
 * Location || Outdoors - garden, trees
 * Talent || Bees ||
 * Props || None ||
 * Special Equipment || Olympus Pen Digital Camera with video capabilities ||
 * Shot Number || Seven
 * Shot Number || Seven
 * Location || Cape May Court House, NJ - Outdoors - garden, trees ||
 * Talent || Bees, Robert’s Father (Philip Heck) ||
 * Props || None ||
 * Special Equipment || Olympus Pen Digital Camera with video capabilities ||
 * Shot Number || Eight
 * Shot Number || Eight
 * Location || Cape May Court House, New Jersey
 * Talent || Bees and Philip Heck (Robert’s Father) ||
 * Props || Cell Frame ||
 * Special Equipment || Olympus Pen Digital Camera with video capabilities ||
 * Shot Number || Nine
 * Location || Cape May Court House, NJ; inside hive ||
 * Talent || Bees Fanning hive ||
 * Props || Cell Frame ||
 * Special Equipment || Olympus Pen Digital Camera with video capabilities ||
 * Shot Number
 * Shot Number
 * Talent || Robert Heck and Jennifer Wilkins Colvin on Video Cameras ||
 * Props || None ||
 * Special Equipment || Digital Video Camera and Olympus Pen Digital Camera with video capabilities ||
 * || Video Editor Michelle Tidwell ||
 * Shot Number - THIS SHOT WAS DELETED FROM THE VIDEO ENTIRELY DUE TO THE NEED TO CUT TIME FROM THE FILM || Eleven - THIS SHOT WAS MOVED TO SHOT 10!
 * Shot Number - THIS SHOT WAS DELETED FROM THE VIDEO ENTIRELY DUE TO THE NEED TO CUT TIME FROM THE FILM || Eleven - THIS SHOT WAS MOVED TO SHOT 10!
 * Location || Frisco, Texas: Winter - Snowing (Snowy Picture - Supplied by Jennifer) ||
 * Talent || None ||
 * Props || Bradford Pear tree covered in snow ||
 * Special Equipment || Special Equipment ||
 * Shot Number || Twelve
 * Shot Number || Twelve
 * Location || Cape May Court House, NJ:
 * Talent || Bees ||
 * Props || White beehive and hive cells inside honey frames. ||
 * Special Equipment || Olympus Pen Digital Camera with video capabilities ||
 * Shot Number || Thirteen
 * Shot Number || Thirteen
 * Location || Eldora, NJ: Robert’s Veggie Garde ||
 * Talent || None ||
 * Props || Vegetable garden in neat rows and irrigation system in action in soybean field (captured footage). ||
 * Special Equipment || Olympus Pen Digital Camera with video capabilities ||
 * Shot Number || Fourteen
 * Shot Number || Fourteen
 * Location || Haughton, LA: Shot of Bumble Bees
 * Talent || Bumble Bees ||
 * Props || Blue and Purple Flowering Plants ||
 * Special Equipment || Olympus Pen Digital Camera with video capabilities ||
 * Audio Shot for Background Noise || All shots ||
 * Location || Cape May Court House, NJ - Buzzing at the Hive ||
 * Talent || Bees ||
 * Props || None ||
 * Special Equipment || Recorded on an Android Phone in wave format, then uploaded to Audacity, edited and saved in mp3 format. ||
 * Special Equipment || Recorded on an Android Phone in wave format, then uploaded to Audacity, edited and saved in mp3 format. ||

Assignments Week 4

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Link to Podcast for Audio for video: http://lcbreaux.podbean.com/mf/web/jetdhm/Record5.mp3

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Assignment 3.1, 3.2, 3.3, 3.4, 3.5

Week 3 Collaboration Log at: [|__https://docs.google.com/document/d/1XTpYVDcZEGy1hXXh1BVLb6gxnhdexrGUq4U8Tx5QEko/edit__]

Work Session Links at: (Combined separate work sessions. All sessions are located at this link.) [|__https://docs.google.com/document/d/1zmeWSVEr7s4dLCIe-tWZZWqJ4hi6TsDtiZHlAqhvNWg/edit__]

Script Link at: [|__https://docs.google.com/document/d/19dIVQV62-2WJHx893TJIawnDAbz9xuERmaYCdditS2M/edit__]

Team Members: Jennifer Wilkins Colvin Robert Heck Lisa Breaux Michelle Tidwell - Team Leader

Meeting: <span style="background-color: transparent; color: #6fd86d; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">June 18, 2012 Group Planning Meeting at 8:00 a.m. <span style="background-color: transparent; color: #6fd86d; font-family: Arial; font-size: 19px; text-decoration: none; vertical-align: baseline;">Need to discuss: <span style="background-color: transparent; color: #6fd86d; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;"> - What core subject: English Language Arts, Math, Science, or Social Studies <span style="background-color: transparent; color: #6fd86d; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;"> - Jobs to be covered: <span style="background-color: transparent; color: #6fd86d; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Director(s): <span style="background-color: transparent; color: #ff00ff; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Jennifer <span style="background-color: transparent; color: #6fd86d; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Scriptwriter(s): Michelle, <span style="background-color: transparent; color: #ff00ff; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Jennifer, <span style="background-color: transparent; color: #0000ff; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Robert <span style="background-color: transparent; color: #6fd86d; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Talent (After script is written, decide if the actor(s) will be one of us or someone <span style="background-color: transparent; color: #6fd86d; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;"> else.) <span style="background-color: transparent; color: #0000ff; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Philip Heck (Bee Keeper), Bees <span style="background-color: transparent; color: #6fd86d; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Camera Operator(s): <span style="background-color: transparent; color: #3c78d8; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Robert, <span style="background-color: transparent; color: #ff00ff; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Jennifer, <span style="background-color: transparent; color: #6fd86d; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Michelle <span style="background-color: transparent; color: #6fd86d; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Editor(s): Michelle <span style="background-color: transparent; color: #40bf3b; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">, <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Lisa, <span style="background-color: transparent; color: #6fd86d; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Jennifer Wilkins Colvin, Robert <span style="background-color: transparent; color: #6fd86d; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Narrator(s): <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Lisa <span style="background-color: transparent; color: #6fd86d; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Copyright(s): (Who is going to research copyrights?) <span style="background-color: transparent; color: #6fd86d; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> We will all be responsible <span style="background-color: transparent; color: #6fd86d; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> as we include items in the project. Not applicable - All video was <span style="background-color: transparent; color: #6fd86d; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> created by the members of the group. All video used is original work. <span style="background-color: transparent; color: #6fd86d; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> We will attach a Creative Commons license to our project. <span style="background-color: transparent; color: #ff00ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">I connected Dr. Abernathy and Ms. Linda Marshall to our collaboration log today. I’ve sent them notice of their viewing and commenting rights on our collaboration. Glad to be working with you all on thiis project! <span style="background-color: transparent; color: #40bf3b; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">I let them know earlier. <span style="background-color: transparent; color: #ff00ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">I figured you did ! Thanks! I just wanted to be sure that I set it to share with them so they could see it. The notice was just a part of the sharing feature.

<span style="background-color: transparent; color: #ff00ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Attending on June 18, 2012: <span style="background-color: transparent; color: #ff00ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Topic: Bees: A Study in Living Organisms and Their Environment <span style="background-color: transparent; color: #ff00ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Grade Level: Grades 4 and 5 <span style="background-color: transparent; color: #ff00ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Core Subject: Science
 * <span style="background-color: transparent; color: #ff00ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Jennifer Wilkins Colvin
 * <span style="background-color: transparent; color: #40bf3b; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Michelle Tidwell
 * <span style="background-color: transparent; color: #0000ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">RobertHeck
 * <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">:Lisa Breaux

<span style="background-color: transparent; color: #0000ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Grade 5: TX TEKS- <span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">§112.16. Science, Grade 5, Beginning with School Year 2010-2011. <span style="background-color: transparent; color: #0000ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(9) Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to: <span style="background-color: transparent; color: #0000ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(A) <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; vertical-align: baseline;">__observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements;__ <span style="background-color: transparent; color: #0000ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(B) describe how the <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; vertical-align: baseline;">__flow of energy__ <span style="background-color: transparent; color: #0000ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">derived from the Sun, used by producers to create their own food, is transferred through a <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; vertical-align: baseline;">__food chain and food web__ <span style="background-color: transparent; color: #0000ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">to consumers and decomposers; <span style="background-color: transparent; color: #0000ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(C) predict the effects of <span style="background-color: transparent; color: #6fd86d; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">changes in ecosystems caused by living organisms, including humans, <span style="background-color: transparent; color: #0000ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">such as the overpopulation of grazers or the building of highways; and <span style="background-color: transparent; color: #0000ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(D) identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals. <span style="background-color: transparent; color: #0000ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(10) <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Organisms and environments. <span style="background-color: transparent; color: #0000ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> The student knows that organisms undergo <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; vertical-align: baseline;">__similar life processes and have structures that help them survive within their environments.__ <span style="background-color: transparent; color: #0000ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> The student is expected to: <span style="background-color: transparent; color: #0000ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(A) <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; vertical-align: baseline;">__compare the structures and functions of different species that help them live and survive__ <span style="background-color: transparent; color: #0000ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">such as hooves on prairie animals or webbed feet in aquatic animals; <span style="background-color: transparent; color: #0000ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle; and <span style="background-color: transparent; color: #0000ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(C) describe the differences between complete and incomplete metamorphosis of insects. <span style="background-color: #ffffff; color: #0000ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Texas Education Agency. (2010). Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter A. Elementary. Retrieved on June 18, 2012 from <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; vertical-align: baseline;">[|__http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112a.html__] <span style="background-color: #ffffff; color: #ff00ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Texas Grade 4 Tek: <span style="background-color: transparent; color: #ff00ff; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">§112.15. Science, Grade 4, Beginning with School Year 2010-2011. <span style="background-color: #ffffff; color: #ff00ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">A. <span style="background-color: transparent; color: #ff00ff; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">In Grade 4, investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations and that methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world. <span style="background-color: transparent; color: #ff00ff; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">B. Within the living environment, students know and understand that living organisms <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 16px; vertical-align: baseline;">__within an ecosystem interact with one another and with their environment.__ <span style="background-color: transparent; color: #ff00ff; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">The students will recognize that plants and animals have basic needs, and they are met through a <span style="background-color: transparent; color: #ff00ff; font-family: Arial; font-size: 16px; vertical-align: baseline;">__fl__ <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 16px; vertical-align: baseline;">__ow of energy known as food webs.__ <span style="background-color: transparent; color: #ff00ff; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Students will explore how all living organisms go through a <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 16px; vertical-align: baseline;">__life cycle and that adaptations enable organisms to survive in their ecosystem.__

<span style="background-color: #ffffff; color: #0000ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Common Core 4th and 5th Language <span style="background-color: #ffffff; color: #0000ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">6. Acquire and use accurately grade-appropriate general academic and domain-specific <span style="background-color: #ffffff; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">words > > <span style="background-color: #ffffff; color: #40bf3b; font-family: Arial; font-size: 24px; text-decoration: none; vertical-align: baseline;">Common Core Science: > <span style="background-color: transparent; color: #40bf3b; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"><span style="background-color: #ffffff; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">and phrases, <span style="background-color: #ffffff; color: #0000ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are <span style="background-color: #ffffff; color: #ff0000; font-family: Arial; font-size: 15px; vertical-align: baseline;">__basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation__ <span style="background-color: #ffffff; color: #0000ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">). 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
 * <span style="background-color: transparent; color: #40bf3b; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
 * <span style="background-color: transparent; color: #40bf3b; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

<span style="background-color: transparent; color: #40bf3b; font-family: Arial; font-size: 24px; text-decoration: none; vertical-align: baseline;">Craft and Structure

 * <span style="background-color: transparent; color: #40bf3b; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
 * <span style="background-color: transparent; color: #40bf3b; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">RST.6-8.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
 * <span style="background-color: transparent; color: #40bf3b; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">RST.6-8.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

<span style="background-color: transparent; color: #40bf3b; font-family: Arial; font-size: 24px; text-decoration: none; vertical-align: baseline;">Integration of Knowledge and Ideas

 * <span style="background-color: transparent; color: #40bf3b; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
 * <span style="background-color: transparent; color: #40bf3b; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">RST.6-8.8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
 * <span style="background-color: transparent; color: #40bf3b; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Windows Live Movie Maker-Assignment 2.2

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<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Discussion Board -Assignment 2.2

After reviewing several free editing software sites, I settled on using Windows Live Movie Maker. I found this program was easy, free, and the most compatible with other sharing sites. I did find a program called, “Jing,” which was a great tool to share your computer screen however it did not allow voice narration to be added. Another program was needed to download and work with Jing. As I looked further, I found this situation to be true of many programs. They might have one capability but not another. It gets very confusing when programs may not work together easily. For example, I was given a Flip camera through my district and filmed many events and projects. When it came time to save and edit the film, our Windows computer system was not compatible. A conversion program was needed due to the video codec. The system was too confusing and difficult for our students to use. I was then given an IPad, which I used to film several student presentations. One issue we found was when a Windows Movie was made using the clips and the newest version of Windows Live Movie Maker, the saved project could not be played on our district computers as we have the older version of Windows Movie Maker. We had to save to a DVD and then could view the projects.

When teaching students, they do tend to figure out technical solutions quicker than we do, and they are extremely motivated to not give up when the project interests them. My students taught themselves how to use Windows Live Movie Maker complete with all the bells and whistles. I learned a few things from them. I do know when I am stuck with incompatibility issues, I can always find an answer on YouTube, or similar sites. I have discovered I am an extremely visual person and am completely sold on the use of YouTube to answer most of my questions. In the article, Before You Buy Video Editing Software, Gretchen Seigchrist suggests you try the free software first and experiment with which one best suits your needs. I absolutely agree with this idea as I found, after sampling several, they were not as easy as they first appeared.

Siegchrist, G. (n.d.). Before you buy video editing software. About. Retrieved on April 12, 2009, from []. About.com/od/editingsoftware/bb/Buyeditsoftware.htm. Desktop-Video-Guide. (n.d.). Top 5 free video editing software programs. Retrieved on April 12, 2009, from [].

EDLD 5363 Multimedia Digital Technology Digital Story Project My Life on the Move-Windows Movie Media

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