PROCESS

1. Look for good examples of P.S.A. commercials. Try to identify what is important in persauding an audience toward a specific perspective. You may want to take notes of your ideas as you come across good examples.

2. Practice the storyboarding process. Select a favorite movie and choose one particular scene. Use the favorite movie storyboarding form to draw out at least 3-6 frames from this scene. Draw a picture of what the viewer sees on the movie screen and write a short caption of what is happening or what the actors are saying in each frame of this scene.

3. Use the resources provided to look at some iMovie videos created and produced by other students. These examples will show you videos that cover a range of topics. It will be helpful for you to spend time looking at as many different examples as possible. These examples will help to show you what is possible with iMovie and give you ideas on techniques that you and your group can use to best represent and convey your information.

4. Have each group member share the information from their research. Everyone in the group should have a clear idea about the problem, species, threats, and solutions. Clarify any questions group members may have about the information before starting the planning phase. Get approval from the teacher before moving on to step 5.

5. Discuss with your group and decide what will be the focus of your video. At the minimum, your final video should include the following information:

Description of the problem (Who is involved, description of the species involved, where is it happening, why is it important)

Cause/Effect (History of the problem, impact on the environment/economy, people)

Solutions and Implementation (What is currently being done, what can be done, who can people contact)

Slogan or Jingle

Use the questions below to help guide the decision making process:

What is the main idea from each of the areas researched?
What is the most important facts that the audience needs to know?
Who is the target audience for this video (general public, children, adults, legislature, etc.)?
What resources are available to produce the video (# of group members, pictures, props, access to equipment, location of filming, availability of living specimens, etc.)?
For resources not readily available, is there a way to access them? If so, who will make contact?
What is the copyright on available resources? If copyright is necessary, who will be responsible to get permission?
What is the back-up plan if these resources are not available?
How will the message be presented (photos of species, acting out through a skit, drawings, cartoons, etc.)?
If the group uses a skit, who will be the actors?
If the group uses drawings or cartoons, who will be the artist?
If the group uses photos, who will take them or who will get copyright permission?
If props or costumes are needed, who will be responsible for bringing these items?
Are there any other issues to consider for the video?

6. After your group decides on the focus of your video, you will start to write out your script and draw out your storyboard. Each person will be responsible for planning out 20-30 seconds of the video. The final video will not exceed 2 minutes in length. You should plan/storyboard the part of the video that corresponds to the research you did. (Example: Student A should plan/storyboard 20-30 seconds of the video that explains the problem of this species, Student B should plan/storyboard 20-30 seconds of the video that explains the characteristics of the species, etc.). Use the video storyboarding form to record the description, diagram, and audio of each scene in your video.

7. You will need to discuss and communicate with all members of your group so that the final video flows together. Use class time to talk about your ideas and put the storyboards together to create the plan for your final video production. The final storyboard and script should be submitted as a group.

8. The storyboard should clearly show each scene of the video (what is going to be filmed), a description of what is happening, and the audio or narrative that will play during that scene. You must also estimate the film time each scene will take.

9. As a group, practice "acting" out each scene from your storyboard. Time the audio portion to see how long each scene will take. Make sure the total length does not go over 2 minutes. Make necessary adjustments.

10. Submit your script and storyboard for teacher approval.

11. There will be an individual as well as a group grade upon completion of the storyboard and script of the video. Groups will not be allowed to start part 3 or do any filming until completed storyboard is approved by the teacher.

The following will be collected on Tuesday, Feb. 15 (Even); Wednesday, Feb. 16 (ODD):

Individual students will turn in
a. Favorite movie scene storyboard
b. Storyboard of 20-30 seconds of planned video corresponding to part researched

Groups will turn in
a. Answers to video decision making process questions
b. Completed storyboard of video (not to exceed 2 minutes)
c. Script of what each actor or narrator will say