Instructions:

In this project, your target audience is the Grade 5 community. Your first mission is to think back to your time in Grade 5 when you were about to move up into Middle School. Consider what you would have wanted to know back then that you know now.

1. What would "past you" from ES want to know about the experiences that "present you" has had in the first semester in Middle School?
2. How would this information help the current Grade 5's before step up day?
3. How can you effectively communicate this knowledge through video?

Instructions:

Now that you know what problem you would like to solve, it's time to think about research. Here are some examples of questions you might want to consider in your inquiry and how they can be prioritized and categorized into primary and secondary research.

Content Research...

1. What do the 5th graders want to know about? (Primary) - Coggle of ideas
2. What do 6th Graders know that would excite or prepare 5th Graders for their transition into middle school? (Primary)
3. What will be engaging for a Grade 5 to watch? (Primary)
4. What information do I need to gather for my video idea? (Primary & Secondary)

Skills Research...

1. What vocabulary do I need to learn before understanding video production? (Primary & Secondary)? Quizlet
2. What skills do I need to use for pre-production? (Primary & Secondary)?
3. What skills do I need to use for production? (Primary & Secondary)?
4. What skills do I need to use for post-production? (Primary & Secondary)?

Instructions:

Summarize what you have learned in your research. We have learned...

• Video Production vocabulary and techniques (framing and a bit about techniques)
• What topics that the Grade 5 and 6 are interested in learning about

Consider this research and decide what topic you would like to focus on and why.

Now that you have completed your research, let's make sure you are on the right track to create a successful product or solution.

Instructions:

1. Review the comments on Seesaw so far. Is there anything you could do to improve?
   • 0 - 3: Comment detailing major issues
   • 4 - 6: Comment for small improvements and liked
   • 7 - 8: Liked
2. Ask the teacher for any clarification and improve your work.

Instructions:

Now that you have chosen your final storyboard idea, develop it further with your group by adding more detail to your chosen sketch by adding color.

When finished, upload the developed storyboard to Seesaw.

Now that you have completed your design, reflect on your progress with this self assessment.

Instructions:

Complete the questions below using the template provided:

1. During this term I was successful at...
2. The MYP Design Cycle strands addressed were...
   • Strands A1 - A4
   • Strands B1 - B4
3. One area for improvement could be...
4. Three steps I could to take to be more successful are:
   • a)
   • b)
   • c)
5. Based on the rubrics and exemplars provided, I would predict the following grades:
   • Criterion A:
   • Criterion B:

Instructions:

Plan out key dates and detail what needs to be completed by that date. In video production, this usually is done by compiling a video shot list.

The following elements are to be included:

Location: This is where you will be filming. It's helpful to consider lighting and availability of the area you will be shooting. Will it be different at another time of day? Will be be too noisy at certain times?

Time: Usually this can be during class, but sometimes you will need to wait until it is darker or lighter, or perhaps until a prop is available (i.e. busses).

Props: These are things you will need to help tell the story. It's important to list these items to remind you before going out on the shot. Costumes also fall under this area...make sure your actors are wearing the same clothes in all of the shots or you will confuse the viewer!

Actors: These are the people or animals who help tell your story. Make sure they are available!

Notes & Blocking: These are details that you may need to know and where people should be moving during the shots.

Instructions:

Present your final design and document whether or not you met your key dates or had to change your plans. This can also be a link to your final product or solution.

Instructions:

During the design cycle, it is rare that everything goes to plan. Measurements need to be adjusted, unforeseen events interfere with key dates.

Document any challenges that you encountered while making your product or solution and describe what changes you made to your design and plan as a result.

Example:

Challenges: I couldn't get the product finished in time for my due date because I missed 2 classes due to a sports tournament abroad.

Justification for any changes made to your design and plan: My plan had to be adjusted by pushing back my key date by 1 day since I had to use academic prep time to finish sanding my product. My design changed a little bit because I didn't have time to paint my product.

Now that you have completed your product or solution, help out a peer in reviewing their work. Use the template provided to give them constructive feedback.

Instructions:

Complete the questions below using the template provided:

1. During this term, (write peer name here) was successful at __________.
2. The MYP Design Cycle strands addressed were...
   • Strands A1 - A4
   • Strands B1 - B4
   • Strands C1 - C4
3. One area for improvement could be...
4. Three steps (write peer name here) could to take to be more successful are:
   • a)
   • b)
   • c)
5. Based on the rubrics and exemplars provided, I would predict the following grades:
   • Criterion A:
   • Criterion B:
   • Criterion C:

Instructions:

Go back to the design specifications that you created in B1. Look at the testing methods that you considered using to test if those specifications would be successful. Design and carry out those methods.

Typical testing methods include:

• Survey of people’s opinion’s - what questions would be asked, set up the form or template (subjective)
• Timing how long an operation takes - what data would be collected and how to record it (objective)
• Checklist for Visually or aurally inspecting final product - Spreadsheet with list of what is to be observed etc (subjective)
• Observation of users to see how quickly they learn to use the new system, how often they need help or make errors (subjective)
• Stress-testing: Use the product or solution in ways that would be expected in real-life operation (objective or subjective)
• Inspection: Weigh it or measure it - Specification table with tolerances (objective)
• Comparison: Comparing the product with existing products in the marketplace noting strengths and weaknesses (objective or subjective)

Instructions:

Go back to the design specifications that you created in B1. Paste these specifications into the first column in the template provided. Based on the tests you conducted in D1, paste in the link to the results of this testing in the Testing Results column. Evaluate the success of the testing. Were your design specifications met?

Instructions:

Identify improvements that you believe your product or solution would benefit from to positively impact your target audience. Detail the reason or cause that you believe justify that improvement.

Instructions:

Think about how your product or solution impacted your target audience. Include reasons or causes.