Scientific Inquiry Meets Storytelling Creating Video Lab Reports Using a Project-Based Learning Approach by Alfred Daniel Olivas and Filmmaking 14 SCIENCE SCOPE
If you mention the phrase scientific lab report to most adults, they will remember long nights of writing, editing, organizing, studying data, creating tables, and trying to recall details of some obscure experiment they performed in the classroom. Even now, many students think of the science lab report as a dry, tedious, heavily revised piece of work that needs to be written or typed and turned in after an experiment. But what if students could enjoy the process of creating lab reports by highlighting their individual talents, using their voices, and showing off their tech skills with an experience that allows them to become directors, or even stars, of their own science video lab report? In this interdisciplinary multimedia project, students design, create, plan, direct, edit, and produce a video lab report using their own experimental data. Although this approach could be used at various grade levels, I implement it in grade 6 after students transition from the elementary to middle school and take their first core-subject science class. It is a fun and developmentally appropriate way to have students practice scientific inquiry, as well as to learn the processes of science and produce their first scientific lab report. Background This project begins with an interest in creating a rich learning experience by integrating science content and practices with technology to support language acquisition, personal talents, and components of digital literacy. It combines all the steps of a traditional lab report with the practices of scientific inquiry through various media, including photography, video, and verbal and text narratives. The final result is a four- to fiveminute video lab report. This project-based learning approach to producing a scientific lab report can be used with any investigations or units where students are required to document a scientific investigation; I have used it successfully in more than one unit. This particular example comes from a forces and motion unit, during which students build and test mousetrap cars. The project is designed to encourage the developmental skills and address the science content objectives that follow. Developmental skills Organize, plan, share, and work together Practice writing, speaking, and presentation skills Reinforce and learn new skills using technology and elements of the filmmaking process Apply the scientific method in a unique context via original student research and data Content objectives Explain and give examples of force, motion, friction, mass, inertia, speed, and velocity, including Newton s three laws of motion Calculate average speed and acceleration by taking measurements of distance and time Identify the points at which an object has the most potential or kinetic energy Practice safe laboratory skills Preparation and trials Foundational lessons (content objectives) and activities from our forces and motion unit are taught for approximately two weeks before students receive their mousetrap car assembly kits (www.docfizzix.com/products/ vehicle-kits/mousetrap-powered). Our school purchases enough of these ready-to-assemble kits so that each group of two to three students can build one Little Moe and one Basic mousetrap car. Little Moe is made for speed, and the Basic model is made for distance (Little Moe: $8.95; Basic: $15.95). The self-contained kits that we purchase come with all instructions for assembly and suggestions for modifications and use. Students collaborate to organize their film clips using a storyboard. Storyboards allow students to see the big picture from the start, and make the videoproduction process much more efficient. January 2013 15
I introduce students to the scope of the project (project description and all necessary forms can be found on the project website; see Resources) before they build the cars and perform their experiments. One of the things they are told in the introduction is that they will be documenting the entire process in video and photo formats. I create groups of two to three students who work together for the rest of the project. Next, students begin the car-construction phase, making sure to take plenty of photos and videos each day in preparation for their final movie. It takes about three class periods of 85 minutes each for students to assemble their cars and have them ready to test. Cars are assembled and stored in class on lab tables. Smaller, loose pieces fit neatly in large, resealable plastic bags that are kept next to each car with the group s name and period written on it with a permanent marker. After the cars are built, students work in their groups to perform initial trial runs for speed and distance. Students continue to document the whole process with photos and video using their school laptop computers. Some students choose to bring in their own personal digital cameras and smartphones. I check out a few (two to four) digital cameras from our library resources center and allow students to use these, as well. I also continuously take photos with my own digital camera and place them in an electronic folder on our school server where student can access them for use in their videos, if they wish. Using meter tapes and stopwatches, students observe a few trial runs. These initial baseline trials help them focus on one of two questions they choose to pursue for further official testing, either How can we increase the average distance traveled by our mousetrap car? or How can we increase the average velocity of our mousetrap car? Testing logistics One of the great things about this project is that students get to work out of the lab in various testing areas around the school. I allocate various school hallways for students to go out and perform their trials. Each group utilizes a 30-meter strip of hallway or gym space to run their cars. Two groups can share one strip by alternating their trial turns. In this case, we usually have two floors with two testing strips, each being utilized at any one time. Moving among the groups to offer suggestions and answer questions is a true exercise in facilitation. Each group has quick meetings at the beginning and end of the day to update their planning calendars. Students are reminded to take some time from each testing day to film the testing process for the procedure section of their video lab report. They document everything from winding of the Kevlar string onto the axle to placement of the car on the start line and eventually to letting the car go and following it until it stops or reaches a finish line. The logistics of group-member tasks, placements, and documenting data are also filmed. Official testing phase After the trial observations, groups head back to the lab to discuss the variable they will be manipulating to increase speed or distance. Upon agreement, each group forms an initial hypothesis in the if then format. Students are especially excited after their trials and eager to get back to the lab to start their group discussions regarding the performance of and modifications to their car. I discuss the ideas and questions with each group and then approve their first hypothesis. In this way, I can serve as a facilitator of information and testing possibilities, while guiding them to make connections in our content, such as to Newton s laws, balanced and unbalanced forces, friction, and simple machines. (One of the reasons I base our forces and motion unit on the mousetrap cars is because of all the physics concepts that can be taught and reinforced with them.) The environment is made even more authentic with students wearing white lab coats and safety glasses during the building and testing of their cars. 16 SCIENCE SCOPE
They begin the official testing process by modifying (changing one variable of) their cars and running more trials to test their first hypothesis. I hold conferences with each group to discuss their ideas, which involve such topics as reducing friction, increasing acceleration, and factors affecting mass and potential energy. Students often do more research or review their foundational notes for more information. Based on their results, students will either accept their hypothesis or reject it and start the hypothesis phase of the project again. By running multiple trials for each hypothesis, students really see the power and importance of valid and reliable data. Students run trials for each hypothesis they form and may reject as many as four, which makes for a lot of inquiry. All data are collected on data sheets (see project website in Resources). Throughout the process, students continue to document with video and photo media. Posttesting planning and video-lab-report story design After students have completed their experiments and collected their data, the group planning process begins. As a class, we all discuss this next phase of the project. Students are given half of a class period (approximately 45 minutes) to meet in their groups and fill in a threeweek planning calendar to document their daily tasks and objectives for the rest of the project. (For more details on the timelines, activities, and tasks that need to take place and be planned by each student group, please see the Planning Calendar form on the project website.) I require that everyone in the group has to work together on the Lab Reporting sections highlighted on the calendar. This gives them the choice to do work in areas in which they are especially interested, but also requires them all to gain experience in the methods and process of scientific inquiry. Using this calendar to plan daily activities over a three-week period is a powerful way to have students think about the project as a whole, as well as to realize their current and final products. Students plan each day in detail and each group member initials the particular task(s) for each day. I meet with each group after they are done planning their initial calendar to discuss and help them edit a final calendar. I keep a copy of each group s calendar and make sure that each student also has a copy. I use the calendars daily to assess student progress at a glance by observing each group s actual activities on each day and comparing it to the group s calendar. With calendars in hand, I can monitor progress, quality, and understanding on students current tasks or ones that are coming up according to the dates students have assigned themselves on their calendar. I also make sure that each group spends a few minutes at the beginning and end of class for dedicated group discussions and daily assessments of their work. It is great to see students regrouping at the end of each period, evaluating daily progress, and assigning each other tasks to complete for the next class. Self-assigned homework is a common practice in this project. Students also make changes to their calendars if they get too far ahead or fall behind, although with good initial planning and daily teacher-group facilitation, this can be managed appropriately. Another organizational aspect of a successful video is a student-created storyboard. This task is usually done by the whole group, which is what I recommend, as soon as group members have completed their planning calendar, however, some groups choose to let one individual create a storyboard for the group and then bring it back to the group for approval and changes or other ideas. Either way, I suggest that the storyboard be done early and discussed by the group so that everyone has the big-picture idea of how they will put all of the elements together in the end. This allows students to focus on and understand the long-term goal in a visual way by working on and thinking about the physical pieces (props, settings, etc.) they will need to bring it all together. Students are required to incorporate a given list of unit vocabulary (see project website) into their video narrations and demonstrate knowledge of content objectives within discussions and examples in their video; the storyboard helps them see where the vocabulary components will fit in naturally throughout the length of the video. Storyboards are usually filled in with quick sketches, key vocabulary, and lab-report talking points as notes in the boxes. Between the storyboard and their planning calendar, students are set up with successful road maps to a longterm, student-managed project. As with all laboratory activities, attention to lab safety is addressed and monitored by both students and teachers throughout the project. Putting it all together and staying on the right track! Formative assessment is continuous as I observe and visit with each group on a daily basis to discuss progress and content knowledge. Students can also assess themselves using the planning calendar and the various check- January 2013 17
Scientific Inquiry meets Storytelling and FilmMaking lists for science content and vocabulary. I play the role of technology integrator during the project, as students will inquire about various technology strategies and special functions that go beyond the basic movie editing they are already familiar with. Teachers who are not proficient in technology or the video-editing process can use this opportunity to work with the school s technology resource person to develop their own skills, or have the school s tech expert available to students for a few days in the classroom. Why it works This is the first time many middle school students have been given an initial task and then allowed to manage it for a relatively long period of time. It is very interesting to see all the ways that groups work after their calendars are approved. Most of the time, the lab feels like a busy, collaborative workspace. Students work as a team but on individual aspects of the project, or they consult with me for advice and questions. Students can be found all over the room working on tables, floors, and chairs, reading books, researching on the internet, having group meetings, acting out concepts, drawing giant draft graphs on the board, arguing about and clarifying data results, reviewing storyboards, and filming various spontaneous bright ideas. (I have two 85-minute classes of this grade/subject every other day, which allows students to enjoy quality dedicated time for labs, activities, differentiation, and enrichment. Teachers with shorter periods can still implement the project with an adjusted calendar and time period as needed.) As they work on their videos, some students emphasize their acting skills, others highlight their video with technology finesse, while others still may utilize music, art, and the filmmaking process to create their final video. Recently, many students have even incorporated various cutaway sections in their films to demonstrate related concepts within the topic of forces and motion. Students have named these brief learning sections Bill Nye moments. They are a great way for students to be creative and further express their knowledge of and interest in the topic. These segments are usually clever, hilarious, quick demonstrations that complement the overall film. For assessment and differentiation, these can be optional and additional for those who want to go further in the scope of the project. While students are working and the room is abuzz with excitement and tons of learning, I always consider myself privileged to be a part of their inquiries, creativity, motivation, and personal initiatives. This is the time of year when I learn the most about my students and about the art and science of teaching. It reminds me of what education can and should be for teachers and learners alike. Extension The culmination of this project coincides with the Shanghai Student Film Festival. Students are given the option to enter their short films into the competition as a documentary piece. Since the inception of the project two years ago, students have won several first- and secondplace awards as well as many honorable-mention prizes in the documentary category for their science video work. Many communities, and even schools, have film festivals in which such products could be shared. These videos also make an excellent piece for student digital portfolios. If your school has a science night or studentled conferences, videos could also be featured there. Conclusion At the heart of this project are scientific inquiry and the application of science concepts. Students take this foundation and use it to document experiments and present them in the format of a video lab report. Through the creative use of various technologies, students produce an original piece of scientific work based on their individual talents, knowledge, needs, and ideas. The highly collaborative nature of the tasks makes this an ideal project for other aspects of development, such as language acquisition, organization, collaboration, and presentation skills. With our students natural affinity for technology, the current emphasis on 21st-century skills, and the availability of Web 2.0 education tools, there is no reason why we should not empower them with these tools to create original, quality investigations through meaningful learning and growth experiences in the science, or any, curriculum. n Resources Mr. Olivas s site of science (SOS!) http://teachers.saschina.org/aolivas Project website (description and documents, including checklists, assessments, and photo/video samples) http://scienceoutloud.wikispaces.com Alfred Daniel Olivas (alfred.olivas@saschina.org) is a middle school science instructor and Apple Distinguished Educator at Shanghai American School in Shanghai, China. 18 SCIENCE SCOPE