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We pitched a storyboard to our school counselor/media producer. He helped us explore our story, transition, and made suggestions.

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"Having the chance to participate in the "Chix History Project" was so much fun!  It was so interesting to learn right along with Mr. Hann's class about the history of our school mascot.  Mr. Hann had this project organized for timely completion.  The students were impressive when it came to their interview and narration skills.  It feels good to have this history documented."

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Sarah Huizenga

"I was very impressed with the quality of the video that Mr. Hann's 3rd hour IRR History class produced!  It was fun, exciting and informative! We were able to show it to all of the students in the school, and I think the students learned from it. Mr. Hann always does a remarkable job with PBL projects, and always works hard to share the students' learning with a larger audience.  Well done Mr. Hann and your 3rd hour class! "

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Executing Our Chix Project: Recording the Video

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Executing Our Chix Project: Recording the Video

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With the Cityside's Chix FLIX team, we pieced together scenes and order of shooting. Mr. Roskamp was a big help!

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We thought about all of the people our lesson would affect and documented that on a Figma

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Our group is a class of 6th-8th grade students in an Intensive Resource Room History class. Our students are working on Michigan Alternate Content Standards and Common Core Standards

6–8.H3.1.1: Explain how historians use primary and secondary sources to answer questions about the past.

6–8.H3.1.7: Use case studies or stories about Michigan people or events to analyze the importance of innovation, business, and industry in local history.

P2.1.1: Use a research process to identify a problem/question, gather resources, and present findings.

P2.1.2: Analyze and interpret data and information from multiple primary and secondary sources.

P2.1.4: Use research findings to support a public presentation using appropriate tools and technology.

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We build our group culture with inclusion activities to start each class period. We practice 4/7/8 breathing to start followed by a spin of the "Wheel of Names" to see who will lead quick connection activities such as: My weekend in 10 words or less, Teaching Tuesday, Like Me Wednesday, On My Mind Thursday, and Common Grounds Friday.

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The page is slow to load and there may have been an error. To fix it, please refresh the page.

1. Windows, Linux or Chromebook: press Ctrl F5.

2. Mac computer:

Safari: press Option Command E and then Command R.

Other browsers: press Command Shift R.

3. Phone or tablet: swipe down from the top of the page.

If this doesn't work, try going to old.wheelofnames.com.

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Free and easy to use spinner. Used by teachers and for raffles. Enter names, spin wheel to pick a random winner. Customize look and feel, save and share wheels.

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Students took notes on a guided tour of the Zeeland Museum. They were kind enough to open their storage barn to show us artifacts that were currently off of exhibit.

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Cristian: "Masterpiece"

Kaylee: "Easy"

Cambria: "Exciting"

Norah: "Hatching"

Roman: "Hard"

Autum: "Delightful"

Mr. Hann: "Educational"

Ruby: "Unique"

Mrs. Prince: "Inspiring"

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This was a new protocol for our classes. We really enjoyed it as a way to communicate in a creative way.

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We invited John Geerlings from Townline Hatchery in. He gave us some primary sources and background as to Zeeland's hatchery history.

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As an evaluation, we asked Mrs. Huizenga to give us an assessment on whether our lesson was New, Useful, and Feasible (NUF). 29/30

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We gave students 10 minutes to come up with 10 ideas on how we could get our exciting history findings to our classmates.

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We used primary sources, museum archives, community media, and interviews to get to the roots of Zeeland's hatchery history.

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We pair shared on what a great lesson would look, sound and feel like along with what a terrible lesson would be. We agreed on norms.

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Along the way, we checked in with our principal, Mrs. Huizenga as our "customer", along with Mr. B, an 8th grade history teacher.

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Press question mark to see available shortcut keys

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We self-assessed using a single point rubric

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Yes And Protocol Slideshow for both Pitches

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Yes And Protocol Slideshow for both Pitches

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We pitched our final solution to Mr. Geerlings and got some "yes-and..." suggestions

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We used Dot Voting to narrow our choices for our final project.

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As our chix history project started to take shape, we thought about the anchors that could slow us down.

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We generated another 10 ideas in 10 minutes on how we could sequence our hook in the opening scenes

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We invited Mr. Ross, a local film maker, in to discuss the potential of a video. He helped us with suggestions on possible length, exploring our audience, and how we might think through some possible roadblocks.