Educating Chix by John Hann

Field Work/Authentic Audience

johnhann1_1 — 2025-11-12 15:40:27 UTC

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.

Idea Quota

johnhann1_1 — 2025-11-12 15:40:27 UTC

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

Speedboat Protocol

johnhann1_1 — 2025-11-12 15:40:27 UTC

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

Yes And Protocol Slideshow for both Pitches

johnhann1_1 — 2025-11-12 15:40:27 UTC

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

Single Point Rubric

johnhann1_1 — 2025-11-12 15:40:27 UTC

We self-assessed using a single point rubric

Yes, and...

johnhann1_1 — 2025-11-12 15:40:27 UTC

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

Hopes, Fears, and Dreams Protocol

johnhann1_1 — 2025-11-12 15:40:27 UTC

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.

Researching Zeeland's Chix History

johnhann1_1 — 2025-11-12 15:40:27 UTC

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

Idea Quota

johnhann1_1 — 2025-11-12 15:40:27 UTC

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

NUF Test

johnhann1_1 — 2025-11-12 15:40:27 UTC

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

Pitch 2

johnhann1_1 — 2025-11-12 15:40:27 UTC

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

Wild Postcards

johnhann1_1 — 2025-11-12 15:40:27 UTC

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

Ross VandeWaa: Gorilla Films LLC

johnhann1_1 — 2025-11-12 15:40:27 UTC

"One Word" describing our experience

johnhann1_1 — 2025-11-12 15:40:27 UTC

Cristian: "Masterpiece"

Kaylee: "Easy"

Cambria: "Exciting"

Norah: "Hatching"

Roman: "Hard"

Autum: "Delightful"

Mr. Hann: "Educational"

Ruby: "Unique"

Mrs. Prince: "Inspiring"

Background/Entry Events

johnhann1_1 — 2025-11-12 15:40:27 UTC

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.

Authentic Audience Pitch 1

johnhann1_1 — 2025-11-12 15:40:27 UTC

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

Our Team/Building Culture

johnhann1_1 — 2025-11-12 15:40:27 UTC

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.

Dot Voting for Presentations

johnhann1_1 — 2025-11-12 15:40:27 UTC

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

Standards and Skills

johnhann1_1 — 2025-11-12 15:40:27 UTC

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.

Stakeholder Map

johnhann1_1 — 2025-11-12 15:40:27 UTC

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

Researching Fun Facts for Hook

johnhann1_1 — 2025-11-12 15:40:27 UTC

Executing Our Chix Project: Recording the Video

johnhann1_1 — 2025-11-12 15:40:27 UTC

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

Mrs. Huizenga: Princial

johnhann1_1 — 2025-11-12 15:40:27 UTC

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! "

Mr. Roskamp: Film-maker/Counselor

johnhann1_1 — 2025-11-12 15:40:27 UTC

"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."

The Final Product

johnhann1_1 — 2026-04-23 14:26:48 UTC