1

Lesson Plans for Secondary Schools

2

Withernsea Fishing Heritage Project

Lesson 1 - Secondary

Learning Objectives

• Students will become familiar with the project, understanding their involvement and the context of investigation

• Students will establish basic skills in utilising iOS devices for evidencing learning and working as part of a collaborative project.

Resources

iPads Apps: Padlet, Showbie

Reference materials including on-line and offline materials.

East Coast:

http://www.eastyorkshirecoast.com/15-content/explore-the-shore/108-the-fishing-heritage-of-withernsea.html

Holderness Fishing Industry Group: http://www.hfig.org.uk

Introduction Discussion:

Heritage

1. What do you already know about the fishing heritage in the Holderness Coast, and what part Withernsea has played?

2. What other influences were there - transport, tourism etc.?

Fishing Today

1. Family links

2. What skills do fisherman need today? Have they changed? How are skills passed on?

3

Sustainability and Change

1. What challenges are there for the future of the Withernsea fishing industry?

Highlight the main themes/topics from the discussion using a mind map. This can then be used to inform the first activity.

Activities

Collaborative Learning

Split the students into small groups and assign a theme/topic to undertake group research on how their topic affected/affects and contributed/contributes to the fishing heritage in the area and why.

Collate and Consolidate

Bring the groups together to discuss the research so far through group presentations to enable students to decide a theme for their films.

Begin Storyboarding Films

Working in groups, begin a simple outline of their videos based on their chosen theme. Each video should contain an introduction, a description/representation of the fishing heritage, and a look at its future. Consider how these can be presented in the video using photographs, green screen, animations, etc.

4

Withernsea Fishing Heritage Project

Lesson 2 - Secondary

Learning Objectives

• Students will build upon and develop skills introduced in Lesson 1. • Focusing on the use of independent learning, students will

identify and record historical connections to the fishing industry in Withernsea

• Students will develop skills in extracting key elements from research, building interpretation and evaluation skills.

• Students will establish basic skills in interviewing techniques building effective communication and investigative skills.

• Students will develop basic filming skills

Resources iPads Apps: Padlet, Showbie, Green Screen, Puppet Pals, Stop Motion, iMovie

Reference materials including on-line and offline materials.

East Coast:

http://www.eastyorkshirecoast.com/15-content/explore-the-shore/108-the-fishing-heritage-of-withernsea.html

Holderness Fishing Industry Group: http://www.hfig.org.uk

Yorkshire Wildlife Trust: http://www.ywt.org.uk/fisheries Visit to Fishing Compound

In this lesson the students will visit the Fishing Compound with the purpose of researching further information to expand their knowledge and understanding of the fishing industry past and present; and to broaden their resources for creating their videos.

5

Introduction

Continue to highlight and add to the main themes/topics from the discussion using the mind map created in Lesson 1.

Discussion:

Heritage

1. Who were the key people involved in the fishing industry in Withernsea?

2. What were the main issues that affected the fishing industry in Withernsea?

Fishing Today-

1. How has technology changed fishing? - Is this a good thing?

2. What happens to the produce caught by Withernsea fishermen?

Sustainability and Change -

3. What developments could be of benefit to the Withernsea fishing industry and Withernsea as a town - tourism etc.?

4. Other than fishermen, what jobs does the fishing industry include?

Activities

Collaborative Independent Research and Learning

Split the students into their small groups and using the mind maps, gather images and information about the subject of the images, that can be used in their videos backdrops.

Begin Script Writing

Students should consider all of the discussion questions from lessons 1 and 2, and their story board. The video should allow students to present their knowledge in a variety of ways, for example through animations, green screen, news desk reports etc. The videos should have a clear theme, and research should be continued throughout to ensure the video presents a robust reflection of the facts. The scripts should

6

include all members of the group, whether on-screen or filming. Music and sound effects should be considered, and the script should reflect this. The script should include credits at the end of the video.

Interviewing and Collecting Evidence

Students should plan what they are looking to find out at the Fishing Compound based upon their scripts. As a class, students need to establish what questions will be asked, and by whom. Students will collectively interview the representative. Students will record the interview to enable them to reference it in their videos. They should rehearse prior to the interview to ensure they develop clear communication skills, are collecting relevant useful information, and are competent and confident in using the iPads.

Filming On-Site

The site visit should give opportunity for collecting imagery. Consider what images they need for their video, such as backdrops etc. If they are using characters to tell a story, consider if they need to do some acting/filming at the location.

7

Withernsea Fishing Heritage Project

Lesson 3 - Secondary

• Students will build upon and develop skills introduced in Lessons 1 and 2

• Students will establish basic interviewing techniques building effective communication and investigative skills.

• Students will develop film making skills • Students will develop self-management, communication,

discussion, presentation and delegation skills.

Resources iPads. Apps: Padlet, Showbie, Green Screen, Puppet Pals, Stop Motion

Costumes and props (where applicable), animation materials

Introduction

Continue to highlight and add to the main themes/topics from the discussion using the mind map created in Lessons 1 and 2.

Discussion:

1. How will wind-farms affect the Withernsea fishing industry?

2. What developments could be of benefit to the Withernsea fishing industry and Withernsea as a town - tourism etc.?

3. Visit to Fishing Compound

In this lesson the students will visit the Fishing Compound with the purpose of researching further information to expand their knowledge and understanding of the fishing industry past and present; and to broaden their resources for creating their videos.

Activities

Interviewing and Collecting Evidence

Interviews should be conducted as a full cohort. Establish which students will ask which questions, (this can be just one student or one

8

from each group), ensuring no repetition of questions if using one student per group; or that questions are asked which will enable all students to record information needed for their film based upon their script, if using one student. Use iMovie to record the interviews. Consider the backgrounds and other factors such as sunlight, shadows etc. when interviewing.

Collaborative Learning - Film making

Students should start to create their films, establishing roles within the group. Using the apps, the films should then be produced in iMovie. Establish the apps to be used based on the scripts, and that students have an understanding of how to use the apps correctly.

Points to consider:

Animations - Using iMotion create animation aspects of the films first, as these should be done in one lesson to avoid issues regarding character placement and editing.

Puppet Pals - When introducing this app, many students will opt to “put on” a character voice. Ensure that their “voice” is easily understandable, and that the speech is clear to avoid muffled or incomprehensible audio.

DoInk (Green Screen) - Ensure students consider spacial awareness to avoid the images going out of the green screen area. Encourage students to speak clearly and loudly to avoid audio issues. Using a second iPad where possible, create an autocue.

9

Withernsea Fishing Heritage Project

Lesson 4 - Secondary

Learning Objectives

• Students will build upon and develop skills introduced in Lessons 1 2 & 3

• Students will further develop film making skills building effective collaboration, self-management, organisational, critical thinking, problem solving skills and presentation skills.

Resources

iPad Apps: - Padlet

- Showbie - DoInk (Green Screen) - Puppet Pals - Stop Motion

Costumes and props (where applicable) Animation materials

Introduction

Discuss progress made so far in producing films, and consider the following:

1. What resources am I going to include in my film?

2. How do I want my film to look?

3. What is the running order of my film?

4. What opening and closing credits am I going to use?

5. What music am I going to use?

Activities

Collaborative Learning - Film making

Following the start of the creation of their film in Lesson 3, their script and their mind maps, students should have a clear vision of their films, and what their film will include. Encourage the use of a number of different aspects in the films, including animation, green screen, and

10

presentation. Films should have opening credits, music and closing credits.

Students should consider how the different aspects of the film will link together, ensuring fluidity and that their chosen theme is clear throughout.

All of the films should be produced in iMovie.

Peer Reflection and Assessment

Once all of the films have been completed, they should be screened to enable reflection and formative feedback.