Download Conservation Messaging

[DRAFT 9-6-12]
Conservation Messaging
Can your advertisement help conserve fish species?
Grade Level: 6-12
Content Area: Language Arts, Social Studies, Science, Expressive Arts, Environmental Education
Method: Students produce a video commercial about actions people can take to conserve fish and aquatic
environments.
Materials: Video recorder with microphone, computer with video editing software, audio recorder (optional),
Copy Me page: Conservation Message Planning Guide (one for each group of four students), costumes, art
supplies
Activity time: two or three 40-minute sessions
People Power: any size group
Setting: classroom, outdoors
Conceptual Framework Topic References: CPIA, CPIB, CPIIB, CPIIC, PLIBI, AAIB, AAIIB, RAIC
Terms to Know: aquatic, habitat, protection, restoration
Appendices: Using Local Resources
Objectives
Students will (1) research threats to fish and aquatic habitats (1) explain what can be done to conserve and
restore aquatic habitats, (2) plan and produce a video about actions people can take to conserve fish and their
habitats
Background
Lakes, rivers, and streams provide habitat for countless numbers of fish and myriad other organisms, such as
turtles, frogs, birds, mammals and aquatic insects, that are an integral part of healthy aquatic ecosystems.
Unfortunately, many people do not realize that these fragile and dynamic systems can be damaged by a wide
range of human activities and products such as construction projects, farming, sewage treatment facilities, lawn
fertilizers, and storm water runoff. The introduction of non-native species into an ecosystem may have far
reaching consequences . Any human action that impacts the basic life requirements for fish (e.g., including
water quality and quantity, food supply, space, or shelter) has the potential to harm aquatic wildlife.
Aquatic ecosystems require protection and conservation, and in some cases restoration efforts, to ensure
aquatic life is able to survive. Protection measures include setting aside land as parks and wildlife habitat,
prohibiting the dumping of trash into aquatic environments, and regulating the use of possible aquatic
pollutants like fertilizers. Examples of restoration projects include replanting native plant species, collecting
garbage from beaches and other aquatic habitats, and rebuilding eroded stream and river banks.
TV and Internet commercials are a vehicle for conveying messages and influencing people’s decisions and
activities. A well-designed message encouraging activities that help protect and conserve fish habitats or
restore degraded aquatic ecosystems is one way to get people to take action to conserve fishes and their
habitat.
Procedure
1. In a class discussion, have students generate ideas about threats to fish and aquatic habitats. What are some
possible solutions to these threats? List both threats and possible solutions on a board.
2. Divide the class into groups of four and have each group pick a topic from the class list to research. Student
research should include exploring local or regional aquatic resource issues. Students will then narrow their
focus to a specific issue for which they will design a 60-90 second commercial.
3. Once students have conducted their research, have each group create a message box to solidify their message.
Each message box should contain five components: 1) the issue, 2) why the issue is a problem, 3) why people
should care, 4) action(s) to help solve the problem, and 5) benefit(s) to addressing the problem. Be sure to tell
students to limit their message to one or two main issues in order to make it easier for their audience to
understand. An example message box can be found below.
Problem:
Excess nutrients in waterways are
causing harmful algal blooms.
Benefits:
It is cheaper to use less fertilizer,
and aquatic habitats will be
healthier.
Issue:
Eutrophication
So What?
Algal blooms deplete oxygen which
kill fish.
Actions:
Encourage people to use less
fertilizer
4. Have students identify their target audience. Using their message box, discuss and decide upon a strategy to
influence their audience through a commercial.
5. Distribute the Conservation Messaging Planning Guide to each group and discuss each component. Students
then fill out the form as they complete detailed planning of their commercial.
6. Encourage students to include a variety of props, sets, costumes, characters, artwork, photos, graphics, and
music to help convey their message. Encourage students to develop a song or slogan to make their message
more memorable. Students may find online photo images available for use through the U.S. Fish and Wildlife
Service or through state wildlife agencies. Be sure to check guidelines or procedures for permission to use
photos, audio recordings or video clips from other sources.
7. OPTIONAL: In addition to completing the Planning Guide, students may want to illustrate (storyboard) their
advertisement while planning.
8. Have students rehearse their commercials, and then perform them in front of the class. Video record the
commercials. Alternatively, you can task students with recording and editing their own commercials to show to
the class.
In Step with STEM
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Students can create computer generated graphics, images and audio recordings to enhance their
commercials.
Students can take photos, videos and audio recordings at local aquatic habitats to incorporate into their
commercials.
Visit www.projectwild.org/aquatic for free online digital media production resources students can use to
develop, edit and launch their videos.
(Note—links will be provided from WILD website’s In Step with STEM page to Animoto –
http://animoto.com; Masher – http://www.masher.com; One True Media – http://onetruemedia.com
FlipBook - http://flipbook.tv/; Kid’s Vid http://kidsvid.4teachers.org/http://kidsvid.4teachers.org/nav_pages/about.shtm)
WILD Work
Photographers, videographers, editors, writers and other communications specialists help document and
publicize wildlife, habitats, ecosystems and conservation efforts through magazines, websites, TV and radio. For
more information on these occupations, visit www.projectwild.org/aquatic.
Extensions
1.Have students identify a local aquatic environment in need of conservation or restoration and design a public
awareness campaign around it.
2. Have students design posters that share ideas about how people can care for aquatic ecosystems. Hang these
posters in appropriate places in the school and community.
3. Organize a visit to a local TV or radio station where students can discuss their experience with broadcasting
professionals. State wildlife agencies are also involved in TV, Internet, radio and magazine programing and
production. Share ideas for how to promote aquatic conservation in the community.
4. Arrange for students to present their commercials to different audiences such as another class or a group of
parents.
Evaluation
1. After watching each group’s commercial, have students identify (1) the target audience, (2) the main problem
or issue (3) actions that can be taken to help solve the problem (4) strategies used to encourage people to take
action.
2. Have students critique each other’s commercials. Which commercials are most apt to be successful and why?
3. List three things that could be done to help conserve aquatic habitats and wildlife.
This activity was adapted with permission from Ontario Ministry of Natural Resources.
Copyright 2012, Council for Environmental Education.
COPY ME
Conservation Messaging Planning Guide
Production Title ________________________________________________________
Scene
Audio
Example Boy &
girl
talking
Camera
Shot
Fade in
Short Synopsis of Action
by Shots
Two people sitting in
chairs talking
Props
& Set
Chairs, table
Wardrobe & Character
Changes
School clothes
COPY ME
How to Use the Conservation Messaging Planning Guide
SCENE NO.
Number every new or changing scene or shot.
AUDIO
If you want to use music or other sounds in the background, note them in this column. All music
should be digitally recorded. If recording sounds that are not captured through your video recorder make sure
you have a microphone and audio recording device. If you want music to play only at a certain time and not
throughout the commercial, note when to start and stop the music.
CAMERA SHOTS
Close-up
Use if you want only a close-up shot of one thing and nothing else (your product, a
person’s face, a piece of litter, etc.).
Zoom in or out
A zoom changes the width of what you see; for example, if you see two people in your
camera lens and you want to see a third person who was standing beside them, you would
zoom out. If you see a group of people through the lens and you want to take a picture of
only one of them, you would zoom in.
Fade in
Fade out
What you do when you gradually focus in on the subject.
What you do when you gradually move away from the scene.
SHORT SYNOPSIS OF ACTION BY SHOTS
This is a short written description of what is happening in each shot.
PROPS & SET
This is a checklist of the things you will use in the commercial. It will help your group remember everything that
is needed.
WARDROBE & CHARACTER CHANGES
List all the costumes that your group will need. Character changes occur when one person is playing more than
one character I the commercial. The person could change clothes for the new character or perhaps wear a wig
or glasses.