Video Design Draft Plan

Actors:

Mainly, we will have two high school students to be our actors.. Madlyn and Heather prefer them to be girls. So Cathy will look for candidates who take drama courses from her neighborhood, and check with Madlyn at the same time.

Part I: Scientist Introduction (30-40 seconds)

In this video, the teen scientist will do a brief introduction which covers the below talking points

1. introduce herself
2. address the definition of classification, but not in a abstruse way that the 4th graders cannot understand;
3. clarify why we classify
4. make reference on observation module and demonstrate normal life classification examples (activate the learner's schema)
5. introduce curator (transit to Part II videos)

Part II Video: Curator Explanation and Question (50s + 40s + 30s, need 2 pages)

Part II video will be composed by 3 individual video clips presented on two pages.

Curator 1 (C1) will include:

1. greeting students
2. introduce herself as a curator and her daily work
3. address the general principles on how to classify;
4. present 5 museum items belong to the same category
5. ask the students to think how they would classify the 5 items based on their prior knowledge and what the curator just addressed;
6. instruct the student to proceed to next page to watch two classification example videos and justify their results;
7. instruct the students to be prepared for the main activity after watching the example videos.

 C2 will include:

1. demonstrate how the curator classify the 5 items;
2. clearly clarify the thinking process of how and why the curator classify them in two different ways;
3. remind the students that there are more different ways to classify these 5 items and that they should not be limited by what the curator just presented.

 C3 will include:

1. demonstrate a "less-scientific" way to classify the items;
2. explain why it's a "less-scientific" way compared to "scientific" ways, and how to avoid it;
3. cheer the students if they do not classify in the "less-scientific" way and encourage them to test their knowledge in the main activity. 

Part II videos can be associated to scaffolding and modeling learning theories.