Who is out front pushing the boundaries of health care and health in general? This prompt asks you to explore health innovations that are saving lives, touching your world, or are just plain amazing.
Go HERE to complete the full assignment.
People are interested in other people. Everyone has something to celebrate and something to complain about. We like unusual stories of people who accomplish amazing feats or handle a life crisis because we can identify with them.
People are attracted to information that helps them make good decisions. If you like music, you find musician interviews relevant. If you’re looking for a job, the business news is relevant. We need to depend on relevant information that helps us make decisions.
A conversation between two or more people where the purpose is to gather information and facts. The interviewer asks questions and the interviewee provides information based on their knowledge about a specific topic or issue.
The term “empathy” is used to describe a wide range of experiences. A generally definition is the ability to sense other people’s emotions, coupled with the ability to imagine what someone else might be thinking or feeling. In media-making, creators can have empathy for their subjects and the audience can empathize with the characters.
Video stories about newsworthy issues and topics, factual information, balanced reporting, research, voice overs, soundbites, b-roll footage, infographics, reporter standup, nats (natural sound bites).
The story of one person, has voiceover (VO), b-roll, pictures, nats (natural sound), interviews of family members or peers of that one person.
A short video clip that captures the interview subject in their natural state. It involves a person looking into the lens for a few seconds. It’s like a still photo but video!
The availability of facts or information indicating whether a belief or proposition is true or valid
A person who has a comprehensive and authoritative knowledge of or skill in a particular area.
An investigation into and study of sources in order to establish facts and reach new conclusions.
A desire to learn and know about something or anything.
Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. (NGSS HS-LS3-3)
Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. (NGSS HS-LS4-1)
Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. (NGSS HS-ESS3-1)
Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. (NGSS HS-ETS1-1)
Explain how a question reflects an enduring issue in the field and explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question. (NCSS D1.1.9-12 - D1.2.9-12)
Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question and explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. (NCSS D1.3.9-12 - D1.4.9-12)
Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources. (NCSS D1.5.9-12)
In order to act responsibly and effectively, citizens must understand the important institutions of their society and the principles that these institutions are intended to reflect. That requires mastery of a body of knowledge about law, politics, and government. (NCSS D2.Civ.1.9-12 - D2.Civ.6.9-12)
Civics teaches the principles—such as adherence to the social contract, consent of the governed, limited government, legitimate authority, federalism, and separation of powers—that are meant to guide official institutions such as legislatures, courts, and government agencies. (NCSS D2.Civ.7.9-12 - D2.Civ.10.9-12)
Civics is the discipline of the social studies most directly concerned with the processes and rules by which groups of people make decisions, govern them- selves, and address public problems. (NCSS D2.Civ.11.9-12 - D2.Civ.14.9-12)
At its heart, chronological reasoning requires understanding processes of change and continuity over time, which means assessing similarities and differences between historical periods and between the past and present. (NCSS D2.His.1.9-12 - D2.His.3.9-12)
Historical understanding requires recognizing this multiplicity of points of view in the past, which makes it important to seek out a range of sources on any historical question rather than simply use those that are easiest to find. It also requires recognizing that perspectives change over time, so that historical understanding requires developing a sense of empathy with people in the past whose perspectives might be very different from those of today. (NCSS D2.His.4.9-12 - D2.His.8.9-12)
Whether students are constructing opinions, explanation, or arguments, they will gather information from a variety of sources and evaluate the relevance of that information. (NCSS D3.1.9-12 - D3.2.9-12)
Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences. (ISTE)
Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. (ISTE)
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. (ISTE)
Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. (ISTE)
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. (ISTE)
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. (ISTE)
Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. (ISTE)
Journalism
Representation
Video Production
Civics
Media Literacy
Science
Education
Digital Literacy/Citizenship
STEM
Health
Mental Health
Intermediate
Advanced
Post It Notes
Video Conference Software. IE: Zoom or Google Meet
Camera or Mobile Phone
Mobile Phone
Internet
Notebook
2-4 weeks
A lot of discovery and technology that creates innovation happens inside a computer and all you can see are screens and hands on keyboards. This is fine if the end result affects people, places and things that you can film. Ideally your Innovators are doing something you can easily capture with your cameras.
Think of youth voices. Are there young Innovators in your community who are making a difference by helping seniors access vaccines, 3-D printing, healthcare delivery and follow up, invention, or another form of innovation? Does your subject touch the lives of young people, can we hear from them? (Remember to get a release if under 18)
Video Profile of an individual that is a standout in their field, inventing something that is making a significant impact on people or our world, low cost ways of delivering eye surgery, or the designer of smart clothing that can detect start of an epileptic seizure, or someone like the innovator in this video: Concussion survivor invents helmet sensors
Video Feature of a new industry or application that will touch all our lives. Who are the players, what is driving this push, what are the risks, what are the benefits, what are the obstacles, how do your characters anticipate and overcome obstacles?
Video Feature Example (produced by SRL Academy students in 3 days):
Bringing Fresh Produce to DC’s Food Deserts
Video News Package about a breakthrough or new application. Video Example:
EXAMPLE OF DESIRED COMPOSITION FOR RAPID RESPONSES:
Looking at the camera, centered, from the chest up, eyes on upper third, normal headroom.
USE/DOWNLOAD: SRL RAPID RESPONSES SKILLS AND STANDARDS CHECKLIST
This challenge does not have an active deadline to submit to PBS NewsHour Student Reporting Labs. However, students are encouraged to publish their stories on their school/club/program website or through video/social platforms such as YouTube, Instagram or Twitter and tag Student Reporting Labs. Check with your teacher to find out instructions for class submissions.
FACEBOOK: /STUDENTREPORTINGLABS