NSCC Educator Pack Halifax, Nova Scotia
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APRIL - 2013
Halifax, Nova Scotia
NSCC Educator Packfo r h i re
re a t i v it y
C
Applied Media & Communication Arts
Digital Animation
It takes a lot of behind-
the-scenes roles in any film,
video and media production
and NSCC has programs to
prepare you for them all.
Graphic & Print Production
Graphic Design You learn in studio environments that
use the latest industry software and
Interactive & Motion Graphics
equipment and from instructors who
Music Arts share their skills and industry experience
Music Business to support the development of your craft.
You also collaborate on productions with
Photography students in other related programs and
Radio & Television Arts are connected to industry through your
work terms and major projects. So when
Recording Arts
you’re ready to start work, you’re well
Screen Arts prepared to hit the ground running.Table of Contents
4–7 Festival Schedule
9 Our Sponsors
10–11 Greetings
12 Box Office info
13 Funding info
14 Welcome
15 Film Index
16 Curriculum Connections Index
17–18 Relevant Nova Scotia Specific
Curriculum Outcomes
19–22 Shorts Lesson Plans
23–34 Features Lesson Plans
35–41 Programme FrançaisSATURDAY, APRIL 13
10:00 AM DIY Documentary for Young Women CBC Radio Room Ages 13 - 18
SUNDAY, APRIL 14
Screen Arts Day at Nova Scotia NSCC Waterfront
11:00 AM Ages 15 - 18
Community College Campus
MONDAY, APRIL 15
NSCC Waterfront
10:00 AM ViewFinders Career Day Grades 10 - 12
Campus
NSCAD Adademy
1:00 PM ViewFinders Career Day Grades 10 - 12
Building
TUESDAY, APRIL 16 - TUESDAY SCHOOL PROGRAM: ELEMENTARY DAY
Empire Theatres
10:00 AM Elementary Shorts 4 Grades P - 3
Park Lane
Empire Theatres
10:30 AM Sons of Ram Grades 5 - 7
Park Lane
Empire Theatres
1:00 PM Elementary Shorts 3 Grades 4 - 6
Park Lane
Empire Theatres
10:00 AM Elementary Shorts 4 Grades P - 3
Dartmouth Crossing
Empire Theatres
10:10 AM Alien Invasion Blue Screen Grades 3 - 7
Dartmouth Crossing
Empire Theatres
10:15 AM Fidgety Bram Grades 3 - 6
Dartmouth Crossing
Empire Theatres
10:20 AM One Frame at a Time: Beginner's Guide to Stop-Motion Animation Grades 5 - 7
Dartmouth Crossing
Empire Theatres
10:30 AM Elementary Shorts 1 Grades P - 6
Dartmouth Crossing
Empire Theatres
10:30 AM From Make Believe to Making Them Laugh: Comedic Acting for Kids Grades 3 - 7
Dartmouth Crossing
Empire Theatres
12:10 PM Alien Invasion Blue Screen Grades 3 - 7
Dartmouth Crossing
Empire Theatres
12:15 PM Elementary Shorts 2 Grades 4 - 6
Dartmouth Crossing
Empire Theatres
12:20 PM One Frame at a Time: Beginner's Guide to Stop-Motion Animation Grades 5 - 7
Dartmouth Crossing
Empire Theatres
12:30 PM Elementary Shorts 3 Grades 4 - 6
Dartmouth Crossing
Empire Theatres
12:30 PM From Make Believe to Making Them Laugh: Comedic Acting for Kids Grades 3 - 7
Dartmouth Crossing
Empire Theatres
6:00 PM Reception All Ages
Dartmouth Crossing
Empire Theatres
7:00 PM Opening Gala: Blackbird Ages 14+
Dartmouth Crossing
Dartmouth Crossing Workshop
LEGEND / Panel Presentation Dartmouth Crossing Evening Event
Park Lane Film Screening Dartmouth Crossing Film Screening Master Class (Various Locations)
4MERCREDI, 17 AVRIL - WEDNESDAY SCHOOL PROGRAM: PROGRAMME FRANÇAIS
Théâtre Empire Park
10h00 Kirikou et les hommes et les femmes 3e à la 6e
Lane
Théâtre Empire Park
10h30 Courts mètrages 3 Maternelle à la 6e
Lane
Théâtre Empire Park
13h00 Courts mètrages 2 4e à la 6e
Lane
Théâtre Empire
10h00 Le Tableau 9e à la 12e
Dartmouth Crossing
Théâtre Empire
10h05 Les Pee-Wee: l'hiver qui a changé ma vie 6e à la 10e
Dartmouth Crossing
Théâtre Empire
10h10 Blue Screen Invasion étrangère 4e à la 7e
Dartmouth Crossing
Théâtre Empire
10h15 Courts mètrages 1 4e à la 6e
Dartmouth Crossing
Théâtre Empire
10h20 Atelier sur la documentaire 5e à la 9e
Dartmouth Crossing
Théâtre Empire
10h30 Le jour des corneilles 4e à la 12e
Dartmouth Crossing
Théâtre Empire
10h30 Leçon de cinéma 7e à la 12e
Dartmouth Crossing
Théâtre Empire
12h00 Ernest & Celestine 1e à la 4e
Dartmouth Crossing
Théâtre Empire
12h10 Blue Screen Invasion étrangère 4e à la 7e
Dartmouth Crossing
Théâtre Empire
12h15 Courts mètrages 2 4e à la 6e
Dartmouth Crossing
Théâtre Empire
12h20 Atelier sur la documentaire 5e à la 9e
Dartmouth Crossing
Théâtre Empire
12h30 L'enfant d'en haut 10e à la 12e
Dartmouth Crossing
Théâtre Empire
12h30 Leçon de cinéma 7e à la 12e
Dartmouth Crossing
Théâtre Empire
18h00 Reception Visa Général
Dartmouth Crossing
Théâtre Empire
19h00 Gala Français: Esimésac Visa Général
Dartmouth Crossing
5THURSDAY, APRIL 18 - THURSDAY SCHOOL PROGRAM: DIGITAL DAY
Empire Theatres
10:00 AM Wickie and the Treasure of the Gods Grades 7 - 9
Park Lane
Empire Theatres
10:30 AM Junior High Shorts 2 Grades 7 - 9
Park Lane
Empire Theatres
1:00 PM Red, White, Black and Blue Grades 7 - 12
Park Lane
TPB AFK: The Pirate Bay Away From Empire Theatres
10:00 AM Grades 10 - 12
Keyboard - Film Screening Dartmouth Crossing
Empire Theatres
10:10 AM Special Effects Workshop Grades 9 - 12
Dartmouth Crossing
Empire Theatres
10:05 AM Brooklyn Castle Grades 7 - 12
Dartmouth Crossing
Empire Theatres
10:15 AM Junior High Shorts 1 Grades 7 - 9
Dartmouth Crossing
Empire Theatres
10:20 AM Game Development Workshop Grades 9 - 12
Dartmouth Crossing
Empire Theatres
10:30 AM Junior High Shorts 2 Grades 7 - 9
Dartmouth Crossing
Empire Theatres
10:30 AM Digital DIY Filmmaking Grades 7 - 12
Dartmouth Crossing
TPB AFK: The Pirate Bay Away From Empire Theatres
12:00 PM Grades 10 - 12
Keyboard - Panel Discussion Dartmouth Crossing
Empire Theatres
12:10 PM Special Effects Workshop Grades 9 - 12
Dartmouth Crossing
Empire Theatres
12:15 PM The Zigzag Kid Grades 6 - 8
Dartmouth Crossing
Empire Theatres
12:20 PM Game Development Workshop Grades 9 - 12
Dartmouth Crossing
Empire Theatres
12:30 PM Junior High Shorts 3 Grades 7 - 9
Dartmouth Crossing
Empire Theatres
12:30 PM Ad-Dispatch Presentation: Augmented Reality & Digital Media Grades 7 - 12
Dartmouth Crossing
Empire Theatres
6:00 PM Reception All Ages
Dartmouth Crossing
Empire Theatres
7:00 PM Green Screen Gala All Ages
Dartmouth Crossing
6FRIDAY, APRIL 19 - FRIDAY SCHOOL PROGRAM: INDUSTRY DAY
Empire Theatres
10:00 AM Building Legends Grades 7 - 12
Park Lane
Empire Theatres
10:00 AM Anti-Bullying Shorts Grades 7 - 12
Park Lane
Empire Theatres
1:00 PM Only the Young Grades 10 - 12
Park Lane
Empire Theatres
10:10 AM The Principles of Film Analysis Grades 9 - 12
Dartmouth Crossing
Empire Theatres
10:15 AM Chasing Ice Grades 7 - 12
Dartmouth Crossing
Empire Theatres
10:20 AM Keep it Brief: Short Film Writing Grades 9 - 12
Dartmouth Crossing
Empire Theatres
10:30 AM High School Shorts 1 Grades 7 - 12
Dartmouth Crossing
Empire Theatres
10:30 AM Panel Discussion: Paths to a Career in Film Grades 9 - 12
Dartmouth Crossing
Empire Theatres
12:10 PM Putting the Pieces Together: Project Development Grades 9 - 12
Dartmouth Crossing
Empire Theatres
12:15 PM Revolution Grades 4 - 12
Dartmouth Crossing
Empire Theatres
12:20 PM Keep it Brief: Short Film Writing Grades 9 - 12
Dartmouth Crossing
Empire Theatres
12:30 PM High School Shorts 2 Grades 7 - 12
Dartmouth Crossing
Empire Theatres
12:30 PM Quiet on the Set: Film Production Etiquette Grades 7 - 12
Dartmouth Crossing
Empire Theatres
6:00 PM Reception All Ages
Dartmouth Crossing
Empire Theatres
7:00 PM ViewFinders Productions Gala All Ages
Dartmouth Crossing
SATURDAY, APRIL 20 - YOUTH FILMMAKING DAY
Semifinalist Screening: NBCUniversal Empire Theatres
11:00 AM All Ages
Film Challenge Dartmouth Crossing
Empire Theatres
12:00 PM Workshop Zone - Drop-in & take part All Ages
Dartmouth Crossing
Semifinalist Screening: NBCUniversal Empire Theatres
1:00 PM All Ages
Film Challenge Dartmouth Crossing
Empire Theatres
2:00 AM Workshop Zone - Drop-in & take part All Ages
Dartmouth Crossing
Semifinalist Screening: NBCUniversal Empire Theatres
3:00 PM All Ages
Film Challenge Dartmouth Crossing
Empire Theatres
6:00 PM Reception All Ages
Dartmouth Crossing
Finalist Screening: NBCUniversal Empire Theatres
7:00 PM All Ages
Film Challenge Dartmouth Crossing
7Our Sponsors
The Atlantic Film Festival gratefully acknowledges the following organizations for their
generous support, which makes ViewFinders: Atlantic Film Festival for Youth possible.
FOUNDING PARTNERS
PRESTIGE PARTNER
PLATINUM PARTNERS
GOVERNMENT PARTNERS
GOLD PARTNERS
SILVER PARTNERS
BRONZE PARTNERS
ViewFinders would like to acknowledge the generous donation of Margaret & David Fountain to the
Atlantic Film Festival’s endeavors.
CONTRIBUTING DIVISIONS OF THE NOVA SCOTIA
COMMUNITY PARTNERS DEPARTMENT OF EDUCATION
• Ad-Dispatch • Direction des services acadiens et de langue français
• Alliance Française • English Program Services
• Conseil communautaire du Grand-Havre • Mi’kmaq Liaison Office
• Halifax Public Libraries • Programmes de français langue seconde
• Kids Help Phone • Youth Pathways and Transitions
• Metro Transit
• Nova Scotia College of Art and Design
• Radio-Canada
• La Tournée du cinéma québécois
9Welcome to ViewFinders
To inspire. If there was one reason for ViewFinders: Atlantic Film Festival for Youth to exist, that’s what it
would be. And we’ve seen the results first-hand: through contact with inspiring work, young people
are inspired to take on their own projects and, in turn, begin to inspire those that follow. That’s an overload
of inspiration! It is my pleasure to welcome you to a week guaranteed to entertain, enlighten and engage.
On behalf of ViewFinders, I’d like to thank our generous sponsors and government partners. Your belief
in the importance of Atlantic Canada’s Youth makes ViewFinders possible. Thanks also to our year-round
colleagues at the Atlantic Film Festival, along with the leadership of its Board of Directors and its committed
core of volunteers. We are proud to be a part of such an impressive family of programs.
A very special thank you to two individuals who inspire me day-in and day-out: Programming Manager
Mark Flindall, who has put together the best-built film program I’ve ever seen; and to ViewFinders
Coordinator Jeff Parker, whose workshop program is fresh and exciting, and whose energy and
enthusiasm is infective.
As you enjoy the many sights and sounds of ViewFinders, please remember that we strive to provide many
opportunities for youth to learn and grow throughout the year. So visit us from time-to-time to find out
about ViewFinders film productions, film competitions, school tours and so much more.
Jason Beaudry, ViewFinders Director
I hope you’re going to love this film program. I know I do, but I made it and I’m paid to make it, so you
probably don’t trust me.
If it helps we’re a non-profit so it really wasn’t that much money.
This year I couldn’t be more excited to be opening the festival with an amazing local film called
Blackbird. Unless you’ve cut yourself off from polite society you know that it has been setting the world
on fire and has won major awards all across Canada including cleaning up at our own Atlantic Film
Festival. The film itself deals with some tough topics but it’s a dynamic and realistic depiction of troubled
youth and a film that will be remembered for years to come. It also doesn’t hurt that the filmmakers are
great guys and have the money to pay film programmers to say nice things about them in program guide
welcome messages. JK.
The rest of the program is the best thing that has ever existed on Earth which can’t be disproven unless
you come and check it out for yourself. And when you come check it out you will be treated to some of
the best feature and short films currently being made by, for and about youth. I would like to thank
all of the filmmakers because we obviously couldn’t do it without them. At least not until the robots
take over, and I for one welcome our filmmaking robot overlords with open arms.
I would like to thank all of my co-workers for their support and hard work. It’s fun to be on a team with
such dedicated people and I want to thank Jenna Dufton, Jason Beaudry and Jeff Parker for being great at
high fives. Let’s have some fun and learn some stuff.
Mark Flindall, Programming Manager
When children explore creativity in their early years, it can spark an interest that lasts a lifetime.
ViewFinders offers a unique educational opportunity for young filmmakers: they learn how to present
and develop creative ideas; gain knowledge about how to work on their own and in teams; and they
benefit from professional mentors who can help them deliver artistic vision. Who knows where that might
lead in the future?
At NSCC, we believe the learning journey is as important as the outcome, so we applaud the efforts of
the ViewFinders team and all the educators and volunteers who bring this festival to life every year. As
always, we look forward to watching the next group of budding artists tell their stories that will no doubt
entertain, surprise and move us.
The NSCC Educator Pack, used in conjunction with the films screened during the Festival, provides a
valuable teaching resource that will help our youth better understand the world and its issues, find their
voice and make their mark upon the world tomorrow. NSCC is proud to support ViewFinders and wish
you every success.
Sheri McKillop, Dean, School of Applied Arts & New Media, Nova Scotia Community College
10Welcome to ViewFinders
Youth is a time of imagination and wonder and the experience of film is an integral part of the development
of our burgeoning perception of the world as we grow and learn.
It is with great pleasure that we welcome you to the 12th annual Viewfinders: Atlantic Film Festival for Youth.
A week filled with learning and excitement for all ages.
Over the course of these dozen years Viewfinders has grown from a celebration of youth oriented film to
encompass not only viewing but learning about the art of making films from every aspect of the process.
Whether it is production, directing, editing, performing, marketing or distributing a film we open the door
to possibility for our participants.
The ability for youth to acquire a camera and shout “action” has never been more accessible and this
ability to see the world through their eyes is one we embrace.
On behalf of the entire team at the Atlantic Film Festival we congratulate Jason, Mark, Jeff and the VF
team on an incredible job putting together a Festival that matters.
The Festival experience is a shared one and we are elated to be sharing it with you.
Wayne Carter, Executive Director
ViewFinders Staff Atlantic Film Festival Staff
Jason Beaudry Director, ViewFinders Wayne Carter Executive Director
Mark Flindall ViewFinders Programming Manager Andrea Thomas Director of Operations
Jeff Parker ViewFinders Coordinator Laura MacKenzie Director, Strategic Partners
Luckas Cardona Producer, ViewFinders Productions Darren Johnson Senior Marketing Manager
Craig Chippett Marketing & Communications Assistant Pat Martin Technical Director
Chris Clements Operations Coordinator David Cotie IT Manager
Jenna Dufton Programmer Colleen MacIsaac Partnership & Development Manager
Jules Hobin Sponsorship Relations Coordinator Heidi Mossman Finance Manager
Kelci MacDonald Graphic Designer Wendy Phillips Publicist
Heather Sinclair Educator Services Coordinator Darin Roche Business Development Manager
Alyson Sanders Industry Partnerships Manager
Rose Zack Regional Outreach and Engagement Manager
Atlantic Film Festival Board of Directors
CHAIR Bruce MacCormack DIRECTORS Greg Lutes
Program Architect-Media Asset Publisher, Metro Halifax
Geoff D’Eon
Management, Canadian Broadcast
Founder & Executive Producer, Fred Mattocks
Corporation
Pilot Light Productions General Manager of Media
VICE CHAIR Teri Anderson Operations & Technology for
Lynn Devereaux
President, T.L. Anderson Inc English Services, Canadian
Manager, Personnel Support
Broadcasting Corporation
SECRETARY Mark Gosine Programs, Canadian Forces
Secretary & General Counsel, Base Halifax Lisa Mills
DHX Media Ltd. wMental Health Foundation of
Julia Law
Nova Scotia
TREASURER Dave Strong Organizational Design Consultant
President Andrea Shakespeare
Dean Leland
Strong Consulting. Associate, Stewart McKelvey
Vice President, Media & Studio
Relations, Empire Theatres Limited
Lifetime Ex-Officio
Donald McDougall Bill Niven
Partner, Stewart McKelvey Producer, Idlewild Films
11To obtain tickets to ViewFinders school programs,
screenings and workshops:
ONLINE
atlanticfilm.com/vf
In 2013, ViewFinders is proud to offer an online reservation system built specifically for educators.
If you have any questions, please call 902-420-4331.
BY PHONE
ViewFinders Ticket Hotline
902-420-4331
Hours of operation
March 4 – April 15 Monday - Friday 8:30 AM – 5:30 PM
April 16 – April 20 Tuesday - Saturday 7:30 AM – 7:00 PM
IN PERSON
ViewFinders Box Office, Empire Theatres Dartmouth Crossing
145 Shubie Drive, Dartmouth Crossing, Dartmouth
Hours of operation
Tuesday, April 16 9:00 AM – 3:00 PM
Wednesday, April 17 9:00 AM – 3:00 PM
Thursday, April 18 9:00 AM – 3:00 PM / 6:00 PM – 7:30 PM
Friday, April 19 9:00 AM – 3:00 PM / 6:00 PM – 7:30 PM
Saturday, April 20 9:00 AM – 3:00 PM / 6:00 PM – 7:30 PM
PRICES
School Program: Half Day $6.00
School Program: Full Day $10.00
Evening Screenings (after 6PM) $10.00
Matinees (before 6PM) $6.00
ViewFinders Master Classes $10.00
ViewFinders All Access Pass $60.00
IMPORTANT INFORMATION SCREENING & WORKSHOP LOCATIONS
What’s at the Box Office?
CBC Radio Room
Tickets for all ViewFinders screenings, workshops and CBC Radio Building
activities, same-day tickets. Staff will process multi-ticket 1599 South Park, Halifax
orders and telephone orders. Call 902-420-4331 to order.
Payment options NSCAD Academy Building
1649 Brunswick Street, Halifax
By phone: Visa, MasterCard or American Express
ViewFinders Box Office: All of the above, plus cash and NSCC Waterfront Campus
debit card 80 Mawiomi Place, Dartmouth
Please note: Empire Theatres Dartmouth Crossing
- Festival Screenings and activities will start on time. 145 Shubie Drive, Dartmouth Crossing,
- No refunds or exchanges on tickets. Dartmouth
- All ticket holders must be at the theatre at least 15
minutes prior to the start of the film. Empire Theatres, Park Lane
- Management reserves the right to refuse admission to 5657 Spring Garden Road, Halifax
latecomers.
12EMPIRE THEATRES BUS FUNDING
Empire Theatres has been a proud supporter of ViewFinders since 2002 and generously
provides funding to subsidize some of the cost of bussing classes to the ViewFinders School
Program.
Bus funding is available for classes booked to attend ViewFinders screenings and workshops.
It is intended as a partial subsidy, not to cover your entire transportation cost. Coming from
within HRM? You are eligible for up to $3.00 per student. Coming from outside HRM? You
are eligible for up to $250 in total. Funds are limited and will be divided on a first-come, first-
serve basis.
You can apply for bus funding the same time you order your tickets to ViewFinders.
Bursary Program
Our Bursary Program lends a hand to classes needing a little extra assistance to take part in
ViewFinders. For more information on any of our funding programs, please contact Jason
Beaudry, ViewFinders Directors at 902-420-4430 or jasonb@atlanticfilm.com
13Welcome to ViewFinders
ViewFinders: Atlantic Film Festival for Youth is a five-day Why teach media literacy?
celebration of film, video and media geared towards youth ages Media does more than entertain and divert us. Films, television and
3 -18. ViewFinders includes a comprehensive school program videos can bring us together in shared experiences and provide
complete with a guide for educators, as well as evening and common reference points. As an educational tool, moving images
weekend screenings and events for families and young adults. provide opportunities for critical thinking strategies, dialogical
ViewFinders features films from around the world and includes reasoning, cross-media experiences, semiotics, and expose us to
a selection of films made by youth. alternative points of view.
The name of the festival comes from the part of the camera called By encouraging students to become active and critical viewers
the “viewfinder”which is the optical window that frames an image. of film, video and television, we are providing them the skills to
It is our hope that the Festival inspires young people to find and reflect, challenge and participate fully in our media-enriched
broaden their own views of the world through hands-on media culture.
workshops, networking with professionals in the industry, and
exposure to the large scope of international cinema. Important Disclaimer
How to use this curriculum pack: A note to teachers Reproduction or publication of this guide either in part or in it’s
entirety other than for educational and lesson planning purposes
This curriculum pack is designed with the busy teacher in mind.
pre-approved by the ViewFinders: Atlantic Film Festival for Youth/
Therefore, activities require minimal preparation time aside from
The Atlantic Film Festival Association is prohibited. Written
reading, photocopying and preparing materials. After scanning
permission to use this content must be obtained by the Atlantic
the pre-screening and post-screening activities to determine
Film Festival Association.
suitability and materials required, teachers are encouraged to use
the activity notes for quick glance reference in class. This pack
contains the following: (1) an introduction; (2) a list of film titles;
(3) pre-screening and post-screening activities for feature films and
shorts programs; (4) an appendix of information and worksheets;
and (5) a glossary of useful film terms. The guide also contains
French language programs.
In this guide, you will find the following:
1. Relevant Nova Scotia SCOs;
2. Pre-screening and post-screening activities that can be used
with each feature film or short program; and
3. Suggested resources on related websites for student reference,
research and supplementary use by teachers.
14Film Index
ENGLISH PROGRAM PROGRAMME FRANÇAIS
Brooklyn Castle Revolution L’enfant d’en haut Le jour des corneilles
Grades 7-12 Grades 4-12 10e année à la 12e année 4e à la 12e année
Curriculum Connections: Career Curriculum Connections: Global Liens aux résultats d’apprentissage Liens aux résultats d’apprentissage
Development 10; Economics 11-12; Geography 12; Oceans 11; Science 10; et aux programmes d’études : et aux programmes d’études : Arts
English Language Arts 7-12; Healthy Sociology 12 Arts langagiers; sociologie; arts langagiers ; arts dramatiques ; arts
Living 6-9; Political Science 12 dramatiques visuels ; Films et Vidéo ; Films et Vidéo
Sons of Ram Avertissements: langage vulgaire ; mode de vie sain ; musique ; Sciences
Chasing Ice Grades 5-7 fréquent, argot n’empêchant pas la humaines.
Grades 7-12 Curriculum Connections: English compréhension de l’histoire, vol.
Curriculum Connections: Language Arts; Social Studies; Visual Les Pee-Wee: l’hiver qui a
English Language Arts 7-12; Arts Ernest et Célestine changé ma vie
Entrepreneurship 12; Film Video 1re à la 6e année 6e année à la 10e année
Production 12; Global Geography 12; Wickie and the Treasure of the Liens aux résultats d’apprentissage Liens aux résultats d’apprentissage
Leadership 12; Oceans 11; Science Gods et aux programmes d’études : Arts et aux programmes d’études : Arts
7-10; Social Studies 9 Grades 7-9 langagiers ; arts visuels ; musique ; langagiers ; éducation physique
Curriculum Connections: English mode de vie sain. mode de vie actif ; mode de vie sain.
Fidgety Bram Language Arts; Health
Grades 3-6 Kirikou et les homes et les Le Tableau
Curriculum Connections: English The Zig Zag Kid femmes 7e année à la 12e année
Language Arts; Health; Science Grades 6-8 3e à la 6e année Liens aux résultats d’apprentissage
Curriculum Connections: English Liens aux résultats d’apprentissage et aux programmes d’études : Arts
Only the Young Language Arts; Health; Music et aux programmes d’études : Arts langagiers ; arts dramatiques arts
Grades 10-12 langagiers ; sciences humaines ; arts visuels ; arts médiatiques ; Film et
Curriculum Connections: English visuels ; musique. Vidéo ; mode de vie sain ; musique.
Language Arts; Film and Video Avertissements: nudité non sexuelle Avertissements: Une femme mi-nue
Production et relative au mode de vie et à la dépeinte en dessin animé à l’intérieur
culture présentés dans le film. On d’un tableau.
Red, White, Black and Blue offre d’ailleurs une explication de cet
Grades 7-12 aspect dans un des contes du film.
Curriculum Connections: Leadership
12; Physical Education 7-12
15Curriculum Connections Index
CURRICULUM CONNECTIONS FRENCH LANGUAGE ARTS HIGH SCHOOL Mi’kmaq Studies 10
INDEX Building Legends Program
L’enfant d’en haut Career Development 10
ELEMENTARY GRADES Ernest & Celestine Brooklyn Castle
Kirikou et les homes et les Ocean 11
English Language Arts femmes Chasing Ice
Fidgety Bram Le jour des corneilles Economics
Revolution
Sons of Ram Les Pee-Wee: l’hiver qui a Brooklyn Castle
Wickie and the Treasure of the changé ma vie
Gods Le Tableau Physical Education
English Language Arts
The Zig Zag Kid Red, White, Black and Blue
Brooklyn Castle
JUNIOR HIGH SCHOOL
Health Political Science 12
English Language Arts Chasing Ice
Fidgety Bram Brooklyn Castle
Wickie and the Treasure of the Brooklyn Castle Only the Young
Gods Chasing Ice Science
The Zig Zag Kid Entrepreneurship 12
Revolution
Healthy Living Chasing Ice
Music Brooklyn Castle Sociology 12
The Zig Zag Kid Film and Video 12
Revolution
Physical Education Chasing Ice
Science Red, White, Black and Blue Only the Young
Fidgety Bram
Science Global Geography 12
Social Studies Chasing Ice Chasing Ice
Sons of Ram Revolution
Social Studies
Visual Arts Leadership 12
Chasing Ice
Sons of Ram Chasing Ice
Red, White, Black and Blue
16Relevant Nova Scotia Specific Curriculum Outcomes (SCOs)
Through the ViewFinders curriculum, students will have opportunities to satisfy a large number of Nova Scotia SCOs, including:
Grades K-3 Health Education
· Communicate needs and wants and express feelings in healthy ways
Language Arts · Identify and demonstrate attitudes and behaviours that support healthy
lifestyle choices
· Students will engage in and respond to a variety of oral presentations
· Identify the causes and effects of positive and negative stress
and other texts
· Define and demonstrate what it means to be a good friend
· Students will regard reading/viewing as sources of interest, enjoyment
and information · Demonstrate and understanding that relationships entail both rights
and responsibilities
· Students will recognize some basic types of texts (e.g., films, posters,
true and imaginary texts) · Identify positive and negative examples of peer influence in decision making
· Students will begin to ask questions of text · Define citizenship in the context of school and community
· Students will begin to develop an understanding and respect for diversity · Demonstrate strategies for managing feelings associated with the
physical and emotional changes in puberty
· Students will create and use familiar written and media texts (e.g., lists,
personal narratives, retellings, messages, drawings, recounts, stories, · Demonstrate an awareness of social rights and responsibilities at the
records of observations, role-plays) school and in the community
· Students will demonstrate a beginning/some awareness of audience and · Examine the role of media in shaping and reinforcing lifestyle values
purpose or choose particular forms for specific audiences and purposes and practices
· Students will interact with a variety of simple texts (e.g., pictures, videotapes, Language Arts
easy fiction and non-fiction), as well as human and community resources
· Students will describe, share and discuss their personal reactions to texts
· Students will realize that work to be shared with an audience needs editing
· Students will give reasons for their opinions about texts and types of texts
Social Studies and the work of authors and illustrators
· Students will demonstrate an understanding of equality, human dignity · Students will identify examples of prejudice, stereotyping, or bias in oral
and justice language; recognize their negative effect on individuals and cultures; and
attempt to use language that shows respect for all people
· Students will recognize that individuals and groups have differing
perspectives on public issues · Students will detect examples of prejudice, stereotyping or bias in oral
language; recognize their negative effect on individuals and cultures; and
· Students will identify characteristics unique to one’s self and other
attempt to use bias-free language
characteristics shared by all humans
· Students will create written and media texts using a variety of forms
· Students will identify groups to which they belong
· Students will experiment with a combination of writing with other media
· Students will give examples of how groups, institutions and media
to increase the impact of their presentations
influence people
· Students will demonstrate some awareness of audience and purpose
· Students will give examples of stereotypes, discrimination, and pressures
to conform and how they affect an individual · Students will make choices about form for a specific audience/purpose
· Students will give examples of how culture is transmitted · Students will realize that work to be shared with an audience needs editing
· Students will recognize and describe the interdependent nature · Students will question information presented in print and visual texts
of relationships · Students will use a personal knowledge base as a frame of reference
· Students will identify and describe examples of interactions among · Students will identify some different types of print and media texts
people, technology and the environment · Students will recognize some of their language conventions and
text characteristics
Visual Arts
· Students will recognize that these conventions and characteristics
· Students will express personal feelings, ideas and understandings help them understand what they read and view
through art-making
· Students will respond critically to texts
· Students will work individually and with others in the creative
· Students will formulate questions as well as understandings
art-making process
· Students will identify the point of view in a text and demonstrate an
· Students will examine and demonstrate an appreciation of artworks
awareness of whose voices/positions are and are not being expressed
from diverse cultures
· Students will discuss the text from the perspective of their own realities
· Students will recognize that people create art for a variety of reasons
and experiences
· Students will explore images using technology
· Students will celebrate, with pride and respect, their own artworks Social Studies
and those of others · Students will recognize how and why individuals and groups have
· Students will share thoughts and ideas about artworks different perspectives on public issues
· Students will recognize art as a way of expressing ideas of points of view · Students will describe the influences that shape personal identity
· Students will ask questions about works of art and respond to art in · Students will describe how groups, institutions and media influence
various ways people and society
· Students will investigate the role of media in their lives · Students will use examples of material and non-material elements of
culture to explain the concept of culture
· Students will explain how cultures meet human needs and wants in
diverse ways
· Students will describe how perspectives influence the ways in which
experiences are interpreted
· Students will discuss why and how stereotyping, discrimination and
pressures to conform can emerge and how they affect an individual
· Students will describe how culture is preserved, modified and transmitted
· Students will describe the multicultural, multiracial and multiethnic
character of Canadian society
17Relevant Nova Scotia Specific Curriculum Outcomes (SCOs)
Grades 4-7 cont’d... Social Studies Grades 10-12
· Students will evaluate public issues, taking into account multiple perspectives
Visual Arts · Students will evaluate group, institutional and media influences on people
and society in both historical and contemporary settings
· Students will express through art-making an awareness of the complexities
in their world · Students will explain why cultures develop various expressions of material
and non-material culture
· Students will work independently and collaboratively to apply learned skills
· Students will analyze and explain the ways cultures address human needs
· Students will recognize art as a way of expressing cultural identity and wants
· Students will discuss ideas and approaches with sensitivity and respect · Students will evaluate the causes and consequences of differing worldviews
· Students will perceive that there are many ways of perceiving and knowing · Students will analyze cases and personal values regarding stereotyping,
· Students will express through their artwork personal ideas and points of view discrimination and conformity and how they affect individuals and groups
· Students will describe their responses to works of art · Students will evaluate and propose possible solutions to issues resulting
· Students will examine and discuss the effects of media on their lives and from interactions among individuals, groups and societies
the lives of others · Students will evaluate causes, consequences and possible solutions
to universal human rights and other selected global issues
Grades 8-12 Visual Arts 10-12
· Explore, challenge, develop, and express ideas, using the skills, language,
techniques, and processes of the arts
Language Arts, Speaking and Listening
· Create and/or present, collaboratively and independently, expressive
· Students will speak and listen to explore, extend, clarify and reflect on
products in the arts for a range of audiences and purposes
their thoughts, ideas, feelings and experiences
· Demonstrate critical awareness of and value for the role of the arts in
· Students will communicate information and ideas effectively and clearly,
creating and reflecting culture
and to respond personally and critically
· Respect the contributions to the arts of individuals and cultural groups
· Students will interact with sensitivity and respect, considering the
in local and global contexts and value the arts as a record of human
situation, audience and purpose
experiences and expression
Language Arts, Reading and Viewing · Examine the relationship among the arts, societies, and environments
· Students will select, read and view with understanding a range of · Apply critical thinking and problem-solving strategies to reflect on and
literature, information, media and visual texts respond to their own and others’ expressive works
· Students will interpret, select and combine information using a variety · Understand the role of technologies in creating and responding to
strategies, resources and technologies expressive works
· Students will respond personally and critically to a range of texts, · Analyse the relationship between artistic intent and the expressive work
applying their understanding of language form and genre
Drama 10 to 12
Language Arts, Writing and Representing • Demonstrate an understanding of how drama clarifies and influences
· Students will use writing and other forms of representation to explore, issues and events in local and global contexts
clarify and reflect on their thoughts, feelings and experiences and to use • Demonstrate an understanding of the role of drama as arecord of human
their imaginations experience as it connects to their own lives
· Students will create texts collaboratively and independently, using a • Develop and refine theatrical production for presentation
variety of forms for a range of audiences and purposes • Analyse, understand, and value the influence of drama in creating and
· Students will use a range of strategies to develop effective writing and other reflecting culture
ways of representing and to enhance their clarity, precision and effectiveness • Use cultural, historical, and political information to solve problems and
make dramatic choices, articulating reasons for their choices
Social Studies Grades 8-9
• Students will demonstrate personal growth through drama.
· Students will identity some specific issues involving the rights,
• Students will use drama to explore, formulate, and express ideas,
responsibilities, roles and status of individual citizens and groups in a local,
perceptions, and feelings.
national and global context
• Students will value cultural diversity and be able to demonstrate respect
· Students will analyze and explain various perspectives on selected public issues
for cultural diversity in the drama context.
· Students will explore the factors that influence one’s perceptions, attitudes,
• Students will be able to interpret how drama celebrates, comments on,
values and beliefs
and questions issues and events in cultural and historical contexts.
· Students will analyze how individuals and formal and informal groups can
• Respond with sensitivity and respect to the ideas of others
influence each other
· Students will analyze how groups, institutions and media influence people
and society
· Students will compare the way cultures meet human needs and wants
· Students will explain how and why perspectives influence the ways in
which experiences are interpreted
· Students will demonstrate acceptance of self and others by considering
alternative strategies for coping with situations that arise from conflicting
values and beliefs
· Students will compare and analyze how culture is preserved, modified
and transmitted
· Students will explain the concept of multiculturalism as it applies to race,
ethnicity and national identity in Canadian society
· Students will analyze causes, consequences and possible solutions to
universal human rights and other selected global issues
· Students will demonstrate an understanding that the interpretation of
history reflects perspectives, frames of reference and biases
· Students will identify and analyze trends that may shape the future
18Shorts Lesson Plans
19Elementary Shorts
Elementary Shorts 1 (Grades: P – 6)
Please see page 40 of the ViewFinders Program Guide for film descriptions.
Elementary Shorts 2 (Grades: 4 – 6)
Please see page 41 of the ViewFinders Program Guide for film descriptions.
Elementary Shorts 3 (Grades: 4 – 6)
Please see page 38-39 of the ViewFinders Program Guide for film
descriptions.
Elementary Shorts 4 (Grades: P – 3)
Please see page 35-37 of the ViewFinders Program Guide for film
descriptions.
Pre-Screening Activities Post-Screening Activities
Make a list of the films in the shorts program you will attend. Discuss the short films in this program. Make a list of the films
Brainstorm ideas with students using these titles. Have students and brainstorm events in each. After students have had a class
share ideas about what they think the film might be about. Have discussion about the films, have them choose one or two of the
students write a short description of the film based on each title. shorts and answer the following: What did you like about this film?
Give students the option of drawing a picture that would represent Who was your favourite character? Why? Did you like the music in
each film. this film? How did the music affect the way you felt while you were
watching the film?
Show students a clip from a television show or movie with the
sound muted. Have students watch the scenes and write a Have a class discussion about how we learn and understand
short description of what they think is happening based on the everything by using our senses. Name the five senses: hearing,
interactions between the characters, the setting, and the visual seeing, tasting, touching, and smelling. Discuss how using our
effects used. After all students have written their descriptions, senses help us to understand things in the classroom and school.
watch the clip again with the sound on. Ask students to share Have a discussion about your trip to ViewFinders and the films you
their impressions with the class and discuss the effect of sound saw. Ask students to list the five senses and write a sentence to
on viewers. describe how they used each sense while attending the festival.
Have students listen to a clip from a film without seeing the Have students explore the school or classroom using their five
images. Have students listen to the scenes and write a short senses. Take a walk and stop periodically to ask students to identify
description of what they think is happening based on what they what they see, hear, feel, taste and smell. After returning to the
hear. After all students have written their descriptions, watch the classroom, have students write or draw an experience from their
clip again with the sound on and allow students to see the film. sense tour.
Ask students to share their impressions with the class and discuss
the effect of the images on viewers. Ask students to draw one character they saw in the films. Have
them share their drawing and describe why they chose this
Show your class the film titles and poster images from the guide. character. Does the character have anything in common with
Have students write short predictions about the films based on them?
these.
Have students share similarities and differences between their lives
and the lives of the characters in the film. Have students use clay to
create a figure or object that represents something from one of the
films they saw.
20Junior High Shorts
Junior High Shorts 1 (Grades: 7 – 9)
Please see page 53 of the ViewFinders Program Guide for film descriptions.
Junior High Shorts 2 (Grades: 7 – 9)
Warning: Some profanity in lyrics (Mookie)
Please see page 52 of the ViewFinders Program Guide for film descriptions.
Junior High Shorts 3 (Grades: 7 – 9)
Please see page 54-56 of the ViewFinders Program Guide for film descriptions.
Pre-Screening Activities Post-Screening Activities
View one or two short films with your class. Review the films Write a sample interview with a character from one of the films.
using the “Film Discussion Questions” worksheet (Appendix). Write at least ten questions that will give the character the
Ask students about the elements of the story, pivotal character, opportunity to discuss his/her thoughts and feelings about his/her
opposing character, conflict, goal, etc. Emphasize the story role in the story. Present the interview as a newspaper or magazine article.
structure of the films. Have students write a synopsis for the films
using their answers to the discussion questions. Have students Write a journal entry that one of the story’s main characters might
share their synopses. Discuss the similarities between synopses. have kept before, during, or after the film’s events. Remember that
Have a class discussion about the predictability of many films. the character’s thoughts and feelings are very important in a journal.
Ask students to look for predictable themes and scenes while
attending ViewFinders. Divide the class into groups of four. Brainstorm scenes from the
films in the ViewFinders program. Assign each group the task of
Give each student three pieces of paper or index cards. Have acting out a scene that tells the story of their favourite film in the
them write these headings on the cards: the name of a person program. Have the other groups try to guess which film they have chosen.
(make sure it is not the name of someone they know), a wish to
be granted, a magic object, an animal that can talk, something Write the list of films from this program on the board. Ask students
scary that might appear in a story, a trick someone might play, to discuss each film by recounting details of characters and events.
something good that might happen. Collect the cards and group Have students choose one character from a film and compare their
them by heading. Have each student choose one card from each life to that character’s. Use the Venn diagram in the Appendix to
of the groups. Once all students have cards, ask them to write their guide their notes. Have students write two paragraphs describing
own short film synopsis from the information they’ve chosen. the similarities and differences between their chosen character and
Have students share or display their synopses. themselves.
List the film titles from this program on the board. Have students
suggest what each film might be about, based on each title. Will
it be a comedy? A drama? A documentary? Have students write a
synopsis of one of the films after your class discussion.
Have a class discussion about your trip to ViewFinders. Tell
students that even though they will be seeing films from Canada
and other countries, each film will attempt to do the same thing.
All films are meant to inform, to entertain, or both. Ask students to
share examples of films they have seen and write their examples
on the board. Have a discussion about each film. Ask students to
share their ideas about what they think the films were trying to tell
their audience. Discuss the persuasive element in many films. Ask
students to identify films that were meant to persuade the viewer
to think or act a certain way.
Have students choose one thing they would like to persuade
people to believe or do. Use the Storyboard Activity in the
Appendix to have students illustrate and describe the idea they
have chosen. Have students share ideas in small groups and with
the class.
21High School Shorts
Anti-Bullying Shorts (Grades 7 – 12) High School Shorts 1 (Grades 10 – 12)
Warning: some profanity/racial epithets (Cap or Kippah) Please see page 59 of the ViewFinders Program Guide for film
Please see page 60 of the ViewFinders Program Guide for film descriptions.
descriptions.
High School Shorts 2 (Grades 10 – 12)
Building Legends (Grades 7 – 12) Warning: some profanity/racial epithets (Cap or Kippah)
Please see page 59 of the ViewFinders Program Guide for film Please see page 62 of the ViewFinders Program Guide for film
descriptions. descriptions.
Pre-Screening Activities Post-Screening Activities:
Begin a discussion about film by asking students, “Why do you Ask students to choose one film from the program and consider
choose to go to a movie? What attracts you? Give an example of the following:
a movie you saw recently. What expectations did you have for the
movie? Did it meet your expectations?” What are the themes in this film?
Are these themes that Nova Scotia high school students can relate
Continue this discussion by having students share examples of to personally?
movies that have become blockbusters. Find one movie that most Is this film effective in presenting the themes? Explain.
or all students are familiar with and ask the following questions: Are characters portrayed accurately or are they exaggerated?
Why do you think the filmmaker portrayed the characters in these ways?
Why is this movie so popular? Are some characters stereotyped to make a statement?
What makes it appealing to the viewer? Are there characters in the film that mirror the experiences of
Who is the movie intended to attract? students in this school?
Do you think the filmmaker effectively conveyed his or her
Did the movie have a conflict and resolution to this conflict? message through the characters?
Were the events in the movie true to life? Did this have an impact How could the theme be delivered differently by using different
on its success? characters?
Did the movie’s soundtrack have a great effect on its success?
Have students compare and contrast two of the films from the
Did the movie popularize a band or song? If so, what effect has this
program. Use the Venn Diagram in the Appendix to gather ideas.
had on you or students in this school?
Have students write a two-paragraph description of the similarities
Make a list of the films you will see when you attend ViewFinders. and differences in the films. Students may look at film style, format
Show students the Program Guide image attached to each film or content.
(http://www.atlanticfilm.com/view/teachers.php). Ask students to
Have students write a one-page review of one film in the program
predict the synopsis of each film using the titles and images. Have
using the following guidelines (See Writing a Film Review in Extra
students save these and revisit them after attending the festival.
Lessons):
Have a class discussion about what they think are the most
Begin with your impression of the film. Describe your impression of
important issues facing teens today. Ask the following questions:
the film; including its theme and whether you feel it accomplished
What are the most serious issues facing teens and young adults today? what it intended. Mention the title, director and main characters.
Are teenagers facing more difficult issues today than they did 20
Summarize the story.
years ago?
Is life more complicated for teenagers today than it was 20 years
Were the actors effective? Describe how the main actors portrayed
ago? Why or why not?
their roles.
Do teenagers have more or fewer rights today than they had 20
years ago? Identify any techniques that contributed to the strength of the film.
If you were to choose the most important issue for teenagers
today, what would it be? Summarize your review by recommending or not recommending
that people see the film. Recap your reasons.
Divide your class into groups. Ask each group to choose what they
feel is the most important issue for teenagers today. Using the
Story Structure Worksheet in the Appendix, have students sketch
their ideas for a film they could create.
Have groups share their film idea with the class. Write each idea
on the board. Have students pitch their ideas by explaining the
events in their film. Allow students to question other groups. Have
a class vote on which film would the best choice to develop.
22Features Lesson Plans
23Brooklyn Castle Grades 6-12
Themes: Dedication to reaching a dream despite facing adversity; Attitude, fortitude and supporting one another are the ingredients of reaching a
seemingly unobtainable goal; Coping with failure on the road to success; The challenges of providing equitable education, especially during difficult
economic times; Political processes and agendas behind financial reform.
Curriculum Links: Healthy Living 6-9, English Language Arts 7-12, Economics 11 and 12 (re: the budgetary cuts to the educational system and their
impact on schools), Political Science 12, Career Development 10
Pre-Screening Activities Post-Screening Activities
• Examine the current budgetary cuts to the education system in • Compare the school depicted in the movie Brooklyn Castle to
Nova Scotia. What services and resources have been impacted? schools in your community. Discuss the challenges, triumphs,
How will the students in the province be affected? What long talents, and programs that are the same and different for both.
range implications will result from these cuts? Describe conclusions you have made as a result of this
comparison.
• Examine the challenges a government may have when deciding
to make cuts to an educational system. • Compare the school systems of Brooklyn and Nova Scotia.
Describe the positive aspects and challenges for each of them.
• Self-select literature from a variety of genres which deal with As a result of your examination, do you believe there is any such
the theme of personal fortitude. What attributes do you note thing as an “equitable education” for all? Why or why not?
the individual(s) have that help them in their struggles to
preserve in their quest? • Examine what factors need to be considered when making
financial cuts to any organization. Would there be a way
that new processes and procedures could be implemented so
that budget cuts could be more equitable? If so, describe your
proposal. If not, discuss the impediments to implementing new
processes and procedures.
• Describe the long term affect the budget cuts would have
on the students in Brooklyn Castle if the community had not
discovered a way to have funds brought back to the school from
the government.
• The students in Brooklyn Castle demonstrated great fortitude in
accomplishing their dreams. Discuss what you believe to be the
strongest factor(s) in helping them attain their dream.
• Do you believe it is right to require a student to write exams in
order to enter a high school of their choosing? Why or why not?
Chasing Ice Grades 7-12
Themes: Photography; Activism; Climate Change; Environmental Sustainability; Leadership; Facing Adversity
Curriculum Connections: English Language Arts 7-12; Entrepreneurship 12; Film Video Production 12; Global Geography 12; Leadership 12; Oceans 11;
Science 7-10; Social Studies 9
Please see page 57 of the ViewFinders Program Guide for further film details.
Pre-Screening Activities: Entrepreneurship 12
English 7-12 • In teams, describe the concepts of eco-friendly businesses and
• Introduce the theme of personal strength and fortitude eco-tourism and their global benefits.
• Invite students to select literature telling the story of personal
fortitude. This literature may be a biography, autobiography, Film Video Production 12
narrative, current events, etc. • Describe and discuss how still photography and filming are
powerful methods of creating documentaries.
• Review a number of photographs that James Balog has taken
throughout his career as a photographer. (see any of the above
websites)
24Chasing Ice Grades 7-12 (Cont)
Themes: Photography; Activism; Climate Change; Environmental Sustainability; Leadership; Facing Adversity
Curriculum Connections: English Language Arts 7-12; Entrepreneurship 12; Film Video Production 12; Global Geography 12; Leadership 12; Oceans 11;
Science 7-10; Social Studies 9
Please see page 57 of the ViewFinders Program Guide for further film details.
Global Geography 12 / Advanced Global Geography 12 • Create an eco-friendly business plan that promotes environmental
• Discuss the natural disasters the students have experienced sustainability and stewardship
locally or have learned about through the media. What is
contributing to these disasters? Film Video Production 12
• Describe the techniques James Balog used to impact his message.
Leadership 12 Were his techniques successful? How or how not?
• In teams, research the impacts of a human activity that is • Create a photo-essay or video of an environmental change you see
currently affecting the atmosphere or environment. The team happening in your community. This may be a positive change, or a
may wish to discuss this human activity and its effect on an change which may negatively impact future generations. Ensure
environment or geographic region of their choosing. For that the photo-essay or video conveys why and how the change is
example, a specific country or countries, an ecosystem, a positive or negative.
province, etc.
Global Geography 12 / Advanced Global Geography 12
Oceans 11 • Examine and report on the relationship between glacial melting and
• Discuss how our current global atmospheric conditions humans
affect the fisheries in Nova Scotia and how they may affect the • Research glacial melting from a geographical perspective
ecosystems within the waters surrounding the province. • Evaluate how glacial melting will affect the planetary state of health
Science 7 and 8 Leadership 12
• Discuss how our environment is changing over time. What • Examine the types of human activity that are strongly contributing
are causing these changes? How do humans affect or create to glacial melting.
these changes? • In teams, design, plan and carry out an environmental movement
within the school and/or community to inform others about glacial
Science 7: melting, its potential effect on the region and what steps can be
• Defend a proposal to reduce glacial melting. taken to reduce the disappearance of glaciers.
• Research individuals/groups in Canada that focus on the
environment, using various print and electronic sources. Oceans 11
• What was discovered by James Balog’s investigation of glacial melting?
Science 8: • Examine and report on how glacial melting could potentially affect
• Describe factors that affect glaciers and polar icecaps, and the fisheries in Nova Scotia.
examine their consequent effects on the environment. • Examine and report on how glacial melting could potentially affect
• Identify and examine new questions and problems that arise from Nova Scotia’s shoreline and the province’s population.
all water being connected, especially in the case of glacial melting
• Describe how glacial melting may affect the processes of erosion Science 7:
and deposition that result from wave action and water flow. • Defend a proposal to reduce glacial melting.
• Research individuals/groups in Canada that focus on the
Science 10: environment, using various print and electronic sources.
• Discuss the events currently happening in the world and
in the atmosphere that are affecting the sustainability of the Science 8:
environment and ecosystems. • Describe factors that affect glaciers and polar icecaps, and examine
their consequent effects on the environment.
Social Studies 9: • Identify and examine new questions and problems that arise from all
• Discuss how weather and changes to environment and climate water being connected, especially in the case of glacial melting.
shape how humans live? • Describe how glacial melting may affect the processes of erosion
and deposition that result from wave action and water flow.
Post-Screening Activities:
Science 10
English 7-12 • Research how glacial melting and other environmental changes can
• Discuss how James Balog demonstrated personal fortitude and the potentially affect weather patterns and the environment.Examine
success and challenges it created for him. Is personal fortitude a and report on how green chemistry could slow down glacial melting.
good attribute to have? Explain… • Choose an ecosystem and investigate how glacial melting may
• Research James Balog including his history as an artist. What do you affect it.
think his greatest impact on the world has been to date?
• Research an individual(s) who has demonstrated great personal Social Studies 9
fortitude, chronicling their successes, obstacles, characteristics, • Identify the basic weather and climatic patterns of Atlantic Canada.
purpose, etc. Present your findings through a genre and method of Do you believe glacial melting has affected the weather and climatic
their choosing. patterns? Why or why not?
• If glacial melting has the impact the movie Chasing Ice states will
Entrepreneurship 12 have on the rest of the world, determine how it will affect future
• Examine the types of human activity that can be strongly population and settlement patterns of Atlantic Canadians
contributing to glacial melting
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