Captivating Creatures

Captivating Creatures: Cruising Through Cryptozoology
http://captivatingcreatures.weebly.com/

Cryptic Cryptids
Developing Documentaries
Filmmaking Fanatics
Lights, Camera, Action!

Welcome to a crash course into the elusive world of cryptozoology! Cryptozoology
literally means the study of hidden animals and involves the search for undiscovered
creatures, such as Bigfoot and the Lochness Monster. In addition to learning about the
creatures that have captivated audiences all over the world, you will also explore why
people are so fascinated with these beings. You will interview a Bigfoot researcher and
create a documentary film about cryptozoology and the people who seek out these
elusive creatures!

What compels humans to search for undiscovered creatures, or cryptids?
Why do filmmakers use documentaries to convey information?
Why is learning how to operate video equipment an essential skill in documentary
filmmaking?

Nicole Horne and Lauren Sturiale
SPED 6402 Spring 2014
East Carolina University

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CONTENT RESEARCH PAPER

Cryptozoology: What is it?
Cryptozoology is the study of animals and other creatures that have not yet been
accepted by science as real. Cryptozoology literally mean the study of hidden animals
with the word crypto coming from the Greek word meaning hidden and zoology
meaning the study of animal life. Many experts consider cryptozoology to be a
pseudoscience usually because of a lack of conclusive evidence of existence, or the
recognition of a prerequisite type specimen (Heuvelmans, 1982); however, there are
countless people who give into their natural human curiosity and are drawn to the
mystique of the unknown, undiscovered, and unexplained.
The notion of cryptids being hidden, in many cases, is solely based on the fact
that that the creature is unable to be classified because of lack of evidence or lack of
awareness of evidence; because of this, the unifying theme of cryptozoology often is
more related to a persons perception of a creature (or idea of a creature) rather than
what is inherently known about a creature (Bindernagel and Meldrum, 2012). Thus, it is
easy to dismiss cryptozoology and those who search for cryptids as fantasy seekers
chasing creatures who do not exist or who have long been extinct. For instance, many
species may only be considered cryptids because they live in remote or human
impenetrable habitats or that their reported existence is unexpected (e.g., thought to be
extinct) (Bindernagel and Meldrum, 2012).
Dr. Bernard Heuvelmans
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Dr. Bernard Heuvelmans was born in France in 1916. Dr. Heuvelmans received
his doctorate in zoology from the Free University in Brussels in 1939. Dr. Heuvelmans
wrote many books and dozens of articles on the validity of cryptozoology and, until his
death in 2001, was known as the father of cryptozoology. Dr. Heuvelmans most
recognized work is his book, On the Track of Unknown Animals (Heuvelmans, 1995).
Bigfoot: The Most Famous Cryptid?
The most well-known cryptid throughout the world is known by many names
including: Sasquatch and Bigfoot. Speculations of a creature like the elusive Bigfoot
have been prevalent since the 1800s (Bindernagel and Meldrum, 2012). Native
Americans have told stories about creatures similar to Bigfoot including the Salish tribe
of British Columbia who named Bigfoot Sasquatch, which means wild man of the
woods. Also, the Huppa Native Americans called Bigfoot Oh-Ma, which means big
foot. To help perpetuate the name Bigfoot, the elusive creatures tracks have been
discovered all over the world: Documentation of its tracks in photographs and casts
affirms its existence as a track-leaving North American mammal. (Bindernagel and
Meldrum, 2012).
In addition to the oral tradition of Bigfoot stories and the numerous footprints that
have been discovered around the world, one of the strongest and most compelling
pieces of evidence that best solidifies the existence of Bigfoot, or a creature like Bigfoot,
was a video taken by Robert Patterson in 1967. The video, which consists of less than a
minute of 16mm film shot along northern Californias Bluff Creek, even after forty-seven
years, still provides the most solid proof of the existence of Bigfoot. The Patterson film
has undergone sophisticated analyses by those experts willing to few it and; in spite of
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rumored accomplices, a supposed death-bed confession, and charges of a case of a
man-in-a-fur-suit, the film is still seen as a compelling piece of evidence and has even
led some experts to believe that the creature portrayed in the video, because of the way
it moves, cannot possibly be a human in a suit (Bindernagel and Meldrum, 2012).
North American Bigfoot Search
As a result of evidence from Patterson video, many North American Bigfoot research
societies have emerged across America. One of the largest organizations is the North
American Bigfoot Search (NABS). The North America Bigfoot Search (NABS) is a
privately funded organization that had its start in Silicon Valley, California. Members of
this research society are dedicated to thoroughly searching areas in America were
reported Bigfoot sighting have occurred until every possible angle of every sighting has
been researched, witnesses interviewed, locations and food sources understood, and
an extensive list of variables answered. The NABS will stay in a community sometimes
for months/Years and thereby develop the trust, integrity and contacts to make their
research valuable and enlightening. The research of the NABS have even gone as far
as to attempt to determine the DNA of a Bigfoot creature by collecting a hair sample
found at the scene of what was thought to be a Bigfoot sighting (North American Bigfoot
Search, 2011).
Overview of Documentaries

Documentary filmmaking allows information about real people and events to be
disseminated to viewers all over the world, in a profound, poignant way; it is a way for
filmmakers to broadcast their idea of political, historical, and social information.
However, Documentary filmmaking is more than simply coming up with a good topic,
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pointing the camera and hoping something interesting will happen (Pooley, 2009, p.
47). Because documentaries capture the essence of real-life, oftentimes the veracity of
the information presented comes with controversy and skepticism: Documentary
filmmakers are continually faced with decisions beyond where to put the tripod; they are
coping with impossible moral dilemmas, emotionally charged situations in difficult and
sometimes dangerous environments (Pooley, 2009, p. 48). Even with the arduous
situations and criticisms for filmmakers, documentaries permit viewers to live vicariously
through the information and real-life experiences they see. A documentary can mitigate
myopic opinions, and open peoples eyes to new perspective and insights.
Elements of Documentaries
Documentaries are comprised of certain techniques that help to persuade,
enlighten, and inform. According to Pooley (2009), a documentary requires a story with
some form of narrative or journey. They should have interesting characters, turning
points, shift in tone and pace, humor alongside darkness, a climax (p. 47). These
important literary and thematic elements should be coupled with images, video footage,
and music. One of the most important facets of a documentary is the narration. In a
documentary, viewers will prevalently experience either direct narration or voiceovers.
Direct narration is when the audience both hears and sees the narrator in the film,
whereas voiceovers are when a narrator or speaker are heard but usually not seen. A
voiceover allows an image to fully accompany the speakers delineation (Yahnke,
2009).
Analogous to narration is the usage of interview footage in a documentary. There
are two main forms of interviews: direct and indirect interview techniques. Direct
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interviews allow the interviewer and interviewee to both be heard on film; the indirect
interview is when the interviewee is the only one heard on camera. Filmmakers
prevalently utilize interviews with experts to help show the validity of their documentary
and the information presented (Yahnke, 2009).
Although narration and interviews are indispensable techniques, documentaries
should also be imbued with aesthetic qualities, such as music, images, and text. To
make a statement and connect with viewers, camera angels and different types of shots
are used, such as long shots and close-up shots. Music is used to compliment visual
images (Yahnke, 2009) and evoke emotional responses from viewers.
Conclusion
Documentaries have the power to shape opinions, enlighten, and create change.
Documentaries are a way to inform people about, sometimes, unfamiliar subjects, such
as cryptozoology. While some may view cryptozoology with skepticism, a documentary
can divulge new breakthroughs about the search for elusive cryptids. Organizations,
such as the North American Bigfoot Search, are striving diligently to prove-through DNA
evidence-the existence of Bigfoot. Documentaries have the ability to not only convey
information about controversial subjects, but also the ability to change the perspective
of doubtful viewers.

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References
Bindernagel, J., & Meldrum, J. (2012). Misunderstandings arising from treating the
sasquatch as a subject of cryptozoology. The Relict Hominoid Inquiry, 2, 81-102.
Retrieved from http://www.isu.edu/rhi/pdf/BINDERNAGEL_final
Heuvelmans, B. (1982) What is cryptozoology? Cryptozoology, 1:1-12.
Heuvelmans, B. (1995) On the track of unknown animals, 3rd ed., Jacket Cover.
North American Bigfoot Search. (2011). North American bigfoot search. Retrieved
from http://www.nabigfootsearch.com/home.html
Pooley, L. (2009). What's the story? Metro, (163), 46-48.

Yahnke, R. (2009). A primer of documentary film techniques. Retrieved from

http://www.tc.umn.edu/~ryahnke/filmteach/My-Archive-of-Film-Notes/x-

documentary-techniques.htm

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CONNECTION TO THE THEME

Every day, humans are partaking in interactions, whether they are positive or
negative. Interactions can come to life in copious ways: communication, collaboration,
and contemplation. It is through interactions that opinions and perspectives are shaped,
modified, and transformed. Interactions allow meaningful connections to develop, and
thought-provoking topics addressed. Students, while learning about cryptozoology and
documentary filmmaking, will interact not only with their peers and technology, but also
with the human interest in exploring the unknown and undiscovered while interviewing a
Bigfoot researcher.
Through television shows, such as Finding Bigfoot on Animal Planet and
Monsters and Mysteries on the Discovery Channel, most people have heard of Bigfoot
and the Lochness Monster. Therefore, it is easy to formulate preconceived ideas about
why researchers are searching for these elusive creatures. During our unit, students will
have the opportunity to interact with an expert in the field of Bigfoot research and
discuss cryptozoology. Through their interview with a Bigfoot researcher from the North
American Bigfoot Search, they will ascertain what compels humans to search for
undiscovered creatures. Using the information they procured during the interview, they
will then become the embodiment of a documentary filmmaker. The documentary will
allow students to interact with their opinions and conceptions about Bigfoot research,
and showcase to viewers in a factual way what is captivating about cryptozoology.
Before students actually begin orchestrating and filming their documentary, they
have to learn about what comprises a documentary. Understanding the intricacies, such
as narration, point of view, and emotional content, of a documentary will allow students
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to successfully create and film their own. They will look at the structure, and discuss
how to convey mood. The students will explore the interactions between art and fact,
and how photographs and music can appeal to their viewers emotions. All of the
background information will lead to the true interactive facet of the project: the
collaboration and filming.
In order for students to create a documentary, they will interact, through
collaboration, with each other. During this project, ideas will be discussed, perspectives
challenged, and relationships fostered. Patience and compromise will become
imperative as students find their role in the filming process. Some will discover their
prowess for narration, while others might find their strength in using the camera to film.
In the end, their ability to interact with each other will help them create a cohesive,
informative documentary film.
Once their documentary is complete, the students can also discover the power to
influence or enlighten others. Their documentary, featuring an expert in the field of
Bigfoot research, will convey to viewers why humans search for undiscovered
creatures, such as Bigfoot. Viewers will see the interaction between human interest and
the unknown, which can help transform or modify their perspective about cryptozoology
and Bigfoot researchers.
Interactions are not merely the ability to touch a piece of technology. Interactions
can also be intangible, such as an idea or perspective. The students will have the
unique ability, throughout this unit, to interact with their own, inherent viewpoints, the
viewpoints of an expert, and the viewpoints of their peers. The exploration of
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cryptozoology and the search for elusive creatures will, hopefully, challenge their
opinions and help them grow as individuals.

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TECHNOLOGY INTEGRATION

In the unit, Captivating Creatures: Cruising Through Cryptozoology, several types
of technology will be introduced and utilized by both the teachers and the students. The
types of technology utilized in this unit will enrich the students camp experience and
challenge their creativity. Each day the campers will think critically, collaborate, and
strive to show the human interest in the unknown through their own original
documentary.
Prezi/PowerPoint
Prezi and PowerPoint are both presentation programs. As the teachers, we will
primarily be using the Prezi and/or PowerPoint to relay background information to the
students. We intend to use Prezi and/or PowerPoint on the first day to review and
explore the following background information: What is cryptozoology? What elements
comprise a cryptid? The students will utilize the Prezi and/or PowerPoint Presentations
to discuss the history of Bigfoot, and those searching to prove this elusive creatures
existence, such as the North American Bigfoot Search. We also intend to use Prezi
and/or PowerPoint on the second day to examine the purpose and elements of a
documentary. The students will use this technology method to ascertain important
background knowledge so that they can be successful in their assignments for the
remainder of the camp.
Content Videos
We intend to use a couple of content videos to give students background
information, provide visual elements, as well as to give the students a catalyst through
which they will come up with responses. The videos we intend to show include an
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Animal Planet Finding Bigfoot clip, a clip from the documentary Ancient Mysteries:
Bigfoot, as well as a video of the Richland High School Journalism class creating their
weekly video. To help students procure a stronger understanding of the aesthetic
elements of documentaries, students will view a video entitled Bully and answer
questions about photos, music, and mood. Throughout the week at camp, students will
answer critical thinking questions using notebooks, graphic organizers, and Padlet.
Skype/Cantasia
Skype/Cantasia is a video messaging program. We will use Skype/Cantasia to
correspond with a North American Bigfoot researcher. The students will use this
Skype/Cantasia session to ask the researcher questions and to explore and ascertain
human interest in the unknown or undiscovered and how documentaries are ways for
individuals to convey information. We feel that having a Skype/Cantasia session with an
actual Bigfoot researcher will make the students documentaries more authentic and
tangible.
In order to accurately capture the Bigfoot researcher interview, a program called
Cantasia will be utilized. The students can then embed both pictures and videos found
on their Nikon Cameras, in conjunction with their interview footage into their
documentary to truly convey the human interest in Bigfoot.
Padlet
Padlet is a program that allows students to post responses to a wall. We will use
Padlet as a forum to have informal discussion. After the students watch the first two
content videos (see Content Videos section above), we intend to use Padlet so students
may respond to the videos and various discussion questions we will prepare for them.
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The use of Padlet ensures that every students response is seen, even if he or she is
not inclined to share his or her responses vocally.
Flip Cameras
The flip Cameras will be the vehicles through which the students actually film
their documentaries. These pieces of technology are vital to the documentary making
process because they will be using them not only to film each other and to show the
content of their documentary, but to also relay the information shared by the Bigfoot
researcher.
Microsoft Movie Maker
Microsoft Movie Maker will be used in the editing process of creating a
documentary. After incorporating a tutorial for using Microsoft Movie Maker, the
students will take the content they have filmed and edit it to make a cohesive
documentary that covers the facets of Cryptozoology that they have learned about.
Then, at the end of camp, they present their final product as their culminating, real
world project. The students documentary will delineate the attributes and historical
details of Bigfoot, as well as the human interest in Bigfoot. The students will make the
reason why humans search for elusive creatures, such as Bigfoot, tangible for viewers.

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CONTENT OUTLINE

I. Cryptozoology
A. Cryptozoology is the study of animals and other creatures that have not yet
been accepted by science as real.
1. Crypto comes from the Greek word meaning hidden
2. Zoology is the study of animal life
B. Considered a pseudoscience
1. Existence of creatures relies on anecdotes and plausible sightings
a. Looking for creatures that are already extinct
b. Looking for creatures whose existence pervades myths, legends,
and folktales
C. Dr. Bernard Heuvelmans
1. Coined the term cryptozoology
2. Published the book, On the Track of Unknown Animals in 1955
3. Named the father of cryptozoology

II. Cryptids
A. Although there are creatures whose existence have been scientifically
proven, it is the elusive creatures that captivate people around the world
B. One of the most legendary, elusive creatures
1. Bigfoot
a. A humanlike creature that resembles an ape
b. Walks on two legs
c. Bigfoot is believed to be 7-9 feet tall and weigh 200-300 pounds
d. Bigfoot tracks are usually 14-18 inches long and 5-7 inches wide
i. Tracks have been discovered all over the world
e. Bigfoot stories have been told by Native American tribes for
centuries
i.The Salish tribe of British Columbia named Bigfoot,
Sasquatch, which means wild man of the woods.
ii. Huppa Native Americans called Bigfoot Oh-Ma, which
means big foot.
f. In 1907, Robert Patterson captured what could be a female
Bigfoot on video
i. Experts are unable to verify the veracity of the video
ii.Disney Studios believes a human in a costume would not
look real like the Bigfoot captured on film
g. Bigfoot researchers are emerging all over the county, especially
in shows, such as Finding Bigfoot on Animal Planet

III. North American Bigfoot Search
A. Privately funded organization
1. Founded in 2004
2. Started in Silicon Valley, California
B. Bigfoot field researchers
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1. Look for physical proof of Bigfoots existence
a. DNA and genetic tests are performed on discovered physical
evidence
2. Researchers may stay at a Bigfoot sighting spot for months or years to
meticulously ascertain the area
a. Interview witnesses
b. Investigate food sources

IV. Documentaries
A. Films or shows about real events and real people that usually involves
political, historical, and social information
1. Intended to instruct, persuade, enlighten, or inform
2. Captures real-life situations
3. Allows viewers to live vicariously through the information presented
B. Elements that comprise a documentary
1. Direct Narration and voiceovers
a. See and hear the narrator of the film
b. Impacts viewers emotions
c. Should offer authority yet familiarity for viewers and listeners
d. Try to avoid long words and tongue twisters
2. Interviews with an expert
a. May take place off screen or on screen
b. Questions are asked the speaker
i. Speaker delineates directly about the topic being
addressed
3. Photographs
a. Location shots
b. Still shots
c. Long shots
d. Close-ups
4. Film clips/action footage
a. Verite footage
i. Footage that captures real-life
b. Thematic/symbolic footage
i. Images or scenes that stand for something
5. Music
a. Find music that correlates to the pace and content of the
documentary
b. Add music to appropriate spots in the documentary
c. Used to impact the viewers emotions

C. Ways to orchestrate and organize a documentary
1. Storyboards
a. A script in visual form, sequencing the events in a film, television,
or radio show using images, video clips, ect.
b. Each box in a storyboard represents a different scene in the film
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c. Video (interview) footage or images will usually have audio,
voiceovers, or text playing simultaneously to compliment the visuals
d. Includes a beginning, middle, and end
ii. Includes dialogue or directions
iii. Includes where music will begin and end
iiii. Includes where photographs and interview footage will be
placed

V. Technology plan
A. Flip Cameras
1. Turning on and Off
a. Button located on the top right hand side
i. Flick grey button twice to turn off
2. Recording
a. Aim lens at subject and press the red button
i. The timer will emerge in the top left hand corner of the
view screen
b. Press the red button again when finished recording
3. Zooming
a. The silver plus and minus buttons surrounding the red button
4. Playback
a. Press the play button to the left of the red button on the screen
5. Deleting
a. Press the trashcan button on the right hand side of the red button
6. Uploading
a. Pull the silver switch on the left hand side of the camera
b. USB connector will emerge
c. Plug the USB connector into the USB port on a computer

VI. How to Use Movie Maker
A. Opening movie maker and saving project
1. Click on the Start tab on the desktop
2. Click on Windows Movie Maker to open program
3. Click File
4. Click Save Project As
5. Click desktop
6. Click on File name and type documentary name
7. Click Save
B. Importing and inserting images
1. On the left side under Capture Video click Import images
2. Click desktop
3. Click File and find the location of where images are located
4. Highlight all the selected images and click import
5. Screen should be in storyboard view.
a. To validate, click on the show storyboard in the middle of screen.
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b. Storyboard view shows a series of boxes at the bottom of the
screen.
c. Click on the images and drag them into the boxes in the
preferred order.
i. Images can be deleted by right clicking and selected the
delete button
C. Adding Effects
1. Transitions
a. The movement between video clips and images
b. Click Tools and then Transitions
c. Find the Contents Pane and click play to see what a transition
looks like before adding to the storyboard
d. To add a transition, click Clip and then add it to the storyboard
2. Special Effects
a. Select the video, image, or text
b. Click Tools and then Effects
c. Find the Contents Pane to view a special effect before selecting
it
d. To add the special effect, click clip and then Add to Storyboard
D. Editing
1. To move video clips and images, click on it and drag to the new location
on the storyboard
2. To undo changes, find the arrow next to on the toolbar
3. To Redo changes, find the arrow next to Redo on the toolbar
4. To zoom in or out, click view, and then Timeline

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LESSON #1
Curious Cryptids

I. DEFINE OBJECTIVES AND CONTENT
LESSON
OBJECTIVE

By analyzing and discussing students the background of
cryptozoology, the characteristics of Bigfoot, and why humans
search for undiscovered creatures, the students will be able to
formulate three discussions questions for their interview with a
Bigfoot researcher from the North American Bigfoot Association.

POINT TO
PONDER
Cryptozoology is a useful science, even though there is mitigated
proof that creatures, such as Bigfoot, exist.

ESSENTIAL
QUESTION
What compels humans to search for undiscovered creatures, or
cryptids?

CONTENT
Outline the content
you will teach in
this lesson.
I. Cryptozoology
A. Cryptozoology is the study of animals and
other creatures that have not yet been accepted by science
as real.
1. Crypto comes from the Greek word meaning
hidden
2. Zoology is the study of animal life
B. Considered a pseudoscience
1. Existence of creatures relies on anecdotes and
plausible sightings
a. Looking for creatures that are already
extinct
b. Looking for creatures whose existence
pervades myths, legends, and folktales
C. Dr. Bernard Heuvelmans
1. Coined the term cryptozoology
2. Published the book, On the Track of Unknown
Animals in 1955
3. Named the father of cryptozoology

II. Cryptids
B. Although there are creatures whose existence have
been scientifically proven, it is the elusive creatures that
captivate people around the world
B. One of the most legendary, elusive creatures
1. Bigfoot
a. A humanlike creature that resembles an
ape
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b. Walks on two legs
c. Bigfoot is believed to be 7-9 feet tall and
weigh 200-300 pounds
d. Bigfoot tracks are usually 14-18 inches long
and 5-7 inches wide
i. Tracks have been discovered all over
the world
e. Bigfoot stories have been told by Native
American tribes for centuries
i.The Salish tribe of British Columbia
named Bigfoot, Sasquatch, which
means wild man of the woods.
ii. Huppa Native Americans called
Bigfoot Oh-Ma, which means big foot.
f. In 1907, Robert Patterson captured what
could be a female Bigfoot on video
i. Experts are unable to verify the
veracity of the video
ii.Disney Studios believes a human in a
costume would not look real like the
Bigfoot captured on film
g. Bigfoot researchers are emerging all over
the county, especially in shows, such as
Finding Bigfoot on Animal Planet

III. North American Bigfoot Search
A. Privately funded organization
1. Founded in 2004
2. Started in Silicon Valley, California
B. Bigfoot field researchers
1. Look for physical proof of Bigfoots existence
a. DNA and genetic tests are performed on
discovered physical evidence
2. Researchers may stay at a Bigfoot sighting spot
for months or years to meticulously ascertain the
area
a. Interview witnesses
b. Investigate food sources

II. PRE-PLANNING
What will students
UNDERSTAND as
a result of this
lesson? How does
The students will understand the background and development of
cryptozoology.

The students will understand the attributes and history of Bigfoot,
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this connect to the
Essential
Question?
such as where the name plausibly derives from and what it looks
like.

The students will understand the premise of the North American
Bigfoot Search, and how they strive to substantiate Bigfoots
existence with DNA proof.

By learning about the background of cryptozoology, the
characteristics of Bigfoot, and conducting an interview with a
Bigfoot researcher from the North American Bigfoot Search, the
students will be able to understand why people search for elusive,
undiscovered creatures, such as Bigfoot. The students will procure
first-hand knowledge, from the Bigfoot researcher, about why he
searches diligently for a creature that has left the scientific
community befuddled for years.
What will students
be able to DO as a
result of this
lesson?
The students will be able to answer questions, discuss, and
illustrate what cryptozoology means, and how it is a
pseudoscience.

The students will be able to formulate questions to ask during an
interview with a Bigfoot researcher from the North American
Bigfoot Search.

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III. PLANNING
HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
TIME: (5 minutes)
Animal Planet Finding Bigfoot video clip:
http://www.animalplanet.com/tv-shows/finding-
bigfoot/videos/season-three-best-moments.htm

After the students watch the video clip, they will discuss what they
see, or believe they see. The students will discuss the following
queries:
What do you believe you saw?
What evidence did you see that proves or disproves there was a
Bigfoot sighting?
INSTRUCTION
Explain Step-by-
step what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question,
and Interactions
here. Include ALL
support and
teaching materials
with your unit.
TIME:
1. (5 minutes) Hook activity-Animal Planet Finding Bigfoot clip.
The students will discuss how they felt while watching the clip, and
if they believe they saw anything. They will interact with the
excitement of searching for Bigfoot, and their own preconceived
ideas about Bigfoots existence. The students will contemplate and
discuss the following questions:

What do you believe you saw?
What evidence did you see that proves or disproves there
was a Bigfoot sighting?

(10 minutes)
2. The students will discuss and take notes about the background
of cryptozoology using a PowerPoint presentation. The
presentation will contain the following information:

Etymology of cryptozoology
Pseudoscience
Bigfoot appearance, name, and history
Popularity of searching for Bigfoot

3. (15 minutes) To understand the beliefs encompassing Bigfoot,
the students, in groups of 2 or 3, will read a Native American
Bigfoot legend, from the website
http://www.bigfootencounters.com/legends.htm. The students will
use the information presented in the legend to help them gain an
understanding of Bigfoot.

After reading the different legends, the students will start a short
discussion about the following queries:

What does Bigfoot look like?
Why do you believe Bigfoot has captivated so many people,
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for so many years?
What does your legend of Bigfoot teach you about this
elusive creature?

Connection to Point of Ponder and Essential Question: The legend
will instigate a discussion and allow the students to ponder the
human fascination with Bigfoot. They will be able to investigate not
only legends pervading Native American cultures, but also
explanations from an expert in the field of Bigfoot research. The
students will interact with literary text, which will help strengthen
their knowledge about the array of beliefs surrounding his/her
existence.

4. (3 minutes) Introduce documentary project by showing and
disseminating the students Bigfoot documentary rubric. The
students will also watch a short, succinct clip from History
Channels MonsterQuest Bigfoot Evidence episode.
http://www.history.com/shows/monsterquest/videos/bigfoot-
evidence?m=5189719baf036&s=All&f=1&free=false

The students will be able to see the Robert Pattersons
Bigfoot footage that was discussed in the PowerPoint
Presentation, hear voiceovers, and the experience the
informative nature of documentaries
o This can also serve as a precursor to the day 2
discussion and analysis of documentary filmmaking
The students will learn how their documentary will
investigate the attributes of Bigfoot, historical details of
Bigfoot, and the human interest in Bigfoot-using footage
from the interview with the Bigfoot researcher from the North
American Bigfoot Search. They will begin learning about and
interacting with the human interest in Bigfoot.

5. The students should formulate at least three questions for their
interview with the Bigfoot researcher that investigates the following:

Human interest in Bigfoot-what is fascinating, or captivating
about Bigfoot?
What compels him to search for Bigfoot?
The research techniques and strategies of the North
American Bigfoot Search

After the students formulate their questions, they will use them
during the interview with the Bigfoot researcher.

6. (25 minutes) Interview with a Bigfoot researcher from the North
Page 24 of 63
American Bigfoot Search using a program, such as Camtasia or
snagit.

Connection to Point of Ponder and Essential Question: The
students will receive first-hand knowledge of why humans search
for the elusive Bigfoot. The interview will be the students primary
source of information for their documentary. They will be able to
pose questions and hear an expert in the field of Bigfoot research
delineate why his team meticulously searches for proof-especially
DNA evidence-of Bigfoots existence.

7. (10 minutes) Instigate a discussion about the usefulness of
cryptozoology using the following questions to assess students
performance for the day:

After your interview with the Bigfoot researcher, why do you
believe humans search for elusive creatures, like Bigfoot?
Explain.

ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
TIME:

The students should formulate questions for their interview with the
Bigfoot researcher that investigates the following:

Human interest in Bigfoot-what is fascinating, or captivating
about Bigfoot?
What compels him to search for Bigfoot?
The research techniques and strategies of the North
American Bigfoot Search

After the students formulate their questions, they will use them to
during the interview with the Bigfoot researcher.

Lastly, the students will complete a question-based assessment
using Padlet, reflecting upon their experience with the Bigfoot
researcher and the information they discussed during the interview.
They will assess how their questions incorporated the information
discussed and presented during the lesson, and if their questions
helped showcase why people search for elusive creatures, such as
Bigfoot. The students will answer the following question:

After your interview with the Bigfoot researcher, why do you believe
humans search for elusive creatures, like Bigfoot? Explain.

Page 25 of 63
DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE
STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO

ASSESSMENT AND INSTRUCTIONAL MATERIALS
Insert ALL materials here including Assessments and Instructional Materials.
Explicitly LIST any additional files for this lesson. Be sure that ALL materials have been
submitted for this lesson.

PowerPoint Presentation about cryptozoology and Bigfoot

Documentary Rubric

Padlet assessment

Page 26 of 63

Page 27 of 63

Documentary Content Elements Rubric

Category
4 (Great) 3 (Good) 2 (Average) 1 (Poor)
Overall effectiveness of
film
Film was effective,
informative and
appealing.
Film was effective or
appealing but not both.
Film was not visually
interesting. Did not
convey information or
compelling message.
Not interesting or
engaging
Effectiveness of
Introduction
Viewer was hooked from
the beginning of the film
by a strong opening that
introduces the concept
of cryptozoology.
Viewer was fairly
interested by the
introduction of
cryptozoology
Viewer had little reason
to keep watching.
Ineffective
Film Story All elements of the film
were relevant to the
overall theme. Events
and messages were in a
clear, sensible and well
structured order to tell
the characteristics and
history of Bigfoot, along
with the human interest
in Bigfoot.
Most elements of the
film were relevant to the
and messages were
mostly clear and in order
to tell the characteristics
and history of Bigfoot,
along with the human
interest in Bigfoot.
Many elements of the
film were irrelevant to
the overall message.
Viewer was not sure
what the story was about.
No real story structure
Page 28 of 63

Padlet Assessment:

After your interview with the Bigfoot researcher, why do you believe humans
search for elusive creatures, like Bigfoot? Explain.
Indication of Thinking
and Learning
The teams clearly had an
understanding of their
task and subject of
Bigfoot. Film showed
creativity, high levels of
team work and critical-
thinking. Film
terminology was well
understood
Film showed a basic
command of the subject
of Bigfoot, but lacked
some creativity and
thoughtfulness.
There was little
indication of team work
imagination, creativity,
research, and
thoughtfulness in the
film.
No creativity or
imagination used
Literacy Constructs media texts
(images, text and sound)
in a meaningful way to
make meaning and to
entertain.
Partially constructs
media texts to make
meaning and to entertain
Little entertainment in
the way the media text
was constructed
Not entertaining
Appeal tThe message that
humans have a reason
for searching for Bigfoot
is easily identified and
conveyed in an
appealing, informative,
entertaining, emotive
way
There is a message
about why humans
search for Bigfoot
identified but not
conveyed in an
appealing, entertaining,
emotive way.
Message is not clear or
apparent
No message
Final Production
Production significantly
increases audience
knowledge and
understanding of Bigfoot
and the human interest
in Bigfoot.
Production increases
audience knowledge and
in Bigfoot.
Production only slightly
increases audience
knowledge and
understanding of topic.
Production doesnt
increase audience
knowledge and
Page 29 of 63
LESSON #2
Developing Documentaries

LESSON
OBJECTIVE

After analyzing the components of a documentary, the students
will be able to build a storyboard for their Bigfoot documentary by
following the guidelines of their storyboard rubric.
POINT TO
PONDER

Documentaries challenge a persons preconceived viewpoints and
ideas.
ESSENTIAL
QUESTION
What compels humans to search for undiscovered creatures, or
cryptids?
CONTENT
Outline the content
you will teach in
this lesson.
I. Documentaries
A. Films or shows about real events and real people that
usually involves political, historical, and social information
1. Intended to instruct, persuade, enlighten, or inform
2. Captures real-life situations
3. Allows viewers to live vicariously through the
information presented
B. Elements that comprise a documentary
1. Direct Narration and voiceovers
a. See and hear the narrator of the film
b. Impacts viewers emotions
c. Should offer authority yet familiarity for
viewers and listeners
d. Try to avoid long words and tongue twisters
2. Interviews with an expert
a. May take place off screen or on screen
b. Questions are asked the speaker
i. Speaker delineates directly about the
topic being addressed
3. Photographs
a. Location shots
b. Still shots
c. Long shots
d. Close-ups
4. Film clips/action footage
a. Verite footage
i. Footage that captures real-life
b. Thematic/symbolic footage
i. Images or scenes that stand for
something
5. Music
a. Find music that correlates to the pace and
Page 30 of 63
content of the documentary
b. Add music to appropriate spots in the
documentary
c. Used to impact the viewers emotions

C. Ways to orchestrate and organize a documentary
1. Storyboards
a. A script in visual form, sequencing the
events in a film, television, or radio show
using images and video clips
b. Each box in a storyboard represents a
different scene in the film
c. Video (interview) footage or images will
usually have audio, voiceovers, or text playing
simultaneously to compliment the visuals
d. Includes a beginning, middle, and end
ii. Includes dialogue or directions
iii. Includes where music will begin and
end
iiii. Includes where photographs and
interview footage will be placed

II. PRE-PLANNING
What will students
UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
The students will understand different elements of documentaries:
narration, point of view, structure, theme, and voiceovers.

The students will understand the aesthetic elements of
documentaries, such as mood, photographs, and music.

The students will understand where to find public domain
photographs. The students will understand how to orchestrate and
build a storyboard by looking at premade storyboard detailing the
information about what comprises a documentary.

By the students looking at a premade storyboard, discussions
about the characteristics of documentaries, and storyboards, they
will be able to take the precursor steps to showcasing why
humans are interested in Bigfoot. They will be able to decipher
how documentaries convey information in an intriguing, yet
informative way.
What will students
be able to DO as a
result of this
lesson?
The students will be able to discuss and identify the elements that
comprise a documentary.

The students will be able to demonstrate their understanding of
why humans search for Bigfoot and the basic elements of
Page 31 of 63
documentaries when they start their storyboards. They will write
their own narrations explaining the characteristics of Bigfoot. They
will use the interview footage that conveys why humans search for
Bigfoot. They will also include the visuals-photographs and
interview footage-that connects to their narrations and voiceovers.

Page 32 of 63
III. PLANNING
HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
TIME: (5 minutes)
Hook activity-Watch a short, succinct expert from the documentary
Ancient Mysteries: Bigfoot

The students will use Padlet to discuss what they notice about the
documentary. Each student will have a different component of a
documentary to look for and analyze. They will each be given a
card with the component they will look for: narrator, pictures, music,
examples of stories, and voiceovers.
INSTRUCTION
Explain Step-by-
step what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
TIME:

1. (5 minutes) Hook Activity- Hook activity-Watch a short, succinct
expert from the documentary Ancient Mysteries: Bigfoot. The
students will use Padlet to discuss what they notice about the
documentary (narrator, pictures, music, examples of stories,
voiceovers, etc.).

2. (20 minutes) The students will discuss and view a storyboard
about the purpose and elements of a documentary. The students
will see a completed storyboard and analyze how they are
constructed. During the presentation, the students will also watch a
documentary trailer entitled Bully,
http://www.youtube.com/watch?v=W1g9RV9OKhg. They will use a
graphic organizer to answer the following questions while viewing.
After the video, the students will participate in a think-pair-share to
reinforce the elements of a documentary and explore the feelings
and emotions embedded within documentaries:
What effect did the images portrayed in this documentary
trailer have on the video as a whole?
What effect did the interviews portrayed in this documentary
trailer have on this video as a whole?
What effect did the music played in this documentary trailer
have on this video as a whole?
Did the people speaking in the video keep your attention?
Why or why not?
How did the watching this video make you feel? Why?

Connection to Point to Ponder and Essential Question: By
answering questions about the documentary trailer Bully the
students have use their critical thinking skills to deduce how
images, interviews, and music can impact a documentary and
viewers. They will have to extrapolate how the different elements of
documentaries, such as narration, images, and music can
drastically challenge their viewers opinions and feelings.

Page 33 of 63
3. (5 minutes) Discussion about how documentaries are excellent
ways for people to tell a story or convey information. The students
will contemplate and discuss the following question:
How can you use your interview to convey the human
interest in searching for undiscovered creatures, such as
Bigfoot?

4. (30 minutes) The students will use the storyboard that was used
to show documentary elements to help make their own storyboard
about Bigfoot and the human interest in Bigfoot. The students will
receive a blank storyboard template where they can create their
storyline for their Bigfoot documentary. The students will work in
collaborative groups of 3-4 to create their documentaries.

The students will use an instructional guide located on our camp
website to understand where public domain photographs for their
storyboard and documentary can be found. (see Where can I find
free public domain images and pictures handout below). This
handout will be located on our website for students to see and use.

The students-using information they received during day 1 and their
Bigfoot researcher interview-will include the following information in
their documentaries:
The attributes, or characteristics, of Bigfoot
Historical details about Bigfoot
Why do people search for Bigfoot?

Connection to Point to Ponder and Essential Question: The
students will view a premade storyboard that shows the elements
of a documentary and why documentaries are important. The
storyboard will allow students to organize and interact, in a
strategic way, with the characteristics and history of Bigfoot, as well
as the human interest in proving Bigfoots existence. They will be
able to see the step-by-step process of orchestrating and creating
an effective documentary. Once they understand the elements of a
documentary, they will be able to showcase why humans search for
mysterious creatures, using their interview footage as a primary,
indispensable source.

ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
TIME: 30 minutes
The students will learn how to orchestrate and build a storyboard.
The students will receive a blank storyboard template where they
can create their storyline for their Bigfoot documentary. The
students will work in collaborative groups of 3-4 to create their
documentaries.
Page 34 of 63
mastered the
content? Be
specific and
include actual
assessment with
unit materials.

The students-using information they received during day 1 and their
Bigfoot researcher interview-will include the following information in
their documentaries:
The attributes, or characteristics, of Bigfoot
Historical details about Bigfoot
Why do people search for Bigfoot?

To accomplish this endeavor, the students will have to locate:
Photos of Bigfoot
Create narration and voiceovers
Bigfoot researcher Interview footage
The students will follow the storyboard rubric and the Bigfoot
documentary rubric presented in day 1 to help them build their
storyboard.



Storyboard Presentation about the characteristics of a documentary

Storyboard rubric

Storyboard template

Public domain photographs handout

Bully documentary trailer questions
Storyboard Presentation about Documentaries

Page 35 of 63
Scene Description: Introduce what a
documentary is.

Dialogue: Welcome to the diverse world of
documentaries! Documentaries are films or
shows about real events and real people that
usually involve political, historical, and social
information. They are intended to instruct,
persuade, enlighten, or inform.

Audio: Narrator of documentary saying the
lines above.

Special Effects: Background of famous
documentaries such as Supersize Me
(http://www.youtube.com/watch?v=4N5i-
0t8m94).

Transitions: A common way to show the
information in documentaries is through
interviews
Visual:

Scene Description: Types of Interview

Dialogue: There are two types of interviews
that occur during a documentary: direct
interviews and indirect interviews. Direct
interviews are when the viewer both sees and
hear the interviewer and the interviewee.
Indirect interviews are when the viewer only
hears the interviewee.

Audio: Voices of interviewer/interviewees in
interview videos

Special Effects: Brief videos of types of
interviews

Transitions: In addition to interviewers and
Visual:

Page 36 of 63
interviewees, there is also typically a narrator.

Scene Description: The narrator

Dialogue: There are two types of
narration in a documentary: direct
narration and voiceovers. Direct narration
is when the viewer can hear and see the
narrator. Voiceovers are when the viewer
can hear the narrator, but do not see
him/her. Voiceovers typically are
accompanied with some kind of image or
video

Audio: Voices from videos

Special Effects: Brief sections of
http://www.youtube.com/watch?v=azR8i
4KTeEE (cartoon voiceovers) and
http://www.youtube.com/watch?v=fprjhb
FCNws (Ellen interview with Julia Roberts

Transitions: When focusing on interviews
and narration in a documentary, it is also
important to focus on camera angels since
the documentary is seen through the
cameras lenses.
Visual:

Voiceover

Direct Narration

Page 37 of 63
Scene Description: Camera Angles

Dialogue: There are several types of camera
angles; however, some of the most popular
camera angles while documentary filming are
location shots, still shots, long shots, and close up
shots. (Show examples to the write while saying
this).

Audio/Special Effects: Voiceover with pictures (see
visual) in background

Transitions: In addition to the visual, the auditory
aspect documentary filmmaking is of the utmost
importance.
Visual:

Location Shot: On the movie set of Thor.

Still Shot: (Basketball in hoop still shot)

Long Shot: (Long shot of Hollywood Sign).

Close Up Shot: (Close up of water droplets on leaf).

Page 38 of 63
Scene Description: Music

Dialogue: Music should correlate to the pace and
content of the documentary and should be used to
impact the viewers emotions.

Audio/Special Effects: View
http://www.youtube.com/watch?v=UdK5FGeMS3k
This video shows one scene with various music.
The students will examine how the type of music
displayed in films effects the viewers emotions.

Transitions: Transition to credits.
Visual:

Video located at
http://www.youtube.com/watch?v=UdK5FGeMS3k
will act the audio and visual elements of this section
of the film.

Bully Documentary Trailer

Directions: Please answer the following questions regarding the trailer of the documentary
Bully. Please use as many specific details as possible from the trailer to support your
answers.

What effect did the
images portrayed in
this documentary
trailer have on the
video as a whole?

What effect did the
interviews portrayed
in this documentary
trailer have on this
video as a whole?

Page 39 of 63
What effect did the
music played in this
documentary trailer
have on this video as
a whole?

Did the people
speaking in the video
keep your attention?
Why or why not?

How did watching
this video make you
feel? Why?

Where can I find free public domain images and pictures?
Stock Exchange
http://www.sxc.hu/
In our opinion the best site to locate free stock photos. The site contains in our opinion the best site
to locate free stock photos. The site contains thousands of free images that can be used. While
many of the pictures are free some of the images do require written permission first.
Google Images with usage rights
http://images.google.com/
Doing a search on Google Image search is a great way to find a lot of interesting pictures, but it
used to be very time consuming to find what pictures you could use legally on your site.
Thankfully Google now has an option to search images by usage rights. As seen below, under the
Search tools (1.) and then Usage Rights (2.) are options to filter the search by pictures labeled for
reuse, labeled for commercial reuse, labeled for reuse with modification, and labeled for
commercial reuse with modification.
Page 40 of 63

Wikimedia Commons
http://commons.wikimedia.org/wiki/Main_Page
Fantastic media repository that is part of the Wikipedia umbrella project where users are
free to use any of the sites photos, audio, videos, and other media freely.
Flickr: The Commons
http://flickr.com/commons
A great feature from the popular photo sharing site Flickr where institutes such as The
Library Of Congress, Powerhouse Museum, Brooklyn Museum, Smithsonian Institution,
and various users can post and share images that have no known copyright restrictions.
http://www.flickr.com/photos/britishlibrary
A fantastic collection of scans from the British Library of over 11,000,000 public domain
pictures.
Microsoft Office free images and clipart
http://office.microsoft.com/en-us/images/
Another great site that offers thousands of royalty free pictures and even clipart that are
available for all users.
MorgueFile
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http://www.morguefile.com/
Another fantastic location to locate high resolution digital stock photography. The site
offers thousands of free images almost all that have no restrictions or agreements attached.
In addition the site requires no login to download the high quality files.
U.S. Government Graphics and Photos
http://www.firstgov.gov/Topics/Graphics.shtml
Another fantastic site linking to other U.S. government sites containing hundreds of
thousands free and public domain images linking to image categories such as Air Force,
forests, animals, Army, birds, coast guard, crops, fish, fire, fruits, geology, Indians, lab
research, mammals, money, mountains, NASA, Navy, parks, plants, Presidents, space,
storms, veggies, volcano's, war, wildlife, and much more.

StockVault
http://www.stockvault.net/
Another great site that contains thousands of free stock photography in a large variety of
categories.
Picdrome
http://www.picdrome.com/
A great site that list several hundred photos in a about a dozen different albums.
PD Photo
http://pdphoto.org/
Another great collection of thousands free public domain pictures. This site contains one
of the best collections of travel pictures from around the world.
Pixabay
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http://www.pixabay.com/
Simple, easy to use site with nearly 65,000 photos and illustrations. All of which may be
used freely, without attribution and for any purpose.
Liam's pictures from Old Books
http://www.fromoldbooks.org/
A good collection of original pictures from old books that are no longer copyrighted and
considered public domain. This is a great place to find obscure and unique pictures and
illustration.
WorldImages
http://worldart.sjsu.edu
California State University product that contains over 60,000 images around the world that
can be used freely for non-profit and education use.

deviantART
http://www.deviantart.com/
Another fantastic site with not only photographs, but traditional art, digital art, stock
images, and more. Keep in mind that this site contains both royalty free and copyrighted
works. Make sure you view the artists or photographers usage guidelines and rules before
using any image.

Credit to http://www.computerhope.com/issues/ch000845.htm

Bigfoot Documentary Storyboard
Documentary Title:
Page 43 of 63
Scene Description:

Dialogue/Narration/Voiceovers

Audio:

Special Effects:

Transitions:
Visual:

Scene Description:

Dialogue/Narration/Voiceover:

Audio:

Special Effects:

Transitions:
Visual:

Scene Description:


Audio:

Special Effects:

Transitions:

Visual:

Page 44 of 63
Academy Award Winner Oscar Nominee Straight to DVD

The storyboard is accurate
and detailed.
A suitable and appropriate
script is provided (Script has a
start, middle and finish).
Scenes are detailed and the
action is accurately
described.
There is Consistent detailed
information about:
Transitions between
scenes
Camera action, angles
and shots
Sound effects

Sketches are consistently
accurate and show care and
attention to detail.
It is easy for a third party to
understand the shot and flow
of the advertisement

The storyboard is mostly
accurate or detailed.
A suitable script is provided
(Script has a start, middle and
finish)
Most scenes are detailed and
the action is described.
There is detailed information
about most of the following:
Transitions between
scenes
and shots
Sound effects

Sketches are reasonable
accurate
It is relatively easy for a third
party to understand the shot
and flow of the advertisement

The storyboard contains some
detail.
A script is provided.(Script has
a start, middle and finish)
Most scenes have some
detail and some action is
described.
There is information about
some of the following:
Transitions between
scenes
and shots
Sound effects

Sketches are included and
have some accuracy.
The Storyboard is
understandable and has
some flow

LESSON #3
Filmmaking Fanatics

LESSON
OBJECTIVE
Students will demonstrate their understanding of documentary
filmmaking and film equipment by finishing their Bigfoot storyboard
and begin the filming of their documentary.

POINT TO
PONDER
Knowledge of technology is the only way to successfully pass
along information.
ESSENTIAL
QUESTION
How is learning to operate video equipment an essential skill in
documentary filmmaking?

Page 45 of 63
CONTENT
Outline the content
you will teach in
this lesson.
I. Ways to orchestrate and organize a documentary
A. Storyboards
1. A script in visual form, sequencing the events in a
film, television, or radio show using images, video
clips, ect.
2. Each box in a storyboard represents a different
scene in the film
3. Video (interview) footage or images will usually
have audio, voiceovers, or text playing
simultaneously to compliment the visuals
4. Includes a beginning, middle, and end
a. Includes dialogue or directions
b. Includes where music will begin and end
c. Includes where photographs and interview
footage will be placed

II. Elements that comprise a documentary
A. Music
1. Find music that correlates to the pace and content
of the documentary
2. Add music to appropriate spots in the
documentary
3. Used to impact the viewers emotions

III. Technology plan
A. Flip Cameras
1. Turning on and Off
a. Button located on the top right hand side
i. Flick grey button twice to turn off
2. Recording
a. Aim lens at subject and press the red
button
i. The timer will emerge in the top left
hand corner of the view screen
b. Press the red button again when finished
recording
3. Zooming
a. The silver plus and minus buttons
surrounding the red button
4. Playback
a. Press the play button to the left of the red
button on the screen
5. Deleting
a. Press the trashcan button on the right hand
side of the red button
6. Uploading
Page 46 of 63
a. Pull the silver switch on the left hand side of
the camera
b. USB connector will emerge
c. Plug the USB connector into the USB port
on a computer

II. PRE-PLANNING
What will students
UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
The students will understand how a storyboard helps to build an
informative, captivating documentary.

The students will understand how to operate video equipment,
such as the flip cameras.

The information the students will understand as a result of this
lesson directly correlates to the essential question because they
will learn that their interactions with the flip cameras and laptops,
in conjunction with learning how to use it properly are paramount
in creating a captivating documentary.
What will students
be able to DO as a
result of this
lesson?
The students will be to create a storyboard about the attributes of
Bigfoot, the history of Bigfoot, and the human interest in Bigfoot by
using their interview with the Bigfoot researcher, photographs, and
voiceovers.

The students will be able to operate a flip camera.

The students will be able to utilize their storyboards to start filming
their Bigfoot documentary.

Page 47 of 63
III. PLANNING
HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
TIME: 7 Minutes

The students will view three photos. Each photo will have different
music playing in the background. The students will have to decide if
the music fits with the picture and why.
INSTRUCTION
Explain Step-by-
step what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
TIME: Minutes

1. (7 minutes) Hook Activity- The students will view three photos.
Each photo will have different music playing in the background. The
students will have to decide if the music fits with the picture and
why using a teacher generated graphic organizer. The students will
discuss why is it important to have music that matches the content
and emotion of the photograph using their graphic organizers.

3. (15 minutes) The students will finish orchestrating their
storyboards about the history of Bigfoot, the attributes of Bigfoot,
and why people feel compelled to search for Bigfoot. They will
search for photographs of Bigfoot using the guide from day 2.

4. (10 minutes) After we discuss-the students will each receive a
step-by-step guide-how to operate the Flip Cameras; the students
will practice using them (see handout below).

Discuss how to operate a Flip Camera.
Recording
Zooming
Pausing or stopping

students interaction with technology relates to the essential
question because students will not only be learning how to use the
camera, but will also directly observe and interact with the cameras
function and necessity in making a documentary film. The students
will use teacher instruction, guides, and their own interactions to
learn the functionality of the camera.

5. (10 minutes) The students will receive a handout on how to
create, save, and edit documentaries in Movie Maker-the handout
will be located on our camp website. The teachers will demonstrate
how to use Movie Maker, and the students will have the opportunity
to utilize Movie Maker before filming their documentary.

6. (28 minutes) The students will begin filming their Bigfoot
Page 48 of 63
documentary. They will use their storyboard as their script since
their voiceovers and narrations will already be written. They will
have voiceovers and narrations to coincide with photographs. They
will use the interview footage to convey why humans search for
elusive creatures like Bigfoot. They will utilize the elements of
documentaries they learned about in day two, their storyboards,
and their creativity to create an informative documentary about the
background and human interest of Bigfoot. The students will work in
collaborative groups of 3-4 to create and build their documentary.
The students will have access to their Bigfoot documentary film
footage on a jump drive.

students will interact with the Flip Cameras and laptops to build an
informative, intriguing documentary. In order for them to utilize the
Flip Cameras proficiently, they first have to learn about the
intricacies of the camera and how it operates. This knowledge will
help them become effective documentary filmmakers. The students
will hold the cameras and learn its function through the teachers
help and instructional handout.

ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.

TIME:

The students will complete their storyboard as a precursor to the
filming of their documentary. The students will use the storyboard
rubric introduced on day two to finish their storyboards.



Materials: Laptops and flip cameras

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Matching pictures to music graphic organizer for the hook activity

Storyboard paper the students began on day two

Storyboard rubric

Flip Camera instructional step-by-step handout

Movie Maker handout

How to Use a Flip Camera Handout

Turning On and Off
When youre holding the camera facing away from you, on the right hand side at the top there is a small grey switch
that you can flick down. Just flick the switch and dont be surprised when it bounces back. You simply repeat this
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action to turn the camera off.

Recording
When recording a video, aim the lens at your subject and press the big red button in the center. The camera will
start to record. To be sure that youre recording, the timer should appear in the top left hand corner of the view
screen. You can zoom in and out using the plus and minus buttons. To stop recording all you need to do is press the
red button again.
Playback
To playback the video you just recorded, press the play button to the left of the red button. But if youve taken more
than one video, to select the clip you want to watch, press the little arrows to the right and left of the red button.
This will show each clip youve taken. Just stop at the one you want and press play.
Deleting
To delete any excess clips, all you need to do is press the trashcan button on the right hand side of the red button.
The latest clip will come up. If thats the clip you want to delete then press the trashcan again. If its not, press the
arrow buttons you used before, to find the clip you want. Once that clip is on the screen, press the trashcan again to
delete it.

Uploading
To upload your clips to a computer, look for a silver switch on the left hand side of the camera. You pull this all the
way down, and a USB connector should pop out. When the USB connector is out, plug it into any USB port on your
computer (for the less tech savvy, this means theres a slot on the side or back of your computer where you can
connect the camera. The correct slot will have a little diagram depicting a three forked cable. This might take you a
while but no fear, you will find it!)
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Credit to CreativeWorks

Page 52 of 63

Academy Award Winner Oscar Nominee Straight to DVD

The storyboard is accurate
and detailed.
A suitable and appropriate
script is provided (Script has a
start, middle and finish).
Scenes are detailed and the
action is accurately
described.
There is Consistent detailed
information about:
Transitions between
scenes
and shots
Sound effects

Sketches are consistently
accurate and show care and
attention to detail.
It is easy for a third party to
understand the shot and flow
of the advertisement

The storyboard is mostly
accurate or detailed.
A suitable script is provided
(Script has a start, middle and
finish)
Most scenes are detailed and
the action is described.
There is detailed information
about most of the following:
Transitions between
scenes
and shots
Sound effects

Sketches are reasonable
accurate
It is relatively easy for a third
party to understand the shot
and flow of the advertisement

The storyboard contains some
detail.
A script is provided.(Script has
a start, middle and finish)
Most scenes have some
detail and some action is
described.
There is information about
some of the following:
Transitions between
scenes
and shots
Sound effects

Sketches are included and
have some accuracy.
The Storyboard is
understandable and has
some flow

Bigfoot Documentary Storyboard
Documentary Title:
Scene Description:

Dialogue/Narration/Voiceovers

Audio:

Special Effects:

Transitions:
Visual:

Page 53 of 63
Scene Description:


Audio:

Special Effects:

Transitions:
Visual:

Scene Description:


Audio:

Special Effects:

Transitions:

Visual:

Three pictures used for the hook activity:

Play fast paced, heavy metal music

Page 54 of 63
Play calm, tranquil music

Play happy, uplifting music

Hook Worksheet
Pictures What is the
picture of?
What does the
music sound
like?
Do the
pictures and
music go
together?
Why or why
not?
Picture 1
Picture 2
Page 55 of 63
Picture 3

Microsoft Movie Maker (May we please utilize your
Movie Maker guide?)
Directions: As you create your products today, use the instructions
below to help you manipulate images and video.

Opening movie maker and saving project
Click on the Start tab on the desktop
Click on Windows Movie Maker to open program
Click File
Click Save Project As
Click desktop
Click on File name and type documentary name
Click Save

Importing and inserting images
On the left side under Capture Video click Import images
Click desktop
Click File and find the location of where images are located
Highlight all the selected images and click import
Screen should be in storyboard/timeline view.
To validate, click on the show storyboard/timeline in the middle of
screen.
Storyboard/timeline view shows a series of boxes at the bottom of the
screen.
Click on the images and drag them into the boxes in the preferred
order.
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Images can be deleted by right clicking and selected the delete button

Adding Effects
Transitions
o The movement between video clips and images
o Click Tools and then Transitions
o Find the Contents Pane and click play to see what a transition
looks like before adding to the storyboard/timeline
o To add a transition, click Clip and then add it to the
storyboard/timeline

Special Effects
o Select the video, image, or text
o Click Tools and then Effects
o Find the Contents Pane to view a special effect before selecting it
o To add the special effect, click clip and then Add to Storyboard

Editing
o To move video clips and images, click on it and drag to the new
location on the storyboard/timeline
o To undo changes, find the arrow next to on the toolbar
o To Redo changes, find the arrow next to Redo on the toolbar
o To zoom in or out, click view, and then Timeline

LESSON #4
Lights, Camera, Action!

LESSON
OBJECTIVE
Students will create, edit, and present their documentary films
following the guidelines in the Bigfoot documentary rubric.

POINT TO
PONDER
It is possible to persuade people that elusive creatures like Bigfoot
exist.
ESSENTIAL
QUESTION
CONTENT
Outline the content
you will teach in
this lesson.
I. How to Use Movie Maker
A. Opening movie maker and saving project
1. Click on the Start tab on the desktop
2. Click on Windows Movie Maker to open program
3. Click File
4. Click Save Project As
5. Click desktop
6. Click on File name and type documentary name
7. Click Save
Page 57 of 63
B. Importing and inserting images
1. On the left side under Capture Video click Import
images
2. Click desktop
3. Click File and find the location of where images
are
located
4. Highlight all the selected images and click import
5. Screen should be in storyboard view.
a. To validate, click on the show storyboard in
the middle of screen.
b. Storyboard view shows a series of boxes at
the bottom of the screen.
c. Click on the images and drag them into the
boxes in the preferred order.
i. Images can be deleted by right
clicking and selected the delete button
C. Adding Effects
1. Transitions
a. The movement between video clips and
images
b. Click Tools and then Transitions
c. Find the Contents Pane and click play to
see what a transition looks like before adding
to the storyboard
d. To add a transition, click Clip and then add
it to the storyboard
2. Special Effects
a. Select the video, image, or text
b. Click Tools and then Effects
c. Find the Contents Pane to view a special
effect before selecting it
d. To add the special effect, click clip and then
Add to Storyboard
D. Editing
1. To move video clips and images, click on it and
drag to the new location on the storyboard
2. To undo changes, find the arrow next to on the
toolbar
3. To Redo changes, find the arrow next to Redo on
the toolbar
4. To zoom in or out, click view, and then Timeline

II. PRE-PLANNING
What will students As a result of this lesson, students will understand how to portray
Page 58 of 63
UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
information through a documentary. The information the students
will understand directly correlates to the essential question
because we will guide the students to determine that, not only are
documentaries strictly for information, but they also take the
human experience and opinions of professionals and regular
people into account. This, in turn, provides a video that displays
well-rounded information.
What will students
be able to DO as a
result of this
lesson?
The students will be able to direct, film, and edit a documentary
film about Bigfoot and why people search for the elusive creature.

Page 59 of 63
III. PLANNING
HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
TIME: 5-10 Minutes

The students will watch a small clip of Richlands High School
weekly Wild Cuts video, found at
https://onslow.eduvision.tv/Default.aspx. The students will discuss
what they notice that is both good and bad about the video. The
students will use Padlet to discuss their initial observations about
how the editing techniques learned in day 3 would help in certain
parts of the clip.

INSTRUCTION
Explain Step-by-
step what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
TIME:

1. Video of Richlands High School Journalism class creating/editing
their weekly Wild Cuts segment. Using Padlet, the students will
write down and discuss how using the editing techniques learned in
day 3 would help in certain parts of the Wild Cuts video.

2. The students will finish filming their Bigfoot documentaries using
the Flip Cameras and interview footage with the Bigfoot researcher.

3. The teachers will go over the Movie Maker handout presented on
day 3 with the students, and demonstrate how to use Movie Maker
one more time. The students will then have the opportunity to use
Movie Maker again before implementing the content for their
documentary.

The point to ponder and essential question for this lesson
encompasses the creation of the documentary. In this lesson,
students are primarily creating and editing their documentaries to
prepare them for the presentation segment of lesson. The students
will be interacting with the camera, Movie Maker, the cryptozoology
content they have learned about, the interview footage with the
Bigfoot researcher. The students will also collaborate and interact
with Microsoft Movie Maker after viewing a demonstration by the
teachers and viewing a handout with screenshots.
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
TIME:

Students will complete, edit, and present their documentaries using
Microsoft Movie Maker (see rubric below). The videos will be
displayed on our camp website. The videos might also be displayed
by the Bigfoot Researcher to help promote the importance of
searching for elusive creatures, like Bigfoot.
Page 60 of 63
assessment with
unit materials.



Storyboards

Flip Cameras, Laptops, and Microsoft Movie Maker

Documentary rubric

Microsoft Movie Maker Instructional Guide

Page 61 of 63

Documentary Content Elements Rubric
Category
4 (Great) 3 (Good) 2 (Average) 1 (Poor)
Overall effectiveness of
film
Film was effective,
informative and
appealing.
Film was effective or
appealing but not both.
Film was not visually
interesting. Did not
convey information or
compelling message.
Not interesting or
engaging
Effectiveness of
Introduction
Viewer was hooked from
the beginning of the film
by a strong opening that
introduces the concept
of cryptozoology.
Viewer was fairly well
interested by the
introduction of
cryptozoology
Viewer had little reason
to keep watching.
Ineffective
Film Story All elements of the film
were relevant to the
and messages were in a
clear, sensible and well
structured order to tell
the characteristics and
history of Bigfoot, along
with the human interest
in Bigfoot.
Most elements of the
film were relevant to the
and messages were
mostly clear and in order
to tell the characteristics
and history of Bigfoot,
along with the human
interest in Bigfoot.
Many elements of the
film were irrelevant to
the overall message.
Viewer was not sure
what the story was about.
No real story structure
Indication of Thinking
and Learning
The teams clearly had an
understanding of their
task and subject of
Bigfoot. Film showed
creativity, high levels of
team work and critical-
thinking. Film
terminology was well
understood
Film showed a basic
command of the subject
of Bigfoot, but lacked
some creativity and
thoughtfulness.
There was little
indication of team work
imagination, creativity,
research, and
thoughtfulness in the
film.
No creativity or
imagination used
Literacy Constructs media texts
(images, text and sound)
in a meaningful way to
make meaning and to
entertain.
Partially constructs
media texts to make
meaning and to entertain
Little entertainment in
the way the media text
was constructed
Not entertaining
Appeal tThe message that
humans have a reason
for searching for Bigfoot
is easily identified and
conveyed in an
appealing, informative,
entertaining, emotive
way
There is a message
about why humans
search for Bigfoot
identified but not
conveyed in an
appealing, entertaining,
emotive way.
Message is not clear or
apparent
No message
Final Production
Production significantly
increases audience
knowledge and
in Bigfoot.
Production increases
audience knowledge and
in Bigfoot.
Production only slightly
increases audience
knowledge and
Production doesnt
increase audience
knowledge and
Page 62 of 63
FILM-MAKING RESOURCE Created by Kym Nadebaum 2012

Microsoft Movie Maker
Directions: As you create your products today, use the instructions
below to help you manipulate images and video.

Opening movie maker and saving project
Click on the Start tab on the desktop
Click on Windows Movie Maker to open program
Click File
Click Save Project As
Click desktop
Click on File name and type documentary name
Click Save

Importing and inserting images
On the left side under Capture Video click Import images
Click desktop
Click File and find the location of where images are located
Highlight all the selected images and click import
Screen should be in storyboard/timeline view.
To validate, click on the show storyboard/timeline in the middle of
screen.
Storyboard/timeline view shows a series of boxes at the bottom of the
screen.
Click on the images and drag them into the boxes in the preferred
order.
Images can be deleted by right clicking and selected the delete button

Adding Effects
Transitions
o The movement between video clips and images
Page 63 of 63
o Click Tools and then Transitions
o Find the Contents Pane and click play to see what a transition
looks like before adding to the storyboard/timeline
o To add a transition, click Clip and then add it to the
storyboard/timeline

Special Effects
o Select the video, image, or text
o Click Tools and then Effects
o Find the Contents Pane to view a special effect before selecting it
o To add the special effect, click clip and then Add to Storyboard

Editing
o To move video clips and images, click on it and drag to the new
location on the storyboard/timeline
o To undo changes, find the arrow next to on the toolbar
o To Redo changes, find the arrow next to Redo on the toolbar
o To zoom in or out, click view, and then Timeline

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Captivating Creatures: Cruising Through Cryptozoology

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