COMMUNITY SCREENING EVENT

FACILITATOR GUIDE 2009

TM & © 2008 The Jim Henson Company. All Rights Reserved.

1

GOAL: To inspire key stakeholders in your community to use, publicize, and support Sid the Science Kid (and your station or organization).

TARGET AUDIENCE: This screening is designed to help you introduce Sid the Science Kid at:

Presentations to civic or community groups (e.g., the Rotary Club, Junior League, a church group, etc.).

An event at your site that targets education leaders, politicians and policy makers, community leaders, and other stakeholders.

An internal meeting for staff, trustees, directors, etc.

MAIN MESSAGES: Preschoolers are naturally curious, making ages 3-5 a perfect time to introduce

science concepts.

Everyone can learn to think like a scientist, and everyone’s daily routine offers lots of opportunities to model scientific thinking.

Sid the Science Kid is an excellent new resource that can help you and the children in your community develop science skills that will serve as the foundation for a lifetime of inquiry and discovery.

* * * * FACILITATION TIPS: Controlled excitement lets people know that you have a great resource to offer and it reflects the fun and enthusiasm embodied in the series.

Being prepared, including confident use of your presentation technology, conveys a sense of competence (i.e., your station/organization is the right group to do this work). It also indicates respect for those who have given up their time to be at the screening.

Presenting your station/organization as a willing partner - an ally who believes that parents, child care providers, and early childhood educators deserve support, recognition, and resources recognizes and honors those in the room who are already working hard to make good things happen for young children in your community.

Appreciating the good intentions of those in the room helps to avoid the inadvertent “guilt trip” suggestion that people haven’t done enough in the past but could make up for that by supporting you now.

* * * * *

2

AGENDA: The fifty-minute, fast-paced outline below assumes that the facilitator will be very well-prepared and able to explain things in concise ways. The step-by-step instructions also include options if additional time is available. (Note, the event can be conducted during the day or as an evening reception).

AGENDA OVERVIEW (50 minute event) I. WELCOME, INTRODUCTIONS

Set an inviting tone.

2 min.

II. WHY PRESCHOOL SCIENCE?

Review the need.

4 min.

III. PRESENTING SID THE SCIENCE KID

Explain the educational philosophy and value of the series and show sample clip.

15 min.

IV. ACTIVITY

Anyone can think like a scientist: Practice observe, compare, contrast, record, describe.

6 min.

V. THE MAKING OF SID THE SCIENCE

KID

Show the “Making of” clip.

9 min.

VI. FINDING SID THE SCIENCE KID

How people can find the series, Web site, and workshops.

3 min.

VII. HOW TO HELP

Specific steps people can take to help with Sid the Science Kid outreach, use, and visibility.

6 min.

VIII. WRAPPING IT UP / THANKS

Show final Sid the Science Kid clip and thank people for coming.

5 min.

MATERIALS CHECKLIST : ____ Sid the Science Kid community screening DVD ____ Sid the Science Kid community screening PowerPoint file ____ AV Equipment for DVD playback (including any necessary cables,

extension cords, speakers, PowerPoint projector (optional) etc. ____ Sid the Science Kid posters, tip sheets, notepads, (1 per participant) ____ Pens, pencils, or crayons ____ Sign-in sheet (or some other way to collect contact information) ____ Name tags and markers ____ Optional: estimation jar, index cards, prizes/incentive items ____ Any other station/organization materials you wish to distribute (e.g., organizational brochures, etc.) ____ Event survey forms ____ Sid the Science Kid signage

DVD RUNDOWN: Edited version of “My Shrinking Shoes” (4:10) Making of clip (4:20)

Contact KCET regarding your material needs (DVDs, posters, tip sheets, etc.).

3

PPT 1

I. WELCOME, INTRODUCTIONS (2 min.)

Note: we strongly recommend that you keep introductions very brief. Nothing changes a room’s “vibe” from positive and energetic to slow and boring faster than a series of repetitive welcomes from various partners, detailed biographies of speakers), or a go-round for each person in the room to introduce themselves (particularly if you have a large group - this can take at least 30 seconds per person). As an alternative to lengthy introductions, let staff meet and greet people informally as they arrive, provide name tags, and ask attendees to introduce themselves to the people they are sitting next to.

AS PEOPLE ARRIVE

Distribute a Sid the Science Kid poster and notepad to each person.

Choose a way to collect names and contact information (a sign-in sheet, collecting business cards, etc.).

Greet people and, if attendees don’t already know one another, facilitate informal introductions between people sitting together.

IF YOU ARE HOSTING AN EVENT

Welcome participants by letting them know how pleased your station or organization is to have them there.

Briefly introduce yourself and key attendees (organization staff, hosts, funders, politicians, project partners, etc.) and acknowledge funders (listed on poster for national, plus any local underwriters).

IF YOU ARE SPEAKING AT SOMEONE ELSE’S EVENT

Introduce yourself and VERY BRIEFLY describe your organization. Thank your hosts for giving you this opportunity to talk about the exciting new work you are doing with Sid the Science Kid. Acknowledge funders, plus any local underwriters).

IF TIME ALLOWS create an estimation jar (or tote bag) filled with shells, candy, small toys (see episode #103 “Enough with the Seashells”). Give each person an index card on which to write down their guess for how many items are in the jar, their name and contact information. Collect the cards before you formally start the event. At the end of the event, be prepared to announce the winning guess (closest without going over) and award a small prize to the winner. You may want to have more than one prize on hand in the event of a tie. Or plan to ask a tie-breaker question. Trivia about your station/organization or Sid the Science Kid would work well (e.g., name three of the four kids in Sid the Science Kid).

4

PPT 2

II. WHY A PRESCHOOL SCIENCE SERIES? (4 minutes)

Explain the need for Sid the Science Kid by briefly reviewing the following points. Note, if you have more time available, you may want to invite guest speakers (early education/child development and/or science education specialists etc.) to address the first two topic areas).

WHY SCIENCE?

Because beliefs about the results of scientific research often shape public policy, all of us need to understand scientific thinking.

Science plays a central role in our society. We are counting on scientists to

help meet our energy needs, improve our health, mitigate global warming, keep our food safe, and more. Our future depends on our ability to inspire young people to become scientists and make sure that those who are interested in science have the education they need to pursue their goals.

WHY PRESCHOOL?

Research indicates that the experiences a child has between birth and age five determine the way the brain organizes and processes information for the rest of a person’s life.

Preschoolers’ natural sense of wonder and curiosity provides a perfect

foundation for scientific thinking.

Scientists and preschoolers have a lot in common. Both are eager to know how the world works.

WHY A PBS TV SERIES?

Nothing beats the reach of television. TV is available in 99% of U.S. homes and most schools.

Video can do things that books and people can’t. For example, it can put

concepts in motion, use editing to show change over time, bring imagination to life with animation, use music to reinforce concepts, and take viewers to places they can’t go to in person.

A PBS series is accessible to hard-to-reach audiences, including those not

affiliated with any organizations, who have access to few educational resources, or who cannot afford cable or satellite subscriptions. PBS also provides schools with free educational record rights for children’s series.

PBS children’s programs have companion, non-commercial websites that

provide opportunities to extend and enhance the learning without subjecting children, parents, teachers, or child care providers to sales pitches.

5

PPT 3

III. PRESENTING…SID THE SCIENCE KID! (15 minutes)

Explain that Sid the Science Kid is specially designed to meet the need for preschool science. It conforms to the best educational practices outlined by:

The National Association for the Education of Young Children

The National Academy of Science The American Association for the Advancement of

Science and the National Science Educational Standards developed for

K-12 students by the National Research Council Provide an overview of the main GOALS of the series (have participants reference the back of the poster):

• To encourage children to think, talk and work the way scientists do by building on preschoolers' natural curiosity about the world.

• To show that science is all around us —we all interact with and are capable of

learning about scientific concepts.

• To contribute to school readiness by fostering children's intellectual skills, motivation to learn, and confidence in themselves as learners.

• To support children's learning by partnering with parents and teachers to

create a "climate of curiosity" for children. Also let participants know that Sid the Science Kid:

Is a daily television series and companion Web site; Targets children ages 3-6 (and their parents, teachers, and care providers); Features diverse characters; Is a production of KCET, the PBS station serving Los Angeles, and The Jim

Henson Company (of Muppets and Sesame Street fame); and Is funded nationally by the partners First 5 California, The Boeing Company,

The Rose Hills Foundation, The Arthur Vining Davis Foundations and PBS. As it says on the poster (under “Introducing Sid the Science Kid”), though each 30-minute episode asks a different question, each week’s episodes are connected by a single, overarching “big idea.” That gives kids lots of opportunities to think about it and encourages a deeper understanding of important concepts. (You might note the curriculum area of the week you are in and tomorrow’s broadcast topic).

6

WHAT MAKES SID THE SCIENCE KID SPECIAL is that it:

1) Focuses on concepts rather than disconnected facts (so it isn’t just teaching kids that in autumn, leaves fall off trees, but that leaves falling off trees is an example of transformation and change). That’s important because the concept serves as a jumping off point for additional questions, categories, and comparisons in a way that simply matching falling leaves to the name of a season does not. (See the “Curriculum” section of the poster). 2) Emphasizes thinking like a scientist rather than simply memorizing content. (More on that in a minute)

In today’s fast-paced world, the content of science – what we know – will likely change. But children who learn to think like scientists gain skills that will serve them for a lifetime, enabling them to apply their knowledge to any problem or mystery they encounter. SO…WHAT DOES A FOCUS ON CONCEPTS AND THINKING SKILLS LOOK LIKE WHEN YOU TRANSLATE IT TO TV? Explain that you don’t have time to show an entire episode, but here is an edited version that will give them an idea of a typical episode. To provide a FOCUS FOR VIEWING, ask people to look for ways in which the series incorporates what the National Academy of Science has identified as the three most important characteristics for school readiness:

1) Intellectual skills 2) Motivation to learn 3) Strong socio-emotional capacity

Kids who can focus, cooperate, compare information and share insights are kids who are ready to learn about science and everything else!

SHOW THE EDITED VERSION OF # 107 “MY SHRINKING SHOES”

You may want highlight some of the following features: Sid’s question always comes from everyday life.

Rather than simply providing an answer, the adults encourage kids to investigate and find their own answers.

Science is done as a social enterprise, with friends, family, and teachers.

Sid invites the audience to participate: “You’re a scientist. You can try this, too.

It’s not just animation. Every episode shows video of real kids and real illustrations of the featured concept.

TM & © 2008 The Jim Henson Company. All Rights Reserved.

7

PPT 4

Humor adds to the sense that science is fun. It is also central to design of the series, taking its cue from the kind of comedians who challenge our ideas by making observations or asking questions about everyday life that others miss (e.g., Jerry Seinfeld asking why rain ruins his leather jacket. After all, cows are outside a lot of the time. Or Stephen Wright’s deadpan statements like, “I spilled spot remover on my dog. Now he’s gone.” Or “Sponges grow in the ocean. I wonder how much deeper the ocean would be if that didn’t happen.”).

Grandma helps Sid draw on the wisdom of his elders. It is important for scientists to learn from past discoveries.

Sid’s “Big Idea” suggests the existence of a world where anything is possible. He models the kind of creativity that drives innovation.

You can also summarize by referring people to the “Sid’s Typical Day” section on the back of the poster. NOW, BACK TO SKILLS Sid the Science Kid integrates three critical science skill areas into every episode:

1) INVESTIGATE 2) RECORD 3) DESCRIBE

Think about where you saw these 3 things in the program: INVESTIGATE

Sid is encouraged to ASK QUESTIONS. The kids test their ideas, i.e., they EXPERIMENT (especially in the super fab lab). And of course, the kids OBSERVE, COMPARE, and CONTRAST.

RECORD

The kids DRAW what they see in the journals. You could also encourage kids to WRITE (even if the writing is scribbling, which is a pre-writing stage).

DESCRIBE

In every episode, Teacher Susie asks the kids to describe their drawings or observations. In particular, the series repeats common SCIENCE WORDS (e.g., “data,” not just “information”; “Let’s investigate” might replace “Let’s find out.”).

These key skills are easy to integrate into activities and daily routines, so easy that you are going to give everyone in the room a quick opportunity to practice them.

8

PPT 5

IV. ACTIVITY (6 minutes) In every episode, when the kids are in the Super Fab Lab, Sid turns to the camera and says, “You’re a scientist. You can try this, too!” In that spirit, you are going to provide everyone in the room an opportunity to be scientists (and it’s going to be easy and fun!). STEP 1: Ask each person to take an item they don’t mind showing to others out of their pocket or purse. Encourage them to notice every detail and record their observations in their journals (the notepads).

Note that careful observation and recording data are two important parts of being a scientist.

STEP 2: Then ask people to think of one question they have about their object and how they might go about finding an answer to that question (e.g., do a simple experiment, ask someone, look on the Internet, read a book, etc.). Ask for a few volunteers to share their questions with the entire group. Note that asking questions about the things around us and trying to find answers is exactly what scientists do. Like Sid the Science Kid, we can model this behavior for children (wondering aloud when we think of questions, taking their questions seriously, and sharing not only the answers but also how we found the answers). When we do that, we encourage children to get in the habit of asking questions and finding evidence-based answers. Wrap up this section of the presentation by reminding participants that:

Raising scientists isn’t about knowing all the answers; it is about engaging in the process. Science isn’t about scary labs and test tubes and weird guys in white coats. Everyone can learn the basic skills that scientists use everyday.

V. JUST FOR FUN (5 minutes) Because people have spent their time listening to you and being good sports about participating in the activity, you are going to let them in on something that few people in the country have seen: SHOW “THE MAKING” OF CLIP.

IF TIME ALLOWS encourage people to compare (look for similarities) and contrast (look for differences) their items to the things that others chose. Invite them to describe what they see. Sharing observations with others is another important thing that scientists do.

IF TIME ALLOWS invite people to think of questions they have about other people’s items.

9

PPT 6

VI. FINDING SID THE SCIENCE KID (3 minutes) THE SERIES

Let people know the: • broadcast time, channel, and record rights • website url: www.pbskids.org/sid

MATERIALS If you intend to make them available, let people know how they can get more Sid the Science Kid posters.

WORKSHOPS

Describe the Sid the Science Kid workshops your station or organization can offer, including how the training might count towards licensing or certification for early childhood professionals or how workshops can be tailored for parents or for early elementary level teachers. If you have dates and times for workshops already set, announce them. If not, tell people who are interested how they can find out when workshops are offered or work with your station/organization to schedule workshops.

Note the ways in which the workshops or other Sid outreach efforts can help the group(s) represented by those in attendance reach their own goals.

VII. HOW TO HELP (6 minutes) BRIEFLY OFFER SUGGESTIONS for what people can do to help promote science education with Sid the Science Kid. Customize your suggestions to the specific group you are addressing. Also make sure that people see the “What Can Grown-Ups Do?” section on the back of the poster and invite them to review those suggestions when they get home, especially if they have a preschooler in their life. INVITE QUESTIONS about anything you have presented so far.

IF TIME ALLOWS, invite the group to brainstorm ways that they might use or help with outreach for Sid the Science Kid. If the group is large, you may want to begin brainstorming in small groups or at tables, and then ask for each table to share a few ideas. Record ideas on a flip chart. Keep the tone light and in the spirit of potential partnership. After the event, review the ideas to see if the station or your organization can help implement any of them. Also share ideas with KCET staff.

10

PPT 7

PPT 8

VIII. WRAP UP (5 minutes) Encourage participants to network with others and share resources. Before people depart, tell them that Sid has one last thing to share:

SHOW THE END CLIP from SID programs

Repeat Sid’s call for action to “Keep asking questions” and invite people to visit the Web site for more information and to play the observation game on the poster with their favorite preschooler. THANK EVERYONE for attending, acknowledge the important work they do, make sure that they know how to reach you, and et them know that you look forward to partnering with them on Sid the Science Kid. Have participants complete and return the one page survey form. When they return their survey provide each guest with a small incentive item.

AFTER THE EVENT, share with KCET event highlights, outreach or funding ideas, recommendations, etc.). E-mail your report to kcetoutreach@kcet.org, so staff can share your experiences with those who develop educational outreach and with other stations and organizations.

IF TIME ALLOWS, let people know the correct number of items in the estimation jar and announce the winner of the estimation game. Ask people to think about how they made their guesses. Explain that what transforms this from a simple game into a science lesson is helping kids identify strategies they can use to make estimates. An episode of Sid the Science Kid (#103 “Enough with the Seashells”) actually helps grown-ups see how they could do that.

11

USING THE COMMUNITY SCREENING POWERPOINT On request, KCET will provide you with a customizable PowerPoint file for your Community Screening presentation. The file includes: SLIDE 1: Welcome SLIDE 2: Scientists and preschoolers have a lot in common. Both are eager to know how the world works. SLIDE 3: Education organizations list

Optional – Add link to “My Shrinking Shoes” clip SLIDE 4: INVESTIGATE – RECORD - DESCRIBE SLIDE 5: It’s not about knowing all the answers; it’s about engaging in the process. Everyone can learn the basic skills that scientists use everyday.

Optional – Add link to “Making of” clip SLIDE 6: How to find Sid the Science Kid

Add broadcast channel(s) and time(s) and date/location of Sid the Science Kid workshop(s). If no workshops have been scheduled, you can delete that box.

SLIDE 7: Keep asking questions

Optional – Add link to Sid the Science Kid end clip SLIDE 8: Thank you

Add your station or agency url or other contact information under “For more Information.”

12

CREDITS & ACKNOWLEDGEMENTS

The Sid the Science KidKCET Education, Children’s Programming and Outreach Division.

It was written by Faith Rogow, Ph.D., Insighters Educational Consulting.

© 2009 The Jim Henson Company. JIM HENSON’S mark & logo, SID THE SCIENCE

KID mark & logo, characters and elements are trademarks of The Jim Henson Company. All Rights Reserved.

© 2009 Community Television of Southern California. All rights reserved.

Facilitator Guide was developed by the