Narrative
The video is loosely narrative. It introduces BFL and shows
students some of the organisms that live there, then poses a series of
cougar-related questions. The video does not tell a story per se, but rather provides a
springboard for the teacher to tell the story of BFL cougar
sightings. There are clues in the video to the distinguishing
features of BFL cougar sightings (for example, still photos showing
bird feeding stations, because the November 2006 sighting was at a bird
feeder).
Generative
The video is generative. There are explicit questions in the
video, and there are also clips that show contrasts. Those
contrasts are possible seeds for student investigations. One
example is the contrasting pair of shots of heavenly bamboo (Nandina domestica). The BFL Nandina is heavily browsed and
barely knee-height, but the plants on campus are 2 meters tall and very
leafy.
Embedded Data
The video contains a lot of embedded data. It shows a number of
different species that live at BFL and/or have direct relevance to
cougar activity. It includes an aerial photo of the property
itself, a map of US cougar distributions, and clips of photos of each
of the different habitat types at BFL.
Complex
The questions posed in the video are complex and open-ended. Most
of them require students to evaluate evidence and make a decision based
on likelihood rather than certainty.
Video makes complexity manageable
In this case, video makes the complexity more engaging as well as
manageable. Students can get a brief overview of species that
live at BFL, for example, then go back to the video when they want to
identify the particular species shown. The video also provides an
efficient preparation for a live "natural history tour" by introducing
species that students will be able to recognize on their own.
Links across the curriculum
Some of the embedded data could be used for math or physics
investigations, such as describing a cougar's leap trajectory over the
BFL fence. Cougar population management is a pressing issue in
some parts of the country, but for different reasons in different
places. Students can use the distribution map (for example) as a
starting point for discussing why cougars are eagerly sought in Florida
but feared and hunted in the Rocky Mountains.