Overall nice and fun. I think we're almost there, just some rough dialogue changes, some science notes, and reorder of lines 93-102. Notes below, thanks!
1.
Ext. LAKE - shore, by the towels - DAY
"Line Count - 114
Ari - 34
Elinor - 39
Olive - 25
Mz. Mole - 15
Deputy Mouse - 1 (try to avoid characters with one line)"
This story flows much better and the content really aligns with the story.
It’s a gorgeous summer day, and MZ. MOLE and the STUDENTS are enjoying an afternoon at the LAKE. Some KIDS swim (with life vests), make SAND CASTLES, play, or read on TOWELS. DEPUTY MOUSE sits in a LIFEGUARD TOWER watching over the kids.
You kids there, slow down!
DEPUTY MOUSE (TO various kids)
Would love to soften these lines a bit – add some “pleases” “You there, please slow down!” and “And you, please speed up!”
You there, slow down! And you, speed up! Are you wearing enough sunscreen? Wear a life jacket if you’re going in the lake!
Sorry for the delay with our notes. We are still awaiting notes from our UDL advisor, Rhianon, and will pass those on as soon as we get them. Sharing our PBS notes below. Story is definitely working better. For the logline, we are awaiting feedback from Rhianon - just want to make sure we are not presenting this from a deficit position.
MZ. MOLE walks precariously, balancing a TALL STACK OF SUPPLIES. Her arms are so full with TOWELS, BAGS, UMBRELLAS, PICNIC BASKETS, BEACH TOYS, ETC, that she can barely see over the top. She bumps into ELINOR (wearing a SWIMSUIT), and a SUN HAT from her pile falls onto Elinor’s head.
Let's make it clear that our mains are arriving with Mz. Mole: replace this line with "What a great day for a lake field trip". Have Elinor come out with Mz. Mole (and other kids in class), while holding a few things (she's already helping Mz. Mole). After this line, have the hat fall on her.
ElinoR
Ha! A perfect fit! (
she
sees Mz. Mole struggling) Your arms sure are full, Mz. Mole. Can I help?
Mz. Mole
Is that you Elinor? Can you tell me where I can put all this stuff down?
Elinor scans the beach and sees a suitable spot nearby.
Replace "Ah the perfect" with "There's a"
ELINOR
Ah! The perfect spot. Just two steps to your left...
Mz. Mole takes two steps left.
ElINOR
(CONT’D)
And three steps forward. That’s it!
Mz. Mole takes three steps forward and drops the supplies with a comedic
<FWUMP>
. Elinor returns Mz. Mole’s sun hat, which she puts on.
replace "a class" with "our"
Mz. MOLE
Phew. Thanks Elinor. I didn’t think we’d need
quite
so many supplies for a class field trip to the Lake.
Elinor <GIGGLES> and shakes out a TOWEL for Mz. Mole to sit on. ARI and OLIVE approach (also wearing SWIMSUITS).
OLIVe (to ari)
Of course you can.
ARI (to olive)
No way. You can’t do it.
They stand off, face-to-face (good-naturedly).
Ari / olive
Can! Can! Can! / Can’t! Can’t! Can’t!
Elinor
(Giggling) What are you two talking about?
make it "…hear sounds undewater…"
Olive
Ari thinks you can’t hear underwater, but I think you can.
Ari sticks his fingers in his ears.
Replace line with "You can't hear things with all that water. It's like putting your fingers in your ears."
ARI
Being underwater is like plugging your ears... and you can’t hear with your ears plugged.
Mz. Mole
Well now, this
sounds
like an interesting question.
We worry a bit about encouraging kids to put fingers in ears. We usually tell them not to put anything smaller than your elbow in your ears. Could they instead just cover their ears firmly with their hands? (I realize it’s not quite as effective but would be good to think of a way to model this safely.)
Ari (fingers still in ears)
What’s that?! I can’t hear you.
Elinor <GIGGLES> and takes Ari’s fingers out of his ears.
Elinor
How about now?
replace "plugged" with "your fingers in your ears"
Ari
Maybe "Now I hear you, see I couldn't hear with my fingers in my ears"
Oh, much better. See? You can’t hear with plugged ears.
Olive
But being underwater isn’t the same as having fingers in your ears.
"Change this line to ""Ari, Olive… we don't have to argue about it. The lake is right there. We can go experiment and find out."" Then Olive says, ""Good idea, Elinor!"" and Ari says, ""Let's go!""
Then fix description ""The kids grab…"" and change ""collapses"" to ""chuckles"""
Elinor
No sense in wondering when we can experiment and find out. Let’s go!
J and D resolve my concern...Not to say "No sense in wondering" . since there is always sense to wondering... This could be a good place for Mz. Mole to say "you could get some evidence to help your discussion/ argument" . Kids to say "get what" and Mz. Mole "evidence is how we know something to be true usually because we tried it ourselves"
Would really like to say “investigate” instead of “experiment” as this follows the language for the science and engineering practices.
The kids grab LIFE JACKETS and run towards the lake. Mz. Mole collapses happily on her towel.
2. EXT. Lake - shallow water - A MOMENT LATER.
The gang (now wearing LIFE JACKETS) runs into the lake.
replace "go" with "try it"
ElinoR
Ok
, who wants to go first?
Ari shoots up an eager arm and waves it around as if trying to get a teacher’s attention.
Delete "whatever it is"
ARI
want to make sure this doesn't look like they are making fun of him.
We didn’t really understand this interaction. It didn’t seem preschool-like and we're not sure kids will understand that she is joking around with him. Perhaps animation will help sell it more
Oh oh! I’ll do it, whatever it is.
Elinor pretends not to see him.
Elinor
Anyone? Olive?
Ari jumps up and down and waves his arm more obviously.
In description below, delete "stifles a"
ari
Ah! Me! Pick me! I’m right here!
Olive stifles a <GIGGLE>. Elinor looks around for a half beat before she finally “sees” Ari.
"Add a giggle after the first sentence, then add ""ok"" to beginning of second sentence.
Delete description line below this line ""Ari relaxes…"""
Elinor (acting suRprised)
Oh, Ari, I didn’t notice you there. Ready to see if you can hear underwater?
Ari relaxes with a <HUGH RELIEVED SIGH>.
ari
Phew! Yes please!
The friends all share a <LAUGH>.
replace "dunk" with "go", replace "noise" with "a sound"
Elinor (GIGGLING)
Will they be able to get underwater with a life jacket on?
Wondering if we need to specify that he should hold his breath after taking the deep breath since the holding your breath part is important before you go under the water.
Ok
, take a deep breath and dunk under the water. We’ll make noise and you tell us if you can hear it.
Ari nods and takes a deep breath. He dunks his head deep enough in the lake to cover his face and ears.
The science department has requested that the sound Ari hears be made IN the water, not out. Can you change this line to "Ready? 1... 2... 3!" and then have Olive stick the tip of her trunk in water and make a trumpet sound?
Elinor
(to olive)
(CONT’D)
Ready? Let’s call his name on the count of 1... 2... 3!
Delete
Elinor / olive
ARRRRRIIIIIIII
!
UNDERWATER:
Ari’s eyes go wide as he hears his friends calling to him. He pulls his head out of the lake.
In description above, add that Ari hears the trumpet sound muffled sfx. In this line, replace "we could" with "you can"
Ari
(fake earnest)
IMportant to say he can hear but it sounds different.
Seems like it would be good if Ari says something about what it does sound like when you hear underwater – it isn’t as clear as when you aren’t.
I could hear you! See? I
knew
we could hear underwater.
"I don't think it's necessary for Olive to try it. Also, make it Ari who keeps getting water in his ear. Delete ""my turn"" in this line.
Replace the next three description lines below this line with: ""A curious green frog swims past Olive. Olive giggles."""
OLIVE
(Laughing) Ari!
I
’m the one who said we could hear underwater,
you
said we couldn’t. My turn!
Olive fills her cheeks and sticks her face underwater.
UNDERWATER:
A curious GREEN FROG swims past Olive and
<RIBBITS>
in surprise. Olive <GIGGLES>, releasing BUBBLES.
ABOVE:
Olive resurfaces, playfully splashing her friends.
"Replace with ""Look, it's a little frog. That's so cool!""
In description below, replace ""She"" with ""ari"" and change gender of sentence."
olive
(CONT’D)
I heard a frog croak at me down there. That’s
so
cool!
She turns her head sideways and shakes water from her ear.
Give this line to Ari and change it to "Ugh. I got water inside of my ear".
Olive
(CONT’D)
But getting water in my ears is
so annoying
. Ugh.
Ari turns his head sideways and does the same.
"Delete second part of sentence in description above ""…and does the same.""
Delete ""That's for sure."", and add the word water to ""…(hopping) Water, get! Out!...""
In description below, delete ""Olive and"", and have Olive join Elinor in her giggles."
Ari
That’s for sure. (
hopping
) Get! Out! Of! My! Ear!
Olive and Ari hop around, shaking water from their ears as Elinor watches and <GIGGLES>. Suddenly, A
<RIBBIT>
from the beach gets the kids attention. They turn to see the green frog hopping along the sand.
Elinor
Is that your new underwater friend, Olive?
After "It sure is", start a new dialogue line and give it to Elinor: "ELINOR: Hey, speaking of ears… I never noticed before, but do frogs have ears?"
Olive
It sure is.
(she notices something)
Hey, speaking of ears... That frog doesn’t have any!
Replace this line with "If they do, how do they keep water out of them? Ack!"
ari (still shaking)
Definitely want Rhianon’s take on this line.
Not having ears is better than getting water in them.
Ack
!
He wiggles a pinky around in an ear. Elinor looks after the frog in the distance and squints.
Replace this line with "It doesn't look like it has ears. But it's hard to tell from so far away".
Elinor
Are you
sure
it doesn’t have ears? It’s hard to tell from so far away.
"Give this line to Olive, and after ""…closer look"" break the line and add a line for Ari: he clears his ear and says, Ahh!"" Then come back to Olive and make her line, ""I know! Let's play follow the frog!""
Then add a line for Elinor below: ELINOR: Great idea. We need more observations!""
Then the girls run off, and Ari, shaking his head of the water, realizes the girls left, shrugs and follows them."
Ari
We should get a closer look.
(he has an idea)
Let’s play Follow The Frog!
<SFX:
YEAH< GREAT IDEA WALLA> as the kids run back to the beach.
3. Ext. LAKE - SHORE - CONTINUOUS
The kids (no longer in life jackets) drop off their life jackets and catch up to the frog. Ari crouches down behind it.
Olive and Elinor
crouch into
their own
frog poses.
ARI
Ribbit
! Follow The Frog!
In description below, add caveat that the kids are keeping a respectful and safe distance from the frog.
OLIVE
Ribbit
!
Ribbit
!
Ari hops after the frog, followed by Elinor and Olive. The kids happily bounce along the beach,
following the frog under UMBRELLAS, around sand castles, and over BEACH BALLS. The frog speeds up and starts to gain distance on them.
Delete the second part of the sentence below this line after "…and quickly overtake the frog."
ARI
Hop faster! I
t’s getting away.
The kids
speed up and quickly overtake the frog.
Delete this line. And delete the first sentence of the description below this line.
ELINOR
Oops! Now we’re hopping
too
fast!
The kids slow down and the frog passes them again. Turning away from the lake, the frog hops over a LOG and bounds into the surrounding GRASS, disappearing in it. After a beat, t
he kids land in a row
on top of the log
, one after the other. They scan their surroundings, searching for the frog.
Olive
Ribbit
!
Where’d
the frog go?
Ari
I
dunno
. I didn’t see where it went.
As the kids scan the beach and the lake, they hear an unexpected
<RIBBIT>
from somewhere behind them.
Ari (CONT’D)
Huh?
Did one of you just
ribbit
?
Elinor
It w
asn’t
me
.
Olive?
Olive
Wasn’t me either. It must have been-
Olive
is interrupted by a
<RIBBIT>
! The kids’ ears perk up.
OLIVE (pointing) (CONT’D)
The frog!
It’s that way, let’s go!
Following the source of the sound, the kids bound off the log and run towards the edge of the grass surrounding the lake.
Ari
That
ribbit
came
from around here, but I don’t see
the
frog.
Another
<RIBBIT>
gets their attention. Elinor perks up her ears
,
t
urning them
towards
the vegetation.
ELINOR
It’s in the grass somewhere. Follow That Frog!
Ribbit
!
Elinor drops into a crouch and bounds off into the grass, followed by her friends, all happily
<RIBBITING>
and hopping
.
4
. EXT. TALL GRASS - CLEARING - CONTINUOUS
The kids hop into the clearing
,
catching up to the green frog who sits calmly on a SMALL STONE.
Lines 50/51 - Also want to see if Rhianon has any thoughts on how this is phrased.
Elinor
Aha! There it is!
(she looks up at her ears)
Isn’t it cool that we found the
froggy
by
listening
with our
ears
instead of
looking
with our
eyes
?
Let's not get into the ear shapes here (feels odd). Replace "the croaks because my…" with "it."
Olive (nodding)
Even when it was far away, I could hear the croaks because my big ears are good for far-away hearing.
Elinor perks up her ears and rotates them left and right.
Delete this line.
ELINOR
We weren’t sure what mentioning ears being tall had to do with anything. Maybe should say “long” as opposed to “tall”? They aren’t always pointing upward, right?
My ears are tall
and
I can turn them, so I could tell where the sound was coming from.
Ari wiggles his ears quickly and proudly.
Replace this line with "Yeah, I could hear it too" and then have him wiggle his ears funny.
ARI
Ok
...
but
can you do
this
?
The girls <GIGGLE>. They’re interrupted by a
<RIBBIT>
. The gang leans in for a closer look.
CLOSE UP
on the frog reveals it, indeed, doesn’t seem to have ears!
Make this line "Look, I don't see any ears on that frog at all."
ELINOR
Wow, that’s cool. I really don’t see any ears on that frog at all.
Ari (amazed)
You’re right. It doesn’t have big ears like Olive, tall ears like Elinor, or...
(demonstrating)
...wiggly
ears like me.
"Add ""Frogs don't seem to have ears"" after ""that's so interesting""
Also, replace ""so"" with ""but"" in second part of line."
Elinor
That’s
sooo
interesting!
(a thought occurs)
Hmm... So if it doesn’t have ears, does that mean the frog can’t hear?
A
n unexpected
<RIBBIT>
from behind a nearby
LARGE
ROCK
gets the frog’s attention
.
It bounds off behind the rock. The gang shares a curious look.
Replace "I think it" with "It looked like the frog"
OLIVE
Should this say, “I think it hear that other ribbit?” or “...another ribbit?” to indicate that there is another frog making a sound?
I think it heard that
ribbit
.
The kids approach the rock and peer around it, spotting the green frog sitting on A LOG with TWO BROWN FROGS.
Ari
Check it ou
t -
a frog party.
Add a giggle in response to olive's joke.
olive
Oooo
fun... are we invited?
The kids watch as the green frog
<RIBBITS>
and the brown frogs
<RIBBIT>
back in unison. This repeats.
Make this line "They seem to be talking to each other. I think you're right, Olive. It looks like frogs CAN hear!"
ELINOR
This is about the frogs communicating with eachother. Visuals & sounds should be very 'conversational"'
This line as a bit confusing as Olive didn’t seem to say anything for him to respond that she is right. If they are referring back to Line 57, I’m not sure kids will follow this. Whatever she says about them hearing each other must be clearer and closer to Elinor’s line.
You’re right, Olive. T
hey
can
hear each other
!
Ari
You t
ry talking to them, Elinor.
Elinor (a LITTLE LOUDER, to frogs)
Hello
froggies
!
The frogs look up at Elinor, startled to see the kids for the first time. They quickly hop off
<RIBBITING>
.
How does he know that they heard her? Because they hop away? Could be clearer
Ari
Yup
. They heard you all right!
"Add a ""But"" before ""I wonder""
Then add a line for Ari after this line: ""ARI: Yeah, I thought you needed ears to hear."""
Elinor
Hmmm
... I wonder how can frogs hear if they don’t have ears?
replace "bounced off" with "went away"
Olive
Maybe “hopped” instead of “bounced”
Too bad they bounced off before we could find out.
Mz. MOle (O.S.)
Kids! Snack Time!
Ari cups a hand around an ear towards the lake.
Add "definitely" before "heard"
Ari
Snacks?! I heard that!
His stomach <GURGLES>.
Ari
(patting his belly)
(CONT’D)
I think my tummy did too,
c’mon
!
The girls share a <GIGGLE> and follow Ari
back to the
beach
.
5
. Ext. LAke - shore, by the towels - continuous
The kids arrive back at the shore as
students get JUICE BOXES and FRUIT SLICES from Mz. Mole. The gang approaches and Mz. Mole hands them SNACKS (which Ari quickly devours).
Replace "Can you" with "Did you figure out if you can"
MZ. MOLE
investigation (instead of experiment)
How did the experiment go? Can you hear underwater?
replace "can" with "did! You CAN hear underwater, just like I said!"
Ari
yes..investigation
We sure can! (
toying
with Olive) Just like I said we could.
Maybe Ari could acknowledge here that Olive did say that they could.
OLIVE (smiling)
Ari! You said we
couldn’t
!
Olive and Ari share a <LAUGH>. Mz. Mole notices Elinor is deep in thought.
replace this line with "You look like you have another question, Elinor.", then delete the description below this line.
Mz. MOLE
Are you wondering what
else
you can do underwater, Elinor? Maybe jumping jacks?
Mz. Mole demonstrates and Elinor <GIGGLES>.
"Replace this line with ( and add a few more):
ELINOR
Well, after we did our experiment, we followed some frogs and we saw them talking to each other.
MZ. MOLE
Mmm. Ok…
ELINOR
But it didn't look like the frogs had ears. So how could they hear each other?"
Elinor
(Giggles) No, I’m wondering how frogs can hear sounds if they don’t have ears.
In description below, replace "Stifles a giggle" with "looks at the kids while they ponder for a moment. Mz. Mole smiles, she knows what to do."
Ari
Yah
! They don’t have big ears, tall ears or...
(demonstrating)
Wiggly ears!
Mz. Mole stifles a <GIGGLE> and turns her head.
replace this line with "Have you ever noticed what MY ears look like?"
Mz. MOLE
Have you ever noticed that it doesn’t look like
I
have ears like yours either?
The gang looks at her as if for the first time. Her head is smooth and seemingly ear-less! The kids are shocked!
"Replace this line with ""Mz. Mole, we hadn't noticed before, but it looks like YOU don't have ears either!""
Then add a line for Olive below this line: ""OLIVE: But we know you can hear us."""
Ari
Woah
, no ears? But
you
can hear us.
(then, unsure)
...right
?
Change from "ari" to "olive"
MZ. MOLE
I sure can, Ari.
Elinor
Hmmm
...
but
how
can
you hear if you don’t have ears?
MZ. MOLE
I
didn’t say I don’t have ears, it only
looks
like I don’t.
See?
Mz. Mole parts the fur on the side of her head as the kids lean in.
SCIENCE
CU:
Mz. Mole has small lobe-less ears on the sides of her head surrounded by fur.
elinor
(Gasp!) You
do
have ears!
(squinting)
They’re so small,
I can barely see them.
Change "I sure do" to "Yup, I do have ears."
Mz. MOLE
maybe shift to saying something about the function of the ear is to hear and most animals need to hear to live and play in their environment.
Lines 81/82 - Will want Rhianon’s advice here. The way this is phrased, doesn’t fit with kids who are deaf. They have ears but can’t hear.
I sure do.
Most
animal
s
that can hear ha
ve
ears.
Elinor (considering)
How interesting! So
if the
frogs can hear, that means...
(realizing)
They
must
have ears too!
Mz. Mole nods and releases the fur around her ear which disappears under it.
Mz. Mole
Exactly! You all have ears that are easy to see. Big ones
,
tall ones
, or...
She looks at Ari who wiggles his ears
.
Mz. MOLE (CONT’D)
(Giggles)...
or
wiggly ones.
But some animals have ears that are much harder to spot... like mine.
Replace "anyway" with "Mz. Mole"
elinor
Why
are
your ears hidden by fur anyway?
add "live in" before "tunnel"
Mz. Mole
Maybe “dig and tunnel underground” to help kids with understanding?
Moles, like me, tunnel underground. My ears are small and protected by fur so dirt doesn’t get in
to them
.
Elinor / olive / ari
Cooooooooool
...
Olive considers.
Clearer to say, “If Mz. Mole’s ears are good for hearing underground, maybe frogs have ears that are good for hearing underwater?”
Olive
If Mz. Mole’s ears are made for hearing underground, maybe
frogs
have ears for hearing under
water
?
Elinor
That’s a good idea, Olive. Maybe you’re right...
Suddenly, a
<RIBBIT>
gets the kids attention. They look
around and spot the green frog hopping along the beach.
replace "find out" with "look at the frog again"
Ari
Let’s go find out! Thanks
for the snacks,
Mz. Mole.
Mz. Mole
You’re welcome
... come back to tell me what you discover.
Delete part in description below where Olive picks up the nature book. Let's just have the kids make observations, then they run back to Mz. Mole, who confirms everything with the book she's been reading. See notes below.
Elinor
Let’s Follow That Frog!
Olive grabs her NATURE BOOK from her SATCHEL on the beach. The kids drop into frog poses and hop after the frog.
6
. Ext. Lake - shore, large rock - contINUOUS
Further up the shore, the frog settles on a LARGE ROCK at the edge of the lake. The kids approach quietly. The green frog
<RIBBITS>
and the brown frogs from earlier suddenly emerge from the lake
,
jump onto the rock
, and
<RIBBIT>
in reply
.
"Lines 93-102:
Let's change the order of events here. First have the kids look at the frog and notice the circle, then they hypothesize that their ears are covered, then they wonder why it's covered.
So, after ""the kids approach quietly"" in the description below this line, jump to the description above line 100 (""The gang leans in closer...""). Then continue like this:
100 ELINOR
Look at that round patch of skin... could that be the ear?
OLIVE
It doesn't have a little hole, like Mz. Mole's ear does.
ARI
Maybe... that patch of skin is covering the hole?
ELINOR
Gasp! maybe the frog's ear is behind it.
OLIVE
But why? Why would it cover its ear?
At that moment, Ari does something (maybe he swims underwater to look more closely) and gets water in his year.
ARI
Ack! I got water in my ear (jumping around again).
Then Elinor realizes:
ELINOR
I know! Maybe their ears are covered to keep water out.
(CONTINUED IN NEXT LINE)"
Ari
Whoa, check that out
!
Did the brown frogs just hear the green frog?
ELINOR
Yeah, I think so.
delete line 95-99
Olive
That means frog ears must work underwater... just like ours do!
Olive realizes something and sticks a finger in her ear.
Olive
(CONT’D)
That reminds me... I
still
have a little water in
my
ear... ugh...
Elinor considers something and lands on an idea!
elinor
Frogs are going in and out of water all the
time...I
wonder how they keep the water out.
REVEAL:
Ari’s head is turned as he shakes out more water.
Ari
It’d be
really
annoying if you had to do
this
every time you got wet.
Elinor
We need more observations!
The gang leans in closer to the frog.
SCIENCE
CU:
The friends notice a SMALL CIRCULAR PATCH OF SKIN behind a frog's eye.
Elinor (CONT’D)
Look at that round patch of skin...
(realizing)
Gasp! Maybe the frog’s ear is behind it.
Delete Line 101-103
Olive
Let’s check my Nature Book.
Olive pulls
out
her NATURE BOOK
and reads from it. A THOUGHT BUBBLE grows and SIMPLE ANIMATION shows a FROG hopping in and out of water, illustrating how the external membrane (TYMPANUM) protects the inner ear from water getting in.
Olive (CONT’D)
You’re right Elinor! That skin is covering the frog’s ear so it doesn’t get wet underwater.
As if to illustrate, one of the brown frogs hops from the log and disappears into the lake. The green frog
<RIBBITS>
and the brown frog resurfaces before
<RIBBITING>
a reply in unison with the other brown frog.
Ari
Now
that
is cool.
I wish
my
ears didn’t get water in them.
(he bounces again)
Just! One! More! Drop!
The last drop drips out his ear.
Elinor
(Giggles)
C’mon
...
let’s
go tell Mz. Mole what we
learned
.
MUSIC STARTS as they perk up, hold out and wiggle their ears.
SONG:
Elinor / OLIVE / ARI (singing)
OLIVE: Big ears!
ELINOR: Tall ears!
ARI: Cute-and-wiggly bat ears!
ALL: If we counted all the ears,
We’d be counting ears for years!
They watch the frogs, who
<RIBBIT>
along, hopping in and out of the water.
Page 13 (song) – We didn’t think that saying “They work on water” made sense. Above water?
ELINOR: It seem
s
like they have none at all,
ARI: But frogs have ears that hear your call.
OLIVE:
You might be surprised to know,
ALL: They
work on water or below.
The green frog hops off the log and bounces back along the shore. The kids drop into frog poses and hop after it.
OLIVE: Big ears!
ELINOR: Tall ears!
ARI: How-cool-are-these frog ears?
ALL: If we counted all the ears,
We’d be counting ears for years!
7.
Ext. Lake - shallow water - continuous
The frog speeds away from them
, so the gang stops hopping.
ELINOR:
Bunny ears are tall and they,
Turn this way or that-a-way,
OLIVE: I can pull my big ears wide,
But they’re hard to hide!
T
he gang
spots Mz. Mole and
runs towards
her
.
OLIVE: Big ears!
ELINOR: Tall ears!
ARI: Covered-by-fur mole ears!
ALL: If we counted all the ears,
We’d be counting ears for years!
8.
Ext. LAKE - SHORE, by the towels - conTINUOUS
MUSIC STOPS as the kids land on towels next to Mz. Mole.
See notes above, where the kids go to Mz. Mole before the song. After the song, change these lines (106-108) to be a recap of the lesson (different animals have different ears), and then end with a joke.
Elinor
Mz. Mole!
We can’t wait to tell you what we learned about frog ears!
Mz. Mole
And I can’t wait for you to tell me... I’m
all
ears!
Ari (joking)
Really? I only have two.
Ari wiggles his ears and everyone share a <LAUGH>.
THE END.
EWW159 "Ears To You" D2 04Feb20
.
ELINOR WONDERS WHY
EP
159 "Ears to You"
By: Tom Berger
Logline
:
One day at the lake, Elinor and her friends notice that certain animals don't appear to have ears and they wonder how they can hear without them.
Curriculum Goals:
LS2:
Understand that animals have different body parts that are used in different ways to meet their needs. (The kids observe and experiment to discover that different animals have unique hearing depending on their needs and environment)
SEP1:
Ask more complex questions about observable phenomena (Elinor wonders how various animals can hear when they don't appear to have ears)
MAIN CHARACTERS: Elinor, Olive, Ari, Mz. Mole
SECONDARY CHARACTERS: Deputy Mouse
PROPS: Towels, misc.
beach
props (water bottles, hats, beach toys, umbrellas, etc.), Olive's satchel and Nature Book, swim suits, green frog, brown frog
x2
.
FIRST DRAFT: January 9, 2020
SECOND DRAFT: February 4, 2020
Ari
Elinor
OLIVE
Olive / elinor
Ari / elinor / olive
Mz. Mole
Elinor / olive / ari
Elinot
Ari / olive / elinor
Ms
DEUPTY MOUSE
DEPUTY MOUSE
(V.O.)
(O.S.)
(O.C.)
(CONT'D)
(SUBTITLE)
(Whispering)
(amazed)
(to frogs)
(Giggling)
(Calling)
(muffled)
(wondering)
(reading)
(proudly)
(singing)
(fingers still in ears)
(to elinor)
(realizing)
INT
EXT
I/E
5
SCHOOLYARD
LAKE
FOREST - PATH
FOREST - CLEARING
LAKE - SHALLOW WATER
EXT. LAKE - SHORE
LAKE - SHORE - TOWELS
LAKE - SHORE, BY THE TOWELS
DAY
NIGHT
AFTERNOON
MORNING
EVENING
LATER
MOMENTS LATER
CONTINUOUS
THE NEXT DAY
RECESS
CUT TO:
FADE IN:
FADE OUT.
FADE TO:
DISSOLVE TO:
BACK TO:
MATCH CUT TO:
JUMP CUT TO:
FADE TO BLACK.