Planet Radio Project (Cycle 3)

Planet Radio

Project: Planet Radio Project St. Mary's Elementary and St. Lambert Elementary School of the Riverside School Board.
Partner Organization: ArtsSmarts
Schools: St. Mary's Elementary & St. Lambert Elementary School of the Riverside School Board.
Teachers: Eric Boutin, Christina Croce, Mme Fortin
Level: Cycle 3 elementary
Artists: Christine Battuz, Marc Sauvageau
Timeframe: 2010-2011 year-long

Project Synopsis

After a multi-disciplinary exploration of our planetary system and the universe, students in one class created a fictional planet they would like to colonize with animated characters.  Another class in the school narrated "radio" episodes (podcasts) that told of the progress of the characters in the animations (same story line, different medium). Students worked in groups of 4 or 5,  one team for each story.  They learned about how sounds and spoken word can convey a message and how this may be different from telling the story with images and sound. Students created scripts for 6 episodes, much like a serial radio play.  By working in episodes the process could be spread out over time and be done in manageable chunks.

- Apollo


- Intergalactic

- Banime

- Enterprise

SELA Podcast Project - St. Leonard


What is Baladoweb? 

Baladoweb: Tuned into Culture is a project that invites students to create podcasts on locations of social, cultural and geographic significance across Quebec. Go to page

The finished podcasts can be accessed using the map and zooming in to St. Leonard and selecting the tagged locations. Go to site

The Baladoweb project allowed Secondary III students to create place-based podcasts over a four-week period.  Students were given the opportunity to research a location of interest in their community and produce an enhanced podcast for a general audience.  The project facilitated the integration of the talk and production competencies in Secondary English Language Arts program. 

The "Talk" competency is interwoven throughout the project as students use talk to learn and engage in the inquiry process.  The project also engaged the production competencies to create a multi-modal text.

Podcasting in ELA

The podcast production process followed by students has pre-production, production, and post-production components.  In pre-production, students brainstormed topics, selected their locations, created interview questions, wrote interview guides, and conducted field research on their locations.  Once the information was collected, students wrote their podcast scripts which included introductions (intro), the content and concluding comments (outro).  Students took purpose, audience and voice into consideration as they wrote their scripts.  After editing and revision, both with their working group and with teachers and other adults, the final scripts were rehearsed prior to recording with Garage Band (Audacity could also be used)*.
* See Tutorials and Help Files - Go to site

The following texts illustrate the project through its various stages:

A Different Kind of Oral … Talk Competency

Students work in collaborative production groups and use talk to gather information (interviewing, group discussion) and to produce a multi-genre text.  Talk is integral to the success of the project since group work is a central feature of the project.

Research / Interviewing

The project made use of authentic research methods to gain information on the featured locations.  Since little information has been published about the locations, students had to rely on information-gathering techniques such as site visits and interviewing key people.  Students created open-ended questions which elicit  a richer response from their interview subjects. They prepared their interview guides prior to going out in the field.   They also photographed the location in order to add images to the podcast to create and “enhanced” podcast.

Planning / Storyboarding

Once their information had been gathered, students planned their podcasts by storyboarding each part of the podcast (introduction “ intro”, the body and the “outro” or concluding section).  The storyboard was used as a guide when writing the script, selecting images and accompanying sounds.

Script Development

Students work collaboratively in groups of 3 -5 to produce the scripts.  Each student had a voice in their teams podcast. They had to blend humour, anecdotes, conversations between the presenters, and factual information to engage the listener. The students paid particular attention to clarity and content in order to present their location in the best light.

Script Rehearsal

Podcasting is an authentic multi-modal text that calls for attention to voice, pace and spoken rhetorical conventions.  Students needed to rehearse their scripts in order to gain familiarity with the content and to develop their style.  At this stage, the podcast scripts were fine-tuned to better engage the listening audience.

Recording / Editing

Recording was done in several sessions.  Since the editing process allows for sound clips to be added and deleted, parts can be re-recorded and added afterwards.  Students made sure that their voice was clear and that they used inflection and a slower pace when recording.

Exporting and Uploading the Project

Once the project has been edited in Garage Band and approved by the teacher, it was uploaded to the Baladoweb website.  Here the teacher verified the information on-line and then the podcasts became live.


As part of the uploading process to the Baladoweb site, students added markers on a map (geo-tagging) to indicate the co-ordinates of their location.  This allows the audience to simply click on the map and access the podcast.

QR Code

The Baladoweb site generates a QR Code, or “ quick response code” which contains a link to the podcast. The QR code can be placed in a “tourist brochure” and can then be scanned on-site by a smartphone to play the podcast.

The podcasts can be found by zooming in on St. Leonard on the map on the Baladoweb site. Go to site.