Kanopy for Streaming Videos

Are you using your Netflix account to show movies at school? Don’t answer – I don’t want to know and you don’t want Netflix to know…

Like many schools, Mike and I have been trying to figure out how to help you legally and conveniently show movies, shorts, and other video content that connect to the curriculum. Earlier this year, we tested Kanopy and recently joined the Kanopy platform for streaming movie delivery. Kanopy is a service being used by many public and academic libraries. Its collection of over 30,000 films is accessed through their website. There are feature films, educational films, documentaries, series, shorts, and more.

We are opening it up just to faculty for now. You can browse, access the movies and stream them to your class. (Opening it up to students is a possibility for the future (snow day assignments, documentary of the month, etc). However, we will have to build an age-appropriate, curated collection and determine how to handle licensing charges. We decided to see if the platform actually works for us before dedicating the time for these conversations.)


The pricing model for Kanopy requires us to cooperate and track the “views” of each film (a “view” is a mere 30 seconds). The key things to remember are:

  • Each film is free to us the first three times it is viewed. We only pay for a license to show film if it is viewed 4+ times in 12 months (no cost for any films viewed 0 – 3 times).
    • So if you preview the film and show it to two class sections, there is no cost.
  • Upon the fourth viewing, we would have to pay $75 for an annual license which would allow for unlimited viewing of the film for a year. This may be worth it for a film that has important curricular connections or serves another need (snow day assignment).

Please remember: it is not in Kanopy’s best interest to remind us we are about to trigger a license fee. It is up to us to keep track of it. I have budgeted a small amount for the rest of this fiscal year to cover any accidentally triggered films. To be sure we don’t exceed the amount, access to all films will be cut-off once we reach this limit.

Getting Started

1. To access the Kanopy platform just go to our Kanopy site: https://applewild.kanopy.com/.

2. Create a personal account using your school Google ID. This will allow you to create and save your own lists. You will only do this one time.

3. If you are on-campus, you should be able to just start searching and using Kanopy. If you are off-campus, you will need to verify you belong to Applewild. The username and password are very easy and located on the Google Sheet

4. We will use this shared Google Sheet to track the films that are viewed.

  • Before viewing, check the list. If the film has already been viewed 3 times, you will need to talk to me before viewing it to determine where the $75 licensing charge will be applied.
  • If you view a film, please be sure to fill it in with your name and the date you watched it.

So – what’s on there for me?

A quick browse through the “Instructional Films and Lessons”, came up with a wealth of material geared directly for elementary and middle school students. Here are just a few to whet your appetite…

Professional Development

Over 240 films in the Teacher Education category. Subcategories include How the World Learns: Comparative Educational Systems Series, Teaching Math, Anti-Bullying, and Classroom Management.

Service Learning & Metacognition

Kids Can Save the Planet (20 minutes)- Dylan is a young filmmaker who took on a journey to learn all about plastic pollution and how it affects the planet. Dylan D’Haeze, a young filmmaker from the San Juan Islands, follows plastic trash to where it ends up — with some surprising results. He shows how kids can help make a difference in a world that is increasingly dependent on plastic.

An 18-part series called How to Become a SuperStar Student with episodes titled Understanding Your Unique Intelligence, Developing Effective Habits in Class, Working Collaboratively in Groups, Managing Time and Organizing Spaces, Taking Charge of Homework, and much more.

Social Studies

Ancient Rome – Find David Macaulay’s films, and 24 lectures on Famous Romans

Fannie Lou Hamer: Voting Rights Activist (31 minutes) – In this rare documentary, her struggles and triumphs are expressed through Hamer’s own words as well as those of friends and colleagues. While attending the 1964 Democratic National Convention, Fannie Lou Hamer posed the defining question: “Is this America? The land of the free and the home of the brave?

Perfect 36: When Women Won the Vote: (26 minutes) Of all the battles waged on Nashville’s doorstep, the final throes for the passage of the 19th Amendment were among the most heated, controversial and colorful. In July of 1920, all eyes were on the Tennessee capital as anti- and pro-suffragists each fought for their vision of a socially evolving United States. PERFECT 36: WHEN WOMEN WON THE VOTE chronicles the dramatic vote to ratify this amendment, and the years of debate about women’s suffrage that preceded it.


Macbeth – Shakespearean Drama of the Highest Quality Performed at an authentic recreation of The Globe. With performances by world famous award winning Shakespearean actors this series has recaptured the Elizabethan flavor of Shakespeare’s own Globe productions by staging them just as they were seen in the 16th century. (They also have the version with Ethan Hawke…)


Lower School: What’s on My Plate – Do you ever stop and wonder what’s on YOUR plate? Discover what’s on the new MyPlate food icon developed by the US Department of Agriculture (USDA). This video is an overview of good food choices and the MyPlate food guide that highlights the best choices from each food group. Includes interviews with teens about their favorite healthy foods.

Upper School: A Series on the Elements of Human Nutrition including Protein, Fats, Minerals, Carbs and

Water (30 minutes)Learn what water does for the body, from cell structure and joint lubrication to body temperature regulation and vitamin dissolution. Understand potential problems, such as what dehydration is and can do, and what water contamination means to third world countries and disaster areas. Get recommendations for water intake daily and during exercise, where we get our water, and health regulations for purity, filtrations and additives. (Learning Seed, USA)

Foreign Language

The Cat in Paris – in English and in French

Bonjour Les Amis – intro series to French.

Mi Chacra (My Land) – The film tells the story of a young indigenous Peruvian man who has lived his entire life, but for a few brief months, in a small farming village in the mountains above the Sacred Valley. Like everyone in his community, he has been raised as a farmer. And like many, he has been instilled with the belief that life in the city would be better than the life he leads…Interwoven with Feliciano’s story is the complex history of his people. In his often poetic native language of Quechua, Feliciano recounts the history of the Incas, the conquest by the Spanish, and the years of the haciendas.

Thirty episodes in Learning Spanish: How to Understand and Speak a New Language

Ray – Episode 10 of Archaeology: An Introduction to the World’s Greatest Sites  is “How Do You Excavate at a Site?”


Twelve episodes in The Secrets of Mental Math or The Mathematics of Games and Puzzles or The Power of Mathematical Visualization.

Drama/Performing Arts

There are too many to list. There is a whole category on The Arts.  Films about artists, live performances, capturing creativity, etc.


Quick Mail & Calendar Tips

Google has made some changes to Mail and Calendar that we thought might be helpful. Check out this quick video (1:30 minutes) to learn more.

Why did we do a video this time? Molly is practicing using Screencastify so she can create screen captured videos for students.

If you want more help using Google tools, or want to try a screencast video, please let us know!

“Spark” Their Interest

You may have received an email invitation to try out Adobe Spark. It was not SPAM or a phishing scam. We did sign up for the education version of Adobe Spark which is accessible to faculty, staff and students. Adobe Spark is a great tool for creating quick graphics (like the one below), video stories or web pages. Since it is very template driven, making that graphic was as simple as choosing a quote and an image and combining them using one of the provided templates.

Did I “spark” your curiosity? Visit spark.adobe.com to try it out. When you login, don’t select “create id” or “continue with Google“. Instead, select “Login with school account” and use your Applewild Google ID (your email and your email password) to login and get started.

Here is a link to a page talking about some of the educational uses of Spark. If you are interested in learning more about Adobe Spark let us know. Molly is diving in next week with 4th grade and maybe back with a Tech Spotlight soon.

Projector Tools

Projector Tools:

Are you looking for a way to get more use out of your projector? Then this tip is for you. I have seen a lot of apps popping up that allow you to use your projector as a simple interactive whiteboard without needing an actual smart/activboard. One simple one is just a website called classroomscreen.com. It doesn’t give you a pen that you can use to write on the screen, but it does provides you with a set of tools you can bring up on the screen, like a timer, a clock, a random name/number picker or a writing and drawing tools. You can draw on the screen using your mouse or trackpad or type notes using your keyboard. 

Just a sample of some of the tools in action.

There are other great apps that allow you and/or your students to collaborate on screen or virtually. One new one is from google called jamboard.google.com and one of our old favorites is padlet.com. Take a look and let us know what you think and maybe we will explore these further in our next technophiles meeting. – Mike

Each student contributed their own entry on this Padlet.

Teacher Tech Spotlight: Todd Goodwin

This is the second year that the microfinance project has been tweaked to add more technology skills into the learning goals. Last year, the map portion of the project moved from coloring paper maps to building a customized Google MyMap. This year, an option for students to demonstrate their learning by creating a Google Site was added to the project. Students in both the upper and lower schools have been given the opportunity to use websites to share their learning this year (Molly Laurano and the 5th grade planet project pops into mind). 

In his pro’s and con’s, Todd shares what we all know: the students enjoy the addition of technology, but it often requires additional coordination and planning between teachers and additional instructional time to teach the technology skill. Mike Grant has been honing his short, informative lesson on Google Sites and is ready to deliver! He loves websites – it keeps the printing of pages down 😉

Mike and Molly will also be exploring some ways to make the grading and commenting process of  websites easier. 


Teacher(s) name(s): Todd Goodwin and Molly Wong with assistance from Mike Grant.

Subject: 7th Grade World Geography

Specific topic being taught: As a Global citizen, research to prepare for international travel.

Learning Goal:

  • Research a developing country as if traveling there to assist in a microfinance or development project.
  • Present findings in two formats: all students completed a Google MyMap and had a choice between representing their research in a Google Doc or Google Site.
    • Select and insert images into a Google Doc or Site
    • Create, publish and share a Google Site that contains the answers to the research questions
    • Create a customized Google MyMap
  • Document, manage and cite all sources in a bibliography to show the research process.

Technology used:

  • Jr. Scholastic Atlas, books and databases from the library.
  • Laptops and Chromebooks.
  • Google Docs, Websites, and MyMaps
  • Noodletools Bibliographic software


Preparation: After some preliminary research, each student chose a developing country and researched to  prepare as if they were to travel to that country. Together, each class brainstormed and established a “template” of approximately 20 questions they had to answer before the trip.

Research: On the library Microfinance Project Page, students were given a list of preselected resources to conduct their research, including websites, library databases, books and magazines in the library collection. Additional websites could be used for images.

Demonstration of learning:  All students were required to demonstrate their geographic knowledge of their chosen country by creating a Google MyMap and adding “placemarks” of locations (some predetermined and other free-choice) that hold special significance to that country or its travelers.

To demonstrate the completion of the template questions, students could choose to create a website using Google Sites or answer the questions in a Google Doc. Mr. Grant led a class session on creating Google Sites.

All sources, for facts or images, were cited using NoodleTools bibliographic software.

Following project completion, students had the opportunity to share a reflection in class.


  • Students enjoyed the choices and many learned new technology as they progressed through the steps.
  • Many students felt the choices and use of new technology (Google Sites and Google MyMap) to be fun and engaging. In fact, only three students chose to Google Doc – all the rest chose to work on a Google Site.
  • Learning to create a basic website with Google Sites will help students who wish to create a website for their National History Day project.
  • Some students with experience in international travel made excellent contributions to the brainstorm.
  • Students reflected on their experience at the conclusion of the project.
  • All students made thoughtful contributions in the discussions around the parts of the projects.
  • Students made connections to our work with OxFam, Unicef and AMC and some of the films we have used this year.


  • We learned that some steps about sharing the parts were confusing to students and at least one teacher.
  • We need to help students to more carefully budget their time on certain parts of the project to avoid rushing or short changing some parts at the end.
  • Students tended to underestimate how much time it would take them to build the Google Site.
  • With the expanded choices and new technology, more time was needed for teacher collaboration and grading of the projects.

Would you use this technology tool again?

We do hope and plan to do this project again next year with some adjustments to timing and the steps.

Is there anything you would do differently next time?  Create a visual tool that helps students  budget their time more carefully.

Here are a couple of links to some completed projects (you will need to be logged into your Applewild Google account to view):

Google MyMap of Samoa

Website for Bangladesh