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Digital Storytelling Documentation

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    Digital Storytelling Documentation Digital Storytelling Documentation Document Transcript

    • Unit Plan Template Unit Author First and Last Name Ann Younce Author's E-mail Address ann.younce@email.ucdenver.edu Course Name(s) “Digital Storytelling in the Curriculum” Course Number(s) IT 5340 Course Section(s) Summer 2010 School City, State, Zip UC Denver Instructor Name(s): S. Clemens; M. Kreider Deleted: ¶ Unit Overview Unit Plan Title “Tools of the Trade” (Introduction to Scientific Study) Curriculum-Framing Questions Unit Topic: Science Notebooks Essential Question What skills do scientists need to be successful? Unit Questions •How do you take a problem and turn it into a solution? •What happens when you don't achieve your intended goal? •What are the learnings that might come out of a failed result or discrepant event? •What are the possibilities that preconceptions or misconceptions are present in your patterns of thinking? •What does the quality of evidence say about your experimentation technique? •Could questions be raised about your process, or could your results be challenged? •Why are accuracy, reflection and diligence important skills for scientists? Unit Summary The goal of this unit is to motivate students to become more familiar with the science process skills necessary for rigorous scientific study & to encourage them to use an investigative/reflective approach. This introductory unit focuses on concepts of: I N T E L ® T E A C H T O T H E F U T U R E 1 © 2001 Intel. All rights reserved.
    •  Scientific Method  Science Process Skills  Using a Science Notebook  Lab Tools & Types of Apparatus The students will also participate in a role-play scenario involving collaborative expert teams at a scientists’ convention. Subject Area(s): (List all subjects that apply) Science, Writing (with Integrated Technology) Grade Level (Click boxes of all grade levels that apply) K-2 3-5 6-8 9-12 ESL Resource Gifted and Talented Other: Student Objectives/Learning Outcomes As a result of this unit, the students will:  …Demonstrate a better understanding of the scientific method as measured by the use of a protocol for experimentation  …Identify lab tools & apparatus and use them appropriately as measured by an introductory practicum, assessments & subsequent lab investigations  …Synthesize observations, notes, illustrations, inquiry, questioning strategies, science process skills & reflective practice as measured by the regular use & submission of an interactive notebook Targeted State Frameworks/Content Standards/Benchmarks (CO is transitioning to new standards which embed science inquiry & process skills across the strands of Life, Earth & Physical Science. 21st Century Competencies are not stand-alone, but woven into themes of inquiry, evidence, relevance & the nature of the discipline.) This unit will utilize all of the 21st Century Competencies, through the Physical Science strand focusing on Matter: 21st Century Skills and Readiness Competencies in Science: Critical Thinking and Reasoning Science requires students to analyze evidence and draw conclusions based on that evidence. Scientific investigation involves defining problems and designing studies to test hypotheses related to those problems. In science, students must justify and defend scientific explanations and distinguish between correlation and causation. Information Literacy Understanding science requires students to research current ideas about the natural world. Students must be able to distinguish fact from opinion and truth from fantasy. Science requires I N T E L ® T E A C H T O T H E F U T U R E 2 © 2001 Intel. All rights reserved.
    • a degree of skepticism because the ideas of science are subject to change. Science students must be able to understand what constitutes reliable sources of information and how to validate those sources. One key to science is understanding that converging different lines of evidence from multiple sources strengthens a scientific conclusion. Collaboration Science students must be able to listen to others’ ideas, and engage in scientific dialogs that are based on evidence – not opinion. These types of conversations allow them to compare and evaluate the merit of different ideas. The peer review process helps to ensure the validity of scientific explanations. Self-Direction Students in science must have persistence and perseverance when exploring scientific concepts. Students must generate their own questions, and design investigations to find the answers. Students must be open to revising and redefining their thinking based on evidence. Invention Designing investigations and engineering new products involves a large degree of invention. Scientists and engineers often have to think “outside the box” as they push the limits of our current knowledge. They must learn from their failures to take the next steps in understanding. Science students also must integrate ideas from multiple disciplines to formulate an understanding of the natural world. In addition to using invention to design investigations, scientists also use findings from investigations to 21st Century Themes: Inquiry Questions – Inquiry is a multifaceted process requiring students to think and pursue understanding. Inquiry demands that students (a) engage in an active observation and questioning process; (b) investigate to gather evidence; (c) formulate explanations based on evidence; (d) communicate and justify explanations, and; (e) reflect and refine ideas. Inquiry is more than hands-on activities; it requires students to cognitively wrestle with core concepts as they make sense of new ideas. Relevance and Application – The hallmark of learning a discipline is the ability to apply the knowledge, skills, and concepts in real-world, relevant contexts. Components of this include solving problems, developing, adapting, and refining solutions for the betterment of society. The application of a discipline, including how technology assists or accelerates the work, enables students to more fully appreciate how the mastery of the grade level expectation matters after formal schooling is complete. Nature of Discipline – The unique advantage of a discipline is the perspective it gives the mind to see the world and situations differently. The characteristics and viewpoint one keeps as a result of mastering the grade level expectation is the nature of the discipline retained in the mind’s eye. I N T E L ® T E A C H T O T H E F U T U R E 3 © 2001 Intel. All rights reserved.
    • Physical Science strand: (all investigations will involve Matter) http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/Science_Standards_Adopted_12.10.09.pdf Procedures 1. Prep unit: -library books (scientists, science investigations, tools and skills) -class website (hot links, webquests, screencasts, videos) -SmartBoard lessons -lab tools, apparatus and materials -team letter of explanation home to students & parents -“Thinking Maps” 2. Introduce Scenario/Role Play: -“Scientist Symposium” (Annual Conference to be held in Denver; Forum of world-renowned scientists to discuss, best practices, the latest investigation techniques, and ways to share data/findings with the scientific community) -Flexible, cooperative groups (representing 5 “universities” of science) -Sessions offered in lab tool use, apparatus, techniques & skills, science notebooks, research, & feedback groups -Collaborative events: investigations, experiments and activities -“Scientist Round Table” I N T E L ® T E A C H T O T H E F U T U R E 4 © 2001 Intel. All rights reserved.
    • 3. Lessons will include:  Lab Tools Expo  Science Process Skills WebQuest  Screencasts of “Using a Science Notebook” (teacher-made) & Discussions  Digital Story on science notebook writing (teacher-made) & Discussions  Science Fair Interact (focus on the scientific method) Focus of Instruction (for Digital Story): The teacher-made digital story will be integrated into the unit plan and used to model metacognitive, self-questioning strategies. It will also help students further their inquiry through science writing by eliciting prior knowledge, thinking more deeply, forcing higher levels of critical thinking and building a repertoire or reflective & probing questions. (Later on in the year, after some time spent working with science notebooks, students will eventually select a “science story” to share in digital story form as a “training video” for reflection with colleagues as the convention reconvenes). Approximate Time Needed (Example: 45 minutes, 4 hours, 1 year, etc.) 2 weeks (followed later in the year by two additional weeks to revisit in the third trimester) Prerequisite Skills -general use of scientific method and content knowledge from previous grades -general abilities with hands-on experimentation and collaborative group work Materials and Resources Required For Unit Technology – Hardware (Click boxes of all equipment needed.) Camera Laser Disk VCR Computer(s) Printer Video Camera Digital Camera Projection System Video Conferencing Equip. DVD Player Scanner Other: SmartBoard Internet Connection Television Proscope, Technology – Software (Click boxes of all software needed.) Database/Spreadsheet Image Processing Web Page Development Desktop Publishing Internet Web Browser Word Processing E-mail Software Multimedia Other: Web 2.0 tools (blog, Encyclopedia on CD-ROM class webpage, Thinking Maps, Science Interact packets, practicum task Printed Materials cards, science process templates, rubrics Supplies Lab tools, materials & apparatus; interactive notebooks Internet Resources Class webpage, blog, webquests, Big 6, Others Screencasts, digital stories, I N T E L ® T E A C H T O T H E F U T U R E 5 © 2001 Intel. All rights reserved.
    • Accommodations for Differentiated Instruction Resource/Gifted Student Differentiated Learning is evident in the following ways:  Multi-modalities utilized in lessons & activities  Ongoing interactive notebook (increased challenges for high-level learners; organizational strategies for those in need; frequent check for understanding)  Guided groups (fewer individuals; mini-lessons & guided practice; additional resources if needed)  Lesson/process structure for all (before, during & after investigations)  Guided inquiry (flexible groupings)  Scaffolding; build background knowledge; build common experiences  Opportunities for choice; student individual voice  Interactive Notebook exemplars  Formative assessment throughout (conceptual understanding, vocabulary building, student work product)  Thinking Maps (individualized; Student Assessment Unit assessment appears in various components of formative and summative assessments:  “Thinking Maps”  Peer feedback (role playing & peer edits)  “Making Meaning” conferences (small group with teacher; larger “forum” discussions)  Interactive Notebook exchange  Anecdotal notes  Science notebook scoring rubric; expository writing rubrics; presentation rubrics (digital stories)  Tools practicum; quizzes & tests (scientific method, science processes, science notebook conclusions & reflections)  Webquests  Writing goal meetings; revision meetings (non-fiction expository, descriptive, procedural, technical, persuasive) Used with permission. Edited from original 2/3/08 To view more samples visit: http://www.intel.com/ca/education/unitplans/index.htm Page 6 of 9
    • Design Documentation 1. Why did you design your Digital Story in the way you did? Since I made things more difficult by deciding to do a piece on “Using Science Notebooks” for my EdWeb, there’s a lot of internal thought & emotions of a student, descriptive observation, and metacognition going on…. (All trickier in editing I realized than a simple personal narrative I should have chosen to tell!)… Through changes in voice tone, I tried to differentiate the “thoughts of the 5th grade student” from the “teachable moments” the student “hears” from her teacher. I tried to limit any background distractions by focusing on a few simple objects to indicate the scene (classroom) and close-ups of the student’s facial expressions, and therefore (hopefully) calling more attention to the student’s observations/ emotions. I used black background and white kid-type font for any text that appears (to give it a more classroom/chalkboard feel), and tried to pace the editing and soundtrack in such a way as to make it more slow and monotonous at the beginning (for boredom/uncertainty/ dread) and then quickening the pace as the video progresses (and as the mood becomes more hopeful and the student’s attempts at “inquiry” starts to flow more easily). 2. Why did you choose your images, sound, transitions, etc.? Images- For the most part, I captured my own to represent the student (as I needed to show a wide range of emotions and facial expressions, and the chance of finding all of that in the same young face among stock photos was limiting); I then used a few more from various copyright-free sources. Sound- I tried to focus on a few, distinct & recognizable sound FX for the classroom (children’s voices, ticking clock, scribbling pencil) and created a mix of several pace-appropriate music soundtracks. Transitions- I tried to keep my transitions relatively simple and “transparent” so as not to distract from the story being told. I also experimented with quick-cut pacing during “anxious” moments… 3. Why did you choose the program you designed it in? Although I have access to (and often use during the school year) iMovie on a Mac, I chose to work in MovieMaker (with some sections done in Camtasia, one or two FX created in Screenblast Movie Studio, and image-edits in Adobe Fireworks) because I prefer to mix/ match edit functions/transitions in several PC-based programs from multiple home PCs. I additionally chose to edit sound in Adobe Soundbooth for its multi-track features. 4. If people will access your story, how will they access it? My video clip will be accessible (password protected) internally on my school’s LMS (Moodle) where my students have access to it, along with other course resources, Edweb, blog, etc., and will not be available for public viewing. 5. Why is it appropriate to your audience? Many of my students are reluctant writers (especially when it’s for a science notebook, which they somehow consider part of “science” not “writing” class…. I work to get them to make connections between good writing strategies across the curriculum). They often struggle with the “endless blank pages” of a notebook… and have trouble with the descriptive observation- section of a lab investigation. Hopefully, this “intro” video will help them to see that inquiry starts with asking questions and from there, seeing where your questions take you…. That if you write everything you’re thinking, feeling and describing Page 7 of 9
    • what your senses are telling you, then you’re making good use of observation skills and will fill-up the notebook pages before you know it! Hopefully my video is “humorous” enough that students make a connection to their own hesitance and that feeling of “not knowing what to write”. Implementation Plan  Now that you have created your story (or are in the process of), how do you see it fitting into your instruction? (First, it becomes part of my EdWeb on Science Lab Processes, as a link in the Science Notebook section, to help fulfill components of my IT portfolio; which will then be used for various instructional units). In class, I will use it as part of a larger unit as a demo for taking that first step in an investigation- observation- & filling up those lines at the start of a page in a science notebook. Later on in the year, it will again be used as a model for digital storytelling as students will write and assemble their own digital science stories.  When or how will it be implemented? At the beginning of the year, as an introduction to “Using a Science Notebook”; it will be a lead-in to the actual “Oobleck” investigation/lesson. It will also be linked into the classroom LMS (Moodle) as a resource on the class intranet.  What do you need before it can be implemented – resources; admin-, parent-, customer buy-in, etc.? Specifically, what technology items will you need, how will you secure a meeting space, audience, etc. What are the obstacles you may face when implementing this unit? How will you overcome these? Fortunately, I do not need much in the way of technology resources: I have access to laptop carts and the lab; I have my own projector/Smart board with which to present the video; I have science materials such as student science notebooks and investigation supplies; I have several external drives for student project storage… I will need to assemble more headset mics (borrow from various classrooms and bring some from home); I will also need to prepare “digital kits” of appropriate related photos, music, sound FX, etc. in support of some students when they’re ready to assemble their own stories. (Students, faculty, admin and parents have password access to our classroom LMS on Moodle to view resources; we will need to set-up a web-based video viewing site with password protection).  How will you differentiate for a diversity of student levels? As mentioned above, digital kits with ready-to-use assets will be available for those who need it; resource guides and instructional screencasts will be available to those who are ready to find their own appropriate resources; several sample excerpts from science notebooks (and digital stories)- aimed at various writing/sketching abilities will be available on the class LMS resource section; resource ,inks will be available to help students learn more about digital storytelling and tap into their personal style; I’d also like to incorporate “story circles” to assist students with varying needs learn from each other.  How will you evaluate the unit’s success? This is not the assessments that we talked about in your unit plan, but how will YOU know that students are successful? What will they be able to do after completing your unit? 1.) Students will appear happy & enthusiastic about writing in science notebooks, and later, creating their own digital science stories; 2.) My observations of students at work during inquiry will reveal engagement, and I’ll hear conversations during inquiry stages and help them to record metacognition & science process skills into their notebooks; and 3.) There will be sufficient positive evidence  How will you share the stories with your community? (parents, administrators, co-workers, customers, etc.) Page 8 of 9
    • Initially, just as a presentation in class at the introduction of the science notebook lesson; Later, students, faculty, admin and parents will have access to the classroom LMS resources on Moodle through the school intranet, in addition to a web-based video viewing site (once selected) where they can view the student- created digital stories; Students also complete a digital portfolio throughout the year to showcase their work and these accomplishments are shared “exhibition-style” at the end of the year. Page 9 of 9