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Using innovative technology in the third grade science
 

Using innovative technology in the third grade science

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    Using innovative technology in the third grade science Using innovative technology in the third grade science Presentation Transcript

    • at ive d In nov e Thir Us ing th lo g y in nce no e Scie ech radT G om las sro C By: Amber Traverse
    • PhotoStoryPhotoStory is a downloadablecomputer software, availablefor PCs, that does not costyour or your district anymoney. It can be used tocreate short videos from stillimages, and allows thecreator to add text and musicto the video.This software can be used in avariety of ways in theclassroom setting. It can beused by teachers to developvirtual fieldtrips or bystudents to createpresentations or videos todemonstrate understanding ofsubject area content.
    • AnimotoAnimoto is an internet basedsoftware program that allows theuser to insert both video and stillimages into their program todevelop a video or still imagepresentation. Animoto has similarfeatures to PhotoStory such asadding text to images and music.This software is free for the first35 seconds of your presentation,but in order to create longerpresentations there is a monthlycost.Teachers and students can usethis to create informative videosand presentations that areappealing to the viewer.
    • Side by Side Description What fits your needs?PhotoStory Animoto Downloaded to computer  Internet based Only available for  Can be used with both PCs download on PCs and Macs  Cost to user No cost to user  Can add text and music Can add text and music  Can insert video clips and Only able to place still still images images in it  Download music of your Download music of your choice or pick from their choice or select generic selection of music media music  Easy to use Easy to use
    • Background of Third Grade Content Students are expected to summarize and illustrate the concepts slow and rapid process A slow process is one that occurs over time (water erosion) A rapid process changes the earth’s surface quickly (flood, volcano eruption)
    • Before the Unit can Begin Students will need an understanding of the science concepts and terms that they will be expected to use in projects Students will need technology skills in the following areas: digital cameras, downloading, saving, opening, importing, PhotoStory and Animoto practice
    • Teaching the Technology before the projectFor this unit to be a success I have determined,based on my experiences this year with usingtechnology with third graders, there will need to bedirect modeling, instruction, and practicing of theskills needed to complete the unit effectively andsuccessfully.These lessons will be focused solely on thetechnology and not the content. It is essential thatstudents feel success with the technology beforeasked to complete projects that will be graded.
    • The purpose of this lesson is toretell a science experiment onwater erosion. Students will usephotostory to retell the experimentusing vocabulary introduced duringthe lesson including erosion, delta,deposition, and canyon. Studentswill use vocabulary that is relevantto their images that they took whilecompleting the activity. (Some maynot note a canyon in their activity.)
    • To facilitate this lesson you will need Digital cameras with memory card and cords or access to insert memory card into computer Computers (PC based) PhotoStory software Access to computer lab
    • What skills will you, theteacher need to facilitate this lesson? Be able to use digital camera proficiently Be able to demonstrate and use PhotoStory software proficiently Be able to save images as jpeg or gif Be able to import pictures from hard drive or other usb device Be able to provide detailed step by step instructions for students
    • What will your students needprior to beginning the lesson? Basic ability and understanding of snapping pictures with a digital camera Basic ability in saving images as jpeg or gif Be able to open photostory on their computer Basic ability in importing images into photostory
    • The Process and the Outcome Process: To do this students will complete the experiment and record their observations through digital images and written descriptions of the experiment. Students will then use their completed images and written descriptions to create a product. Product: Students are asked to use images taken while completing a science experiment on erosion to create a narrated retelling of what they observed.
    • The Procedures for the Project are First review taking images, use a diagram to show parts of camera students will need to use for the experiment. Students then will practice taking pictures using teacher directed instructions. Model how to download or save images from camera to computer (student drive) Students will then use their images taken to practice saving images to the computer. Model how to open photostory in student menu. Students will practice 7x by following teacher procedures provided in their computer packets. Model importing images into photostory. Students will then mimic teacher each time she completes an import. Model adding text, students then practice Model selecting music from already made selections, Students practice Model saving, students save.
    • Pros and Cons at a Glance Advantages Disadvantages Students practice using technology skills that are  Students who are basic used by adults on an everyday basis in their may struggle at the workplaces and personal beginning of the project lives. and become disruptive or Students are able to off task due to their summarize and restate their frustration. learning through the action of creating this reinforces  It requires several the science vocabulary and different technology skills creates a deeper understanding of the that need to be acquired concept of erosion. before completing Students will naturally use project. sequencing words to create a logical order to present their retelling of the science experiment.
    • Instructional Strategies Used in this Lesson Higher levels of bloom’s taxonomy are used including analyzing, creating and evaluating. Students evaluate and analyze their digital images to summarize erosion; they also use the images to evaluate/analyze why erosion happened and its effects on other areas of the stream table. Students then create a video that uses their evaluation and analysis of their images and written descriptions to retell a science experiment on erosion.
    • PhotoStory is very versatile in how it can be used in the classroom. Students can use this software to virtually retell or explain any concept they have learned in the classroom. Through selecting different images from their own personal files, teacher files, or internet students can demonstrate understanding and develop deeper skills such as analysis, evaluation through the process of creating.
    • Students will use Animoto to create ashort video (less than 5 minutes)demonstrating a group createdscience experiment thatdemonstrates their understanding ofthe concepts of a slow or rapidprocess that erodes or changes land.
    • To facilitate this lesson you will need Computers with access to high speed internet Access to internet using a username and password Digital cameras to record science experiment demonstration Cords or access to port to download and save video from camera Access to Animoto software via teacher username and password Equipment for science experiment created by student group
    • What skills will you, theteacher need to facilitate this lesson? Teacher will need proficient skills in area of digital camera recording and downloading/saving video appropriately. Teacher will need advanced skills in using Animoto to create videos. Teacher will need to develop step-by-step directions to facilitate workshops so that students can create a completed project.
    • What will your students needprior to beginning the lesson? Students should be able to take pictures and record video using a digital camera. Students should be able to save pictures and video to a computer’s hard drive. Students should be able to download video into the Animoto software and add music. Students should have a clear knowledge of science content.
    • The Process and the Outcome Process: Students are asked to develop and implement a science experiment that demonstrates a slow or rapid process that changes the earth’s surface (examples: volcano, tornado, hurricane, and flood). Product: Students are asked to create a science segment for a student body that is unfamiliar with slow and rapid processes. In this video (science segment) students are asked to record their demonstration of their science experiment using science vocabulary.
    • The Procedures for the Project are Teacher will review procedures taught during workshops and lesson 1. Teacher will model procedures for accessing and logging on to the school’s internet access. Teacher will complete walk through to ensure all students are logged on. Teacher will model using browser to type in website. Teacher will model logging into Animoto using student accounts created by teacher. Teacher will complete walk through to ensure all students are logged on to computer. Teacher will model downloading video to site, students will complete download. Teacher will model adding text and music to Animoto video. Teacher will monitor student progress while working on adding text and music to their video. Teacher will model sharing video. Teacher will complete walk through at end of project to ensure all projects are saved correctly.
    • Pros and Cons at a Glance Advantages Disadvantages This project provides  It requires students to work students opportunities to collaboratively with others share their understanding to create a product. You of science concepts in a may have students who are reluctant or not good at unique way. working in groups. It allows students to work  It requires that students in groups collaboratively have easy access to the to complete a finished internet software, Animoto, product that requires the Which at times the filter for our district blocks a little too effort of all team members well. (21st century skills)  It requires students be able It allows students to to record audio and visual analyze their learning, and using hand-held camera or then develop a experiment video devices. This may distort the voices of on their own using their students or make it difficult analysis of their learning. to hear.
    • Instructional Strategies used in this Lesson Students are being innovators themselves. Inventing a science experiment that either has never been completed or has been modified to demonstrate a specific element of a slow or rapid process. Students are using cause and effect to determine the order of events in their project to develop a demonstration that flows. Students are using technology to create a video that informs a viewing audience about a concept they have learned.
    • Animoto can be used in many ways by both teacher and students in the classroom. Animoto can be used to demonstrate an array of concepts from math to English Language Arts. Students may wish to use Animoto to display different math problems that they found challenging throughout the year but overcame, as a good-bye hello present to incoming students. In language arts, students can use Animoto to create a picture telling of the theme of a book they recently read. Social studies use it to develop flashes of important events, people, and ideas learned in class throughout the year.
    • Websites for download or usageAnimoto website: Sign up for a free account to tryhttp://animoto.com/PhotoStory download from this sitehttp://www.microsoft.com/download/en/details.aspx?id=1