Tag Archive | "iMovie"
Posted on 19 January 2012. Tags: Bullying, communication and collaboration, E12S, GarageBand, Google Docs, Google Presentation, iMovie, pixie
Submitted by: Mary Barnett, Emily Byrd, Kathi Charlson, Keri Richardson
Collaborators: Caroline Jonic, Celeste Young
School: Ridge ES
Summary
To address the current real-world social concern of bullying in our schools, monthly classroom meetings were held to address issues on this topic. High-level interest concerning this topic led third grade teachers to plan a student-directed project. They had an initial “kick-off” with the School Resource Officer’s Anti-bullying presentation. Over the next two weeks the third graders collaborated, interacted and created a skit, digital posters, a music video, and Google presentations to campaign against bullying. To share the projects more globally, the Pixie projects and Google presentations were uploaded onto blogs and Voice Thread.
TIPC Ratings
This project scores in the Target area for Information Fluency. Through initial teacher-directed discussions, whole-group research was done using websites and discussions. Students used ideas gathered through those discussions, along with information learned during the lesson with the school resource officer as the substance of their campaign. They chose a variety of digital tools in order to spread the information.
This project scores in the Target area because students communicated through group discussions and online through Google Docs, blogs and Voice Thread which took communication beyond the classroom.
This project is Target in Critical Thinking and Problem Solving. Students used critical thinking and problem solving skills to share the information that they researched. This was an open-ended, authentic task that required higher level thinking skills and decision making practices. The students also had the opportunity to reflect on the project and how they solved the problems that they encountered.
This project is Target in Creativity and Innovation. Students created Google Presentations by collaborating with a student in another classroom using the information that they researched. The students also chose to use Pixie to create posters to showcase the information going beyond the original assignment parameters. Students also discovered a more creative way to showcase their posters by using Garageband and iMovie to create a music video.
Posted in Comm/Collab - Target, Creativity - Target, Critical Thinking - Target, Elementary School, Grade Level, Info Fluency - Target
Posted on 19 January 2012. Tags: E12S, elementary, GarageBand, iMovie, Keynote, Longdale, pages, PhotoBooth, pixie, Planets
Submitted by: Jen Travers, Jeannie Costin
School: Longdale Elementary
Summary
This is a culminating activity based on Science SOL 4.7 The students were in charge of coming up with a marketing campaign to increase attention and tourism to their planet. The students could use any application on the MacBooks to complete their marketing product. The open choice allows the students to use the technology they are comfortable with and showcase their individual talents.
TIPC Ratings
Students used a research guide to gain additional knowledge about their planet. Students used text and internet resrouces to collect their information. Students must a clear understanding of thier planet in order to create activities related to their planet.
Students worked together to create and edit individual scripts. The students were encouraged to bounce ideas off each other to fufill their individual projects. Th student’s final product had to clearly communicate facts about their planet as well as reasons people should visit the planet.
Students were given the task to drive traffic and interest to their planet. They had to create a marketing tool using technology to accomplish this goal.
The students created unique projects based on their personal technology skill level and talents. With the open option of a variety of programs available, the students were able create a variety final products.
Posted in Comm/Collab - Target, Creativity - Target, Critical Thinking - App, Elementary School, Info Fluency - Target, Language Arts, Science
Posted on 17 January 2012. Tags: 3rd Grade, E12S, iMovie, Springfield Park, tableau, Voki
Submitted by: Tyler Hart
School: Springfield Park Elementary
Summary
Students learned about this Mexican American using a variety of reference sources. The students worked together to come up with the most important events that happened in Cesar Chavez’s life. The important events they discussed were used to complete a group Tableau Project. The students then had the choice of using Comic Life, iMovie, or Voki to present the information as well. Projects were uploaded to the class blog and class Edmodo page for sharing and continued discussion.
TIPC Ratings
This lesson is Approaching for Research & Information Fluency. Students apply research skills through the use of various print and online resources. The students assembled and organized their information into scripts for their presentations.
This lesson is Target/Ideal for Communication & Collaboration. Students initiate communication in real and non-real time through the class blog and class Edmodo page. Students collaborate and solve real world problems and create original works when they perform tableaus about Cesar Chavez with their group.
This lesson is Developing for Critcal Thinking and Problem Solving. The students responded to higher order questions and elaborated on critical thinking and problem solving practices in order to write their speeches and act out their Tableau about Cesar Chavez.
This lesson is Ideal/Target for Creativity & Innovation. Students worked together to select a scene from his life and write a script to explain the scene. The students chose between Comic Life, iMovie, Keynote, or Voki to create a Tableau about Chavez.
Posted in Comm/Collab - Target, Creativity - Target, Critical Thinking - Dev, Elementary School, Grade Level, Info Fluency - App, Social Studies, Subject
Posted on 21 November 2011. Tags: Adams, aes, blog, Comic Life, E12S, elementary, iMovie, iPod touch, Keynote, pixie, Proscopes, rocks, Science
Submitted by: Kevin Carr
Collaborators: Julie Franklin, ITRT
School: Adams Elementary School
Summary
The students will be initiating and exploring activities which will help them better understand the three types of rocks, weathering and erosion, and the rock cycle. The students will use a variety of electronic media to analyze, extend, and produce their results while working together in cooperative groups. Based on their readiness and interest level, each student will be responsible to for creating a product which directly relates to the indicators of 21st century skills and demonstrates competency of the curriculum.
TIPC Ratings
Target/Ideal – Students assembled and synthesized information relative to evidence of weathering and erosion on school grounds. Each group chose its own method of powerfully displaying and interacting with the information.
Target/Ideal – In our 21st century classroom, students are able to communicate and collaborate effectively with each other as well as with other fifth-graders. In the Rockin’ and Rollin’ lesson, students are expected to use the existing technology to collaborate with their peers and engage each other in meaningful discussions and teamwork to create accurate products. To meet this standard, students are expected to:
o Select an appropriate digital tool to create a presentation to be uploaded to the blog. This particular presentation will be blank except for the rock sample photographs taken from the HCPS ProScope device. From there, other fifth-grade may complete the presentation by adding in the appropriate information.
o Similarly, students will upload photographs they have taken with digital cameras of various types of weathering and erosion. These photos are to be viewed by other students, sorted, and labeled.
o Additionally, all students have access to the blog where they are encouraged to initiate thoughtful discussions on the lessons and how they can be improved, enriched, and in what ways they can extend the concepts; elaborate on their findings and research; and reply to others while discussing new topics that are raised.
It is important to note as well that all students are required to reflect electronically through the blog on each activity that is completed. The blog also provided the opportunity for others, regardless of time zone or physical distances to communicate with the students. The students set their goals for future growth as they reflected via the blog.
All groups and roles were self-chosen by the students.
Target/Ideal – Students chose their digital tools as well as their questioning, critical thinking, and problem solving strategies to address the authentic task relating to evidence of weathering and erosion as they explored school grounds. They reflected on their roles and set goals using the class blog.
Target/Ideal – Although project guidelines were given to the students, they were encouraged to work beyond the assignment parameters. The students reflected and set goals through the class blog.
Student Artifact
Download Files
1490>
Contents:
- Rockin And Rollin Lesson Plan
- Student Keynote
- Class Blog Link
- Rubrics
Posted in Comm/Collab - Target, Creativity - Target, Critical Thinking - Target, Earth Science, Elementary School, Info Fluency - Target, Science
Posted on 09 August 2011. Tags: Art, Collaboration, communication, Echo Lake, elementary, English, fourth grade, iMovie, project, research, social studies, video, Writing
Submitted by: Merle James
Collaborators: Beverly Brown, Mike Gettings, Parent volunteers
School: Echo Lake Elementary
Summary
Students collaboratively worked to create a claymation movie titled, ‘Life Before Jamestown,’ celebrating Henricus’ 400th birthday. It is about a day in the life and culture of an Arrohattoc Indian family prior to when the explorers arrived in the spring of 1607, in what would become Henrico County. Using a variety of resources and activities, students explored and interpreted the life and culture of the Arrohattoc Indians and illustrated storyboards based on their research. The storyboard diagrams helped students plan and prioritize their ideas into a written story/script with fictional characters using authentic Native American names. Art Specialist, Mike Gettings, brought his claymation and technology skills to our classroom and assisted students in bringing to life their written story.
The end product was a 6-minute animation movie created in iMovie, consisting of over 1500 still photos. The students will document this process with a multi–media presentation.
TIPC Ratings
Students wrote a researched based story/script based on Native Americans.
Students with diverse backgrounds effectively worked together and collaborated in teams to create a Historical-Fiction story/script that was visually brought to life in a stop motion clay animation film. Students were responsible to complete their part during the entire process of this project, making the end product a five star production!
Through the entire ‘process’ of this project students were challenged with open-ended questions and higher level thinking skills. They used technology to collaborate and solve problems.
Students applied critical thinking, research methods, communication tools, and collaborated effectively to create a story/script and iMovie.
Download Files
Contents:
- Lesson Plan
- Art Flipchart
Posted in Art, Comm/Collab - Target, Creativity - Target, Critical Thinking - Target, Electives, Elementary School, English, Featured, Grade Level, Info Fluency - Target, Language Arts, Reading, Social Studies, Subject, TIP Chart, Winner '10-'11, Winners
Posted on 09 August 2011. Tags: Collaboration, communication, Echo Lake, elementary, first grade, iMovie, language arts, math, project
Submitted by: Crystal Aveson, Lisa Farthing, Amy Feaver, Janet Givens, Kristina Rilee
School: Echo Lake Elementary
Summary
Over the course of a 2 week period, we covered the Economics Essentials. After the students had mastered the basic economics concepts, the focus for this part of the unit was for students to take an active role as producers and consumers. Each class would have a ‘simulated factory environment’ to create goods to sell to each other. Not only would we sell goods to Echo Lake first graders through the annual “Holiday Shop”, we also planned on advertising our goods to a first grade class at Tuckahoe Elementary.
TIPC Ratings
With some guidance, the students themselves selected what kind of tools were needed for each commercial project. Students had to follow step by step directions to gather photos, record voices, add background music, and transitions in order to create the movie “Soap for Sale” in Pixie. Students created graph on sale of goods to Tuckahoe Elementary to help analyze data.
In the future, we will also create the database for Tuckahoe to complete as they place their orders.
Students chose roles, worked out differences, and encouraged each other as we made the commercials. Making a real ‘commercial’ to sell real goods to real children—that’s pretty real world!
Not only did students collaborate to make the commercials, they also had to communicate with each other as they made the goods, sharing supplies, interacting, and cooperating to reach a common goal.
Evaluating the sale afterwards required effective communication and facilitation of discussions. We effectively communicated with audiences within and beyond the classroom. Having the commercials on the grade level web page allows many others to view them, from grandparents to friends all over the country.
Students are actively using multiple resources to plan, design, and execute the creation of the commercials to be shared with an outside audience. Students had to think critically to solve problems such as what parts of the script to use/not use, what words best sold the product, and what kinds of music could positively influence students to buy their product over another.
Students brainstormed and selected original ideas for the goods that were to be sold. Students collaborated and came up with ideas that they felt would best sell their goods. Students applied thinking skills to decide on scripts, goods, and gave their first grade insights to the project. Each class created a unique, one of a kind commercial that made their product special. Each class brought their own experiences and personalities to the final products, both the goods and the way in which they decided to advertise them.
Download Files
ELES_1st
Contents:
- Lesson Plan
- Holiday Flipchart
Posted in Comm/Collab - Target, Creativity - Target, Critical Thinking - Target, Elementary School, English, Grade Level, Info Fluency - Target, Language Arts, Math, Social Studies, Subject, TIP Chart, Winner '10-'11, Winners
Posted on 09 August 2011. Tags: animals, elementary, iMovie, Longan, Science
Submitted by: Pam Graham
School: Longan Elementary School
Summary
As a culminating project, students created an iMovie illustrating each of the 5 Kingdoms. Students initially completed a planning and research guide. Each student’s iMovie included basic information as well as a a student-created video that illustrated knowledge learned through research on a plant or animal of their choice.
TIPC Ratings
Approaching: This lesson scores in the approaching area of the rubric as students chose the organism they wanted to research, the information they wanted to collect about the animal, and how they would gather that information. After assembling the information, students then organized it to create a logical iMovie.
Developing: Students work in self-selected groups to complete an assigned task – using the Flip cameras to embed a video into iMovie.
Approaching: This lesson falls into the approaching level of the rubric. Students were given an open-ended topic to research and create a video with. The teacher served as a facilitator as students worked collaboratively to problem-solve and create.
Approaching: This level falls into the approaching category of the rubric for creativity and innovation. Students were given the time to create meaningful work within assignment parameters.
Download Files
Contents:
- Lesson Plan
- Planning Guide
- Grading Rubric
Posted in Comm/Collab - Dev, Creativity - App, Critical Thinking - App, Elementary School, Info Fluency - App, Science
Posted on 28 June 2011. Tags: elementary, History, iMovie, interview, Laburnum Elementary School, puppets, research, virginia
Submitted by: Ms. Norris
School: Laburnum Elementary School
Summary
Students are assigned a famous American to research using print and electronic sources of information. Students completed a graphic organizer while collecting information. Students then created an essay and a puppet about their assigned famous American. Students created a movie using the puppet as they conducted a mock interview with student generated questions and answers.
TIPC Ratings
Students are locating information as they complete a graphic organizers. The teacher appears to be guiding the collection of information through the graphic organizer. Students use print and electronic resources and databases, however it is not clear that the resources are being evaluated or chosen by students.
Students work independently during this project to create a puppet, conduct research, and to compile information for an iMovie.
In order to fulfill the requirements of this project, students must work independently in order to solve some fairly complex tasks. Students must create a puppet, create questions, and then apply technology skills in order to create a movie. Each student product has the potential to be unique, making this an open-ended experience.
Students must use research to forumate questions for this project. They work independently to create questions, the puppet, and movie using directions from the teacher or ITRT.
Download Files
Norris
Contents:
- Lesson Plan
- Sample Student Movie (mov)
- Link to Additional Student Movies
Posted in Comm/Collab - App, Creativity - Dev, Critical Thinking - App, Elementary School, Info Fluency - Dev, Virginia Studies, Winner '09-'10
Posted on 28 June 2011. Tags: Center for Communications, English, iMovie, movie maker, music, Music Video, Varina High School, Writing
Submitted by: Leslie St. James
Collaborators: Melissa Carothers
School: Center for Communications – Varina High School
Summary
The 80s Music Video Project has several goals. The first is to provide students with an opportunity to practice and sharpen their videography and video editing skills. The second is to teach them lighting and production design concepts and to give them a chance to put them into practice. The third is to simulate a real life videography experience that requires preproduction, production, and post-production. In the preproduction phase, groups of students research music videos, choose music, come up with a concept, storyboard the production, and generate a shooting schedule, equipment list, props list, and costuming list. In the production phase, groups videotape the music videos taking turns in the roles of cinematographer, director, gaffer, and performer. In the post-production phase, students individually edit the music videos using the nonlinear editing program Final Cut Pro. During this project they learn more advanced editing techniques including transitions and special effects. The project culminates in a viewing and critique by classmates.
TIPC Ratings
Ideal/Target – The 80s Music Video Project is on target for Research and Information fluency. Students are using information and resources to tackle a real-world situation, specifically the production of a music video. The skills involved in this kind of production are applicable to a wide range of projects involving film and video. Students are using their knowledge of cinematic language and production techniques to convey a message to an audience.
Ideal/Target – Each student brings ideas to the table and has to share them with the group. The group works without teacher direction to incorporate the members’ ideas and to find a focus. All parts of this project except for the initial concept assignment and the final edit are collaborative.
Approaching – Achieving a visual image that matches or surpasses the vision in your head is all about critical thinking and problem solving. Inevitably, the shooting plan requires on the spot modification due to unforeseen complications. That’s the nature of film and video. The process of filming is an exercise in problem solving, specifically in finding creative and visually useful solutions to problems that range from how to frame a difficult shot to how to rework the narrative.
Ideal/Target – The 80s Music Video Project requires many types of creativity. Writing, designing, shooting, performing, and editing are all creative endeavors practiced by every student involved in this project. The intended audience are fellow students and innovation is stressed. We are looking for a new and interesting approach to older material, specifically music from the eighties.
Download Files
Contents:
- LESSON PLAN
- MUSIC VIDEO EVALUATION
Posted in Comm/Collab - App, Creativity - Target, Critical Thinking - App, Electives, English, Grade Level, High School, Info Fluency - Target, Language Arts, Music, Subject, TIP Chart
Posted on 28 June 2011. Tags: 400, celebration, commercials, elementary, Henrico, iMovie, podcast, REES, Rivers Edge, social studies, Virginia Studies
Submitted by: John Friedman
School: Rivers Edge
Summary
Students collaborate in pairs to research Henrico County sites of interest, develop and film television commercials showcasing these sites. Student pairs select a site of interest in Henrico County and compose and mail letters to the site requesting relevant information. Students supplement information found in packets received with research from websites. Students collaborate to produce commercial using photo booth and green screen technology. Students complete rubric for classmate commercials focusing on positive, specific critiques.
TIPC Ratings
This lesson is ideal in research and information fluency. Students assembled and synthesized information before recording their commercial.
This lesson is developing for communication and collaboration. Student groups were formed and students organized their roles to address their task.
This lesson is ideal/target for critical thinking and problem solving. Students selected digital tool and critical thinking and problem solving skills to complete their movie commercials. Students reflected on their roles through a rubric they needed to complete.
This lesson is ideal/target for creativity and innovation. Students synthesized existing and self-generated knowledge to create new ideas and products. They took risks and reflected on their projects to see how they could better their work.
Posted in Comm/Collab - App, Creativity - Target, Critical Thinking - Target, Elementary School, Info Fluency - Target, Social Studies
