Submitted by: Jessica P. Smith
School: L. Douglas Wilder Middle School
Summary
For this lesson students were asked to create their very own animation using active inspire in order to demonstrate their knowledge of cell structure & function. Students had the option of choosing between a plant or animal cell. They were asked to research their cell and diagram the cell in a flipchart using the same techniques that are used in clay animation. Students were responsible for narrating each page of the flip chart and then record a movie once all of the pages had been completed.
TIPC Ratings
Approaching:Students applied research skills that were guided by the teacher through the use of a Google custom search. The teacher also modeled strategies to guide student investigation and supported students as they acquired applicable information. The information gathered during this project was stored digitally on the client computer in the notes browser of ActivInspire.
Developing: Students formed their own partner groups and used appropriate digital tools (Activ Inspire, Windows Movie Maker, Google Custom Search) to complete the project. Students were able to convert their final animated flip charts into a video using windows movie maker or the screen recorder application included with the Inspire software. The final products were shared in School Space and online with a wider audience.
Approaching: Students synthesized the information they had learned pertaining to cell structure & function in order to complete the project. The project was designed with the end goal of promoting solutions to authentic tasks. Video and animation are a part of the student’s everyday life, so many were very inquisitive from the start and excited to try different venues to create a fluid realistic animation.
Ideal: Creativity literally exudes from the student’s final projects. Many went above and beyond what was required in the rubric in order to ensure that they had a stellar end product. The student had total freedom over the cell design, background, music, etc. Reflection and feedback was provided when end products were shared with their peers for review. The best products created in the class will be used as a student model and act as an introduction to cell makeup for next year’s seventh graders. The students were enthusiastic knowing that their work would benefit next year’s class, and provided the class with a sense of purpose for completing this project.
