Students create and narrate a family tree story line in this Photo Story 3 lesson

Title – Family Tree Story Line: A Photo Story 3 Production
By – Miguel Rangel
Primary Subject – Computers / Internet
Secondary Subjects – Social Studies
Grade Level – Grades 3-5

Concept / Topic To Teach:

Effective use of communication through photo software technology

Texas Essential Knowledge & Skills Technology Applications Standards:

Subchapter A. Elementary

http://ritter.tea.state.tx.us/rules/tac/chapter126/ch126a.html

§126.3. Technology Applications, Grades 3-5.

Introduction:
(1) The technology applications curriculum has four strands: foundations, information acquisition, work in solving problems, and communication.

Knowledge and skills:
(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:
(A) use technology terminology appropriate to the task;

(B) save and delete files, uses menu options and commands, and work with more than one software application;

(C) identify and describe the characteristics of digital input, processing, and output;

(2) Foundations. The student uses data input skills appropriate to the task. The student is expected to:
(A) use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen;

(B) use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns;

(E) use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate

(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:
(A) use software programs with audio, video, and graphics to enhance learning experiences;

(B) use appropriate software to express ideas and solve problems including the use of word processing, graphics, databases, spreadsheets, simulations, and multimedia; and

(C) use a variety of data types including text, graphics, digital audio, and video.

(10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to:
(A) use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience;

(B) use font attributes, color, white space, and graphics to ensure that products are appropriate for the communication media including multimedia screen displays, Internet documents, and printed materials; and

(C) use appropriate applications including, but not limited to, spreadsheets and databases to develop charts and graphs by using data from various sources.

(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
(A) publish information in a variety of media including, but not limited to, printed copy, monitor display, Internet documents, and video; and

(B) use presentation software to communicate with specific audiences.

General Goal(s):

Students will create and narrate a family tree story line using Photo Story 3.

Specific Objectives:

Using Photo Story 3, students will create and narrate a 3-5 minute story line describing the student’s family tree lineage.

Required Materials:

• Family Tree diagram
• Computer with Internet Connection
• Scanner
• Photo Story 3 downloaded (free software)
• Family Pictures
• Script for narration

Anticipatory Set (Lead-In):

• Begin lesson with discussion about family size and culture.
• Students will describe the importance of learning/researching family heritage.
• Teacher will point out the educational relevance of creating the Photo Story project using the student’s family data.

Step-By-Step Procedures:

1. Students will participate in a group discussion about their family’s culture and size.
2. During the group discussion, students will be required to sketch a rough outline of their family tree.
3. Students will observe several Photo Story 3 production examples and will participate in creating a Photo Story with the teacher’s assistance.
4. Students will utilize practice time in order to familiarize themselves with Photo Story 3.
5. Students and teacher will begin to scan and create electronic copies of the family photos.
6. Students will begin to create Photo Story project with narration.
7. Students will present their initial project to class.

Plan For Independent Practice:

• After each presentation, the students will be asked to write a short paragraph with suggestions on the presentation just viewed.
• The presenter with gather these paragraphs and internalize the classmates responses.
• Based on the responses, the presenter will make appropriate changes to project.

Closure (Reflect Anticipatory Set):

Each student will submit their final product to the teacher for assessment.

Assessment Based On Objectives:

The teacher will use a rubric to assess if the specific objectives have been met:
• length
• demonstration of Photo Story knowledge
• story line techniques
• communication, etc.

Adaptations (For Students With Learning Disabilities):

Using a headset and recorder, students will have the opportunity to recite and create their storyboard aloud.

Extensions (For Gifted Students):

Students will be encouraged to create their very own Photo Story 3 tutorial illustrating some techniques learned based on the knowledge gained from the lesson plan.

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