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Students create and narrate a family tree story line in this Photo Story 3 lesson
Social Studies, Computers & Internet
5, 4, 3
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
- Ã‚Â§126.3. Technology Applications, Grades 3-5.
- (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.
- Students will create and narrate a family tree story line using Photo Story 3.
- Using Photo Story 3, students will create and narrate a 3-5 minute story line describing the student’s family tree lineage.
- Family Tree diagram
- Computer with Internet Connection
- 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.
- Students will participate in a group discussion about their family’s culture and size.
- During the group discussion, students will be required to sketch a rough outline of their family tree.
- Students will observe several Photo Story 3 production examples and will participate in creating a Photo Story with the teacher’s assistance.
- Students will utilize practice time in order to familiarize themselves with Photo Story 3.
- Students and teacher will begin to scan and create electronic copies of the family photos.
- Students will begin to create Photo Story project with narration.
- 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:
- 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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