Project #3 KEY ASSESSMENT: Teacher- and Student-Produced Digital Movies

Your Name:
Course & Number

Jenny Fugel
EDTC 5290 Digital Video for
Educators

Date
:

12/12/14

Part I-A: The Lesson Design

Lesson Title: Exploring the Worlds Biomes
Author:

Jenny Fugel

Target
Audience:

4th grade students

Subject
Area:

Science

Objectives /
Outcomes:

Students will be able to:

1. Compare and contrast how terrestrial biomes (i.e., tropical
rainforest, taiga, deciduous forest, desert, tundra, grassland)
support the life of different types of plants and animals.
2. Demonstrate that factors such as light, water, temperature, and
soil affect the organisms in an ecosystem.
3. Use resources to: a. identify relevant information; b. record main
ideas and important details in own words; c. record information
using organizational strategies.

Alignment
with
National,
State,
and/or
District
Curriculum
Standards:

Science Strand 4: Changes in Ecosystems and Interactions of Organisms

with their Environments
1. Organisms are interdependent with one another and with
their environment
a. Identify the ways a specific organism may interact with
other organisms or with the environment (e.g.,
pollination, shelter, seed dispersal, camouflage,

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migration, hibernation, defensive mechanism)

b. Identify and describe different environments (i.e., pond,
forest, prairie) support the life of different types of plants
and animals.
http://dese.mo.gov/sites/default/files/gle-k-5-science.pdf
Alignment
with ISTE
Standards
for
Students:

1. Creativity and Innovation

a. Apply existing knowledge to generate new ideas, products, or
processes
4. Research and Information Fluency
b. Locate, organize, analyze, evaluate, synthesize, and ethically
use information from a variety of sources and media
5. Digital citizenship
a. Advocate and practice safe, legal, and responsible use of
information and technology
6. Technology operations and concepts
a. Understand and use technology systems
http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf

Technology/
Materials/
Resources:

Activity
Sequence:

1. iPads with the I-nigma app to detect QR codes

2. Headphones
3. Sticky Note Cover Materials:
a. One file folder
b. 6 biome note taking sheets
c. 6 rectangles labeled with the different biomes and the QR
codes to match
Teacher

Students

Prior to lesson: The teacher will

have the file folders prepared
with the note-taking sheets
attached. The teacher will show
the students all of the materials
to create a Sticky Note Cover,
and model step-by-step how to
create it.

The students will complete each step

for creating their Sticky Note Cover
after the teacher has modeled them.

Step 1: Cut out the 6 rectangles

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labeled with each of the biome

names and the QR codes.
Step 2: Glue the 6 rectangles on
the file folders on either side of
the note-taking sheets. Glue 3
rectangles on either side.
After all of the students have
created their Sticky Note
Covers, the teacher will use the
i-nigma app on the iPad to model
for students how to detect a QR
code.

Each student will use their iPad to

practice detecting the QR codes on
their Sticky Note Covers.

The teacher will move around the

classroom assisting students with
the use of the iPad that may need
some more one-on-one
assistance.

Once comfortable with QR codes,

students will use the QR codes to
research the six different biomes by
reading information and watching
videos. The QR code on the
deciduous forest will lead students to
the teacher-created movie.

The teacher will continue moving

around the room checking in on
each student to make sure
theyre staying on task and
following directions correctly. The
teacher will also check for student
understanding by asking the
students questions about what
theyre learning about each
biome based on their research.

While researching, students will

collect notes on each biome on their
note-taking sheets, which are staple
in their Sticky Note Covers project.

This lesson may need to be split

into two sessions, but after
students have had time to collect
notes on all 6 biomes, the teacher
will call them to the carpet for a
class discussion.

Students will take turns sharing their

notes that they collected on all 6
biomes. By listening to the notes that
the students collected, it will give all
of the students the opportunity to
review their own notes, add to them,
and make any changes necessary
before turning their project in for
evaluation.

Evaluation / Included as an attachment.

Assessment:
Tips for

The teacher presenting this lesson will want to have the Sticky Note
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Other
Teachers
Using This
Lesson:

Covers materials prepared for student use. It is also helpful to the

teacher, to make sure all of the iPads have the I-nigma app before
beginning the lesson. The teacher may also want to schedule two
science times in the classroom in order for students to complete the
project.
This lesson could be modified for struggling students by having students
work with a partner. Or, specific students may need an organized notetaking sheet modified for their abilities. The teacher could also extend
this lesson by having students create their own video on one of the
biomes.

Part I-B Lesson Critique

Lesson
Title:

Exploring the Worlds Biomes

Author:

Jenny Fugel
How does the lesson meet this principle?
Explain.

Instructional Principles:
1. Write learning outcomes /
objectives that are specific,
focused and achievable.

All of the materials necessary for completing the

assignment are provided to the students. The
teacher will model and scaffold as necessary to
help all of the students achieve the learning
outcomes. Students will be evaluated using the
rubric created.

2. Will the students:

The students will view a teacher-produced video,

which will provide them with information that
they need, to collect notes on the Deciduous
Forest. The video will include information on the
biomes locations, climate, animals, and plants.

(a) view a teacher-produced

video (2 minutes or less) or
(b) create a student-authored
video?

3. Is multi-sensory media content

used in the lesson? [i.e. multiple
video clips or other multimedia
content (photos, PowerPoint, IWB
files, web pages, text, audio,
etc.) or other print resources
(textbook, books, articles, etc.)].

Students will use the app I-nigma on their iPad

to read the different QR codes, which the
students will glue on their Sticky Note Cover
project. Each QR code will link the students to
different websites with videos and articles on
each of the 6 biomes that they need to research.

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4. Give students a personally

meaningful objective or purpose
for watching the video clip. For
example,

The purpose of watching the video clip is to

collect information on the Deciduous Forest for
students to include in their notes and complete
their Sticky Notes Cover project.

(a) pose a challenge question,

(b) present a puzzle or problem
to solve using the information
presented in the video,
(c) or relate the learning
objective or the video to the
student's personal experience or
interest.

5. Ensure that including the digital Without watching the video, students will not be
video "adds value" to the lesson. able to collect all of the information necessary to
complete their Sticky Note Covers project.

Part II Script, Storyboard, and Video

Script:

The Deciduous Forest is one of the six major biomes found on Earth.
Another name for the Deciduous Forest is the Temperate Forest.
The major Deciduous Forests of the world are found in the eastern half of
the United States, many parts of Europe, and parts of Eastern Asia.
Deciduous Forests can also be found in South America and Australia.
The Deciduous Forest has four distinct seasons; autumn, winter, spring,
and summer. In the autumn the leaves change color and during the winter
months the trees lose their leaves. Most of the Deciduous Forests have
fairly mild summers, which have an average temperature of 70 degrees
Fahrenheit. The summer months typically begin in early June and last until
the end of August. In the winter, the temperatures of the Deciduous Forest
average just below 32 degrees Fahrenheit, or freezing. December, January,
and February are the main months of winter. Throughout the year,
Deciduous Forests experience many different types of precipitation like
rain and snow. Deciduous Forests receive about 14 inches of rain in the
winter months and more than 18 inches of rain in the summer.
Some of the animals in the Deciduous Forest include bears, box turtles,
and many types of birds and insects. Raccoons, deer, squirrels, chipmunks,
and rabbits also inhabit the forest. They adapt to the climate by
hibernating in the winter. Many of the animals look camouflaged to look
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like the ground.

Some of the specific plants of the Deciduous Forest include, azaleas,
maple trees, oak trees, birch trees, and carpet moss. Many different kinds
of trees, shrubs, and herbs grow in Deciduous Forests. The plants soak up
the nutrients from the ground and lean toward the sun to adapt to the
environment.
Although a lot of the Deciduous Forests have been lost to buildings and
farms, there are still people working hard to preserve the beauty and lives
that the forests contain. What can you do to help preserve the Deciduous
Forests?

Storyboard: Included as an attachment.

Video:

Included as an attachment.

Part III: Critique & Evaluation Of The Video

III-A-1 Critique of Teacher-Produced Video

Guideline / Criterion

Your Teacher-Produced Video:

Rationale for using teacherauthored video.

I chose to create a teacher-authored video, because I

will be teaching this lesson at the very beginning of our
biomes unit in science. The purpose of the video is for
students to be exposed to and learn about the
deciduous forest. They will be using this video to
collect notes for their Sticky Note Cover project that
they will create on the 6 main biomes of the world. My
goal is to work towards having the students create
their own iMovie using audio, video, images, and text
on one of the 6 main biomes.

Follow "Best Practice"

Methods for Scripting and
Storyboarding

See section III-A-2 for details.

Shade the appropriate cell.

Exceeds
Expectations

Meets
Expectations

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Somewhat
Below
Expectations

Does Not Meet

Expectations

Time Limit

Movie is between
one and two
minutes long.

Digital
Video

Movie contains
interesting
segments of
well-lit, well-shot
video with
excellent sound
quality.

Point of
View

Establishes a
purpose and
maintains a clear
focus; strong
awareness of
audience.

Focuses on a
purpose;
communicates
with an
audience.

Emotional
Content

Audience is
deeply and
emotionally
engaged.
Consistency in
presentation;
narrated in an
engaging,
conversational
style.

Audience is
emotionally
engaged.

Music stirs a rich

emotional
response.

Music stirs an
emotional
response.

Sequential
composition;
succinct; images
create an
atmosphere
and/or tone, and
may
communicate
symbolism
and/or
metaphors.

Sequential
composition;
succinct; images
create an
atmosphere
and/or tone.

The Gift of
Your Voice

The Power
of the
Soundtrac
kEmotion
Economy

Movie is at least
one minute long,
but absolutely no
longer than three
minutes.
Movie contains
interesting
segments of
well-lit, well-shot
video with good
sound quality.

Consistency in
presentation;
narrated in a
conversational
style.

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Movie is less
than one minute
long or longer
than three
minutes.
Movie contains
video that has
one of the
following issues:
it is poorly lit,
has poor sound
quality, or is
poorly shot.
Some evidence
of
communicating
with an audience
for a specific
purpose; some
lapse in focus.
Audience lapses
in emotional
engagement.
Some
consistency in
presentation;
narration lapses
in conversational
style to
monologue.
Music is evident.

Sequential
composition;
images are
acceptable.

Movie is less
than 45 seconds
long OR longer
than four
minutes.
Movie contains
video that has
numerous
problems. It is
poorly lit, has
poor sound
quality, and/or is
poorly shot.
Limited
awareness of
audience and/or
purpose.

Audience has
little to no
emotional
engagement.
Breaking
consistency;
narrated in
monologue style.

Inappropriate
choice of music.

Non-sequential
composition;
images are
inadequate.

Pacing

Copyright

Engaging
rhythm;
enhanced
vitality.
Movie contains
only original
components.

Engaging
rhythm;
evidence of
vitality.
Movie
components
respect
copyright/fair
use and
attribution.

Some rhythm;
lapses in vitality.

Mechanical
rhythm; limited
vitality.

Movie
components
respect
copyright/fair
use and
attribution to
some degree.

Movie
components do
not respect
copyright/fair
use and/or
attribution.

III-A-2 Evaluating Best Practice" Methods for Scripting and Storyboarding

in Teacher-Produced Video

Best Practice Criterion

How does the scripting and storyboarding for

your teacher-produced video address this best
practice? Explain.

I used powerpoint slides to organize and create all of the

Include text material
jpegs that I imported into iMovie. I added some text
(PowerPoint slide images, added
within the powerpoint slides and some on iMovie to tie
title screens, or subtitles).
the narration, photos, video, and text together.
Narration should
complement images, video,
and text on the screen.

The narration is timed with the images, videos, and text

on screen to help the viewer make sense of the movie.

Keep text material brief.

Avoid screen clutter.

Little text is added to the slides, to avoid clutter. This is

also to help the fourth graders take the notes that they
need to take without feeling overwhelmed.

Think multi-sensory and

multiple media for
communicating concepts.
Planning shown for each track
(a) images/video; (b) audio and
(c) text.

Images/video, audio, and text are combined all together

on some slides to engage the viewer and keep them
entertained by the movie. I chose not to include all
three components on every slide, so the viewer is not
overwhelmed.

For clear communication and

comprehension, use short
sentences for the narration
script.

The script is organized into different sections. It covers

the following sections, so the students can pause if
necessary to take notes: location, climate, animals, and
plants.

Keep "scenes" short. Optimal Most scenes are less than six seconds, so the students
length of a scene is six seconds can easily collect the notes that they need in their
or less.
organizer.
Identify the value added by
making a "digital video", as
compared with an (a) oral
presentation; (b) PowerPoint

This video will help students to collect the necessary

notes that they need on the deciduous forest, because it
will keep them engaged with the combination of images,
audio, text, and video. The students have the capability
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presentation; or (c) written

document (i.e. report in
Microsoft Word).

to pause the video to stop and take notes, or to replay

the video multiple times, so they can absorb all of the
information.

Engage the viewer using

techniques such as questions to
answer, problem to solve, ideas
to consider or reflect upon, or
request for action.

Students will be engaged while watching this video,

because they have information that theyre specifically
listening and looking for, which will help them create
their project. They are also posed with a question to
think and reflect on at the very end of the video.

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