Using Innovative

Technology in the Third

Grade Science

Classroom

By: Amber Traverse

PhotoStory

PhotoStory is a downloadable computer software, available for PCs, that does not cost your or your district any money. It can be used to create short videos from still images, and allows the creator to add text and music to the video.

This software can be used in a variety of ways in the classroom setting. It can be used by teachers to develop virtual fieldtrips or by students to create presentations or videos to demonstrate understanding of subject area content.

AnimotoAnimoto is an internet based software program that allows the user to insert both video and still images into their program to develop a video or still image presentation. Animoto has similar features to PhotoStory such as adding text to images and music.

This software is free for the first 35 seconds of your presentation, but in order to create longer presentations there is a monthly cost.

Teachers and students can use this to create informative videos and presentations that are appealing to the viewer.

Side by Side DescriptionWhat fits your needs?

PhotoStory Downloaded to computer

Only available for download on PCs

No cost to user

Can add text and music

Only able to place still images in it

Download music of your choice or select generic music

Easy to use

Animoto Internet based

Can be used with both PCs and Macs

Cost to user

Can add text and music

Can insert video clips and still images

Download music of your choice or pick from their selection of music media

Easy to use

Background of Third Grade Content

Students are expected to summarize and illustrate the concepts slow and rapid process

A slow process is one that occurs over time (water erosion)

A rapid process changes the earth’s surface quickly (flood, volcano eruption)

Before the Unit can Begin

Students will need an understanding of the science concepts and terms that they will be expected to use in projects

Students will need technology skills in the following areas: digital cameras, downloading, saving, opening, importing, PhotoStory and Animoto practice

Teaching the Technology before the project

For this unit to be a success I have determined, based on my experiences this year with using technology with third graders, there will need to be direct modeling, instruction, and practicing of the skills needed to complete the unit effectively and successfully.

These lessons will be focused solely on the technology and not the content. It is essential that students feel success with the technology before asked to complete projects that will be graded.

The purpose of this lesson is to retell a science experiment on water erosion. Students will use photostory to retell the experiment using vocabulary introduced during the lesson including erosion, delta, deposition, and canyon. Students will use vocabulary that is relevant to their images that they took while completing the activity. (Some may not note a canyon in their activity.)

To facilitate this lesson you will need

Digital cameras with memory card and cords or access to insert memory card into computer

Computers (PC based)

PhotoStory software

Access to computer lab

What skills will you, the teacher need to facilitate this

lesson?

Be able to use digital camera proficiently

Be able to demonstrate and use PhotoStory software proficiently

Be able to save images as jpeg or gif

Be able to import pictures from hard drive or other usb device

Be able to provide detailed step by step instructions for students

What will your students need prior to beginning the lesson?

Basic ability and understanding of snapping pictures with a digital camera

Basic ability in saving images as jpeg or gif

Be able to open photostory on their computer

Basic ability in importing images into photostory

The Process and the Outcome

Process: To do this students will complete the experiment and record their observations through digital images and written descriptions of the experiment. Students will then use their completed images and written descriptions to create a product.

Product: Students are asked to use images taken while completing a science experiment on erosion to create a narrated retelling of what they observed.

The Procedures for the Project are

First review taking images, use a diagram to show parts of camera students will need to use for the experiment. Students then will practice taking pictures using teacher directed instructions.

Model how to download or save images from camera to computer (student drive) Students will then use their images taken to practice saving images to the computer.

Model how to open photostory in student menu. Students will practice 7x by following teacher procedures provided in their computer packets.

Model importing images into photostory. Students will then mimic teacher each time she completes an import.

Model adding text, students then practice

Model selecting music from already made selections, Students practice

Model saving, students save.

Pros and Cons at a GlanceAdvantages

Students practice using technology skills that are used by adults on an everyday basis in their workplaces and personal lives.

Students are able to summarize and restate their learning through the action of creating this reinforces the science vocabulary and creates a deeper understanding of the concept of erosion.

Students will naturally use sequencing words to create a logical order to present their retelling of the science experiment.

Disadvantages

Students who are basic may struggle at the beginning of the project and become disruptive or off task due to their frustration.

It requires several different technology skills that need to be acquired before completing project.

Instructional Strategies Used in this Lesson

Higher levels of bloom’s taxonomy are used including analyzing, creating and evaluating. Students evaluate and analyze their digital images to summarize erosion; they also use the images to evaluate/analyze why erosion happened and its effects on other areas of the stream table.

Students then create a video that uses their evaluation and analysis of their images and written descriptions to retell a science experiment on erosion.

PhotoStory is very versatile in how it can be used in the

classroom.

Students can use this software to virtually retell or explain any concept they have learned in the classroom. Through selecting different images from their own personal files, teacher files, or internet students can demonstrate understanding and develop deeper skills such as analysis, evaluation through the process of creating.

Students will use Animoto to create a short video (less than 5 minutes) demonstrating a group created science experiment that demonstrates their understanding of the concepts of a slow or rapid process that erodes or changes land.

To facilitate this lesson you will need

Computers with access to high speed internet

Access to internet using a username and password

Digital cameras to record science experiment demonstration

Cords or access to port to download and save video from camera

Access to Animoto software via teacher username and password

Equipment for science experiment created by student group

What skills will you, the teacher need to facilitate this

lesson?

Teacher will need proficient skills in area of digital camera recording and downloading/saving video appropriately.

Teacher will need advanced skills in using Animoto to create videos.

Teacher will need to develop step-by-step directions to facilitate workshops so that students can create a completed project.

What will your students need prior to beginning the lesson? Students should be able to take pictures

and record video using a digital camera.

Students should be able to save pictures and video to a computer’s hard drive.

Students should be able to download video into the Animoto software and add music.

Students should have a clear knowledge of science content.

The Process and the Outcome

Process: Students are asked to develop and implement a science experiment that demonstrates a slow or rapid process that changes the earth’s surface (examples: volcano, tornado, hurricane, and flood).

Product: Students are asked to create a science segment for a student body that is unfamiliar with slow and rapid processes. In this video (science segment) students are asked to record their demonstration of their science experiment using science vocabulary.

The Procedures for the Project are

Teacher will review procedures taught during workshops and lesson 1.

Teacher will model procedures for accessing and logging on to the school’s internet access. Teacher will complete walk through to ensure all students are logged on.

Teacher will model using browser to type in website. Teacher will model logging into Animoto using student accounts created by teacher. Teacher will complete walk through to ensure all students are logged on to computer.

Teacher will model downloading video to site, students will complete download.

Teacher will model adding text and music to Animoto video. Teacher will monitor student progress while working on adding text and music to their video.

Teacher will model sharing video. Teacher will complete walk through at end of project to ensure all projects are saved correctly.

Pros and Cons at a GlanceAdvantages

This project provides students opportunities to share their understanding of science concepts in a unique way.

It allows students to work in groups collaboratively to complete a finished product that requires the effort of all team members (21st century skills)

It allows students to analyze their learning, and then develop a experiment on their own using their analysis of their learning.

Disadvantages It requires students to work

collaboratively with others to create a product. You may have students who are reluctant or not good at working in groups.

It requires that students have easy access to the internet software, Animoto, Which at times the filter for our district blocks a little too well.

It requires students be able to record audio and visual using hand-held camera or video devices. This may distort the voices of students or make it difficult to hear.

Instructional Strategies used in this Lesson

Students are being innovators themselves. Inventing a science experiment that either has never been completed or has been modified to demonstrate a specific element of a slow or rapid process.

Students are using cause and effect to determine the order of events in their project to develop a demonstration that flows.

Students are using technology to create a video that informs a viewing audience about a concept they have learned.

Animoto can be used in many ways by both teacher and students in the classroom.

Animoto can be used to demonstrate an array of concepts from math to English Language Arts. Students may wish to use Animoto to display different math problems that they found challenging throughout the year but overcame, as a good-bye hello present to incoming students. In language arts, students can use Animoto to create a picture telling of the theme of a book they recently read. Social studies use it to develop flashes of important events, people, and ideas learned in class throughout the year.

Websites for download or usage

Animoto website: Sign up for a free account to tryhttp://animoto.com/

PhotoStory download from this sitehttp://www.microsoft.com/download/en/details.aspx?id=11132