Already a member?
Sign in
Welcome! Wikis are websites that everyone can build together. It's easy!
Multimedia
| Grade level(s) | K-1st |
| Content area(s) | Art, Writing, Reading |
| Purpose | To help students develop their story telling abilites, and to encourage them to begin writing and become authors. |
| Brief description | Students will be creating a video story. Students will draw pictures depicting each scene in their story. Students should be encouraged to write on the stories as much as possible. The students stories will then be scanned. using imovie the teacher can make movies of the story moving through the pages. The students can then look at their pages, and then using a voice recording tell their story with each page. Students voices can then me matched with the video,and then the students have created there own short story cartoon/movie. |
| Resources | Art supplies, scanner, voice recorder( microphone) movie making software (imovie) |
| What is the highest level of Bloom's taxonomy reached? Explain | Application: Students will be learning about sequencing their stories and making them understandable to te audience by making sure events happen in the right order. As young students they will learn to write their stories, then apply this sequencing to organizing the story in the right order. This will be reinforced by the students retelling the story as they see the pictures. They will gain an understanding of the sequencing of events, and then apply it to thier stories. |
| Which learning styles are addressed? How? | This lesson will work well with visual learners, auditory learners, and Kinethetic learners. The visual and kinesthetic learners will be most helped by the art aspect, as they draw out their story. Also the video is ideal for them as well. The auditory learners will be reinforced as they are encoureged to look at their story and tell about it out loud. This practice should be reinforced all the while during the actual creation of the story, and not just once during the recording of the child. |
| Which MIs are addressed? How? | The verbal intelligence is addressed as students are encouraged to discuss their story, and as they tell about it outloud for the video. Music intelligence is not really addressed in this activity, but could be added on depending on the available software, students could add background to their music as well. The logical intelligence wil be addressed as the students are encouraged to create and find patterns in their stories, and logically sequence and sort them. Spatial intelligence is encouraged through art, as the students are encouraged to draw their story. Kinesthetic intelligence is addressed through the art as the students use their body movements to create stories. |
| Student's name | Jessica Williams |
| Grade level(s) | 2nd to 6th grade |
| Content area(s) | Story telling/ writing |
| Purpose | To have students participate in sharing their personal story with the class. It will improve students writing abilities, story telling abilities, and improve classroom community. |
| Brief description | Students will create a story about themselves. The story will feature a special event, tradition, vacation, or holiday time that the student has experienced. The story will be told using digital story telling (power-point). The students will include pictures, music, voice, or special effects of their choice while telling their story. The project will be developed over a week time frame and can personalized as the student wishes. This digital story will be presented at the end of the week and everyone will have a chance to showcase their work. |
| Resources | Computers voice recorder scanner power-point program |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom's taxonomy reached in this activity is the synthesis level. In this level students are able to arrange, design, create, prepare, write, and set up. During this activity students will design a power-point presentation to present to the class. They will create a format to display their story with as well as write their story. |
| Which learning styles are addressed? How? | The learning styles that are addressed in this activity are visual, auditory, and kinesthetic. Students are able to present their information any way they choose. They can visually write their story with words, or provide pictures or graphs. Students can record their voice to tell the story or use music. Kinesthetically students will physically create their story on the computer. They will use a computer mouse, learn to scan pictures, and physically practice their presentations. |
| Which MIs are addressed? How? | The multiple intelligences that are addressed in the activity are: Verbal and Linguistics: Students can verbally tell their story with power-point and voice recorder. Musical: Students can provide music to their stories to express emotion. Spatial: Students can provide pictures for their stories. Bodily-Kinesthetic: Students can be physically involved in their story, scanning pictures and using the computer. Intrapersonal: Students will have the opportunity to be original, imaginative, and work a long term project. |
| Student's name | Ashley Rhodes |
| Grade level(s) | 5th |
| Content area(s) | Art, Writing, Reading |
| Purpose | To allow students to practice writing skills, and address reading comprehension in a format that students may find more interesting when compared to book reports. |
| Brief description | Students will use imovie to create a new ending to the book Hatchet that they complete over the first part of the year. Students will create various pictures using any media they prefer and learn how to put it together in imovie. |
| Resources | imovie,voice recorder, Hatchet |
| What is the highest level of Bloom's taxonomy reached? Explain | Synthesis is the highest level that is addressed as students are asked to write their own ending for a story read in class and then create their own ending using imovie. |
| Which learning styles are addressed? How? | Visual learning styles are addressed as students must read the book. Auditory learning styles are addressed as student use the voice recorder to create dialogue for their project. Bodily/Kinesthetic learning styles are addressed as students must actively create the imovie, which will involve moving around. |
| Which MIs are addressed? How? | Visual intelligence is addressed as students must compose a movie and figure out which way to visually portray their knowledge. Interpersonal intelligence is addressed as students must work together in a group. |
| Student's name | Tavia DeLisle |
| Grade level(s) | K-2 |
| Content area(s) | Reading fluency and profiency |
| Purpose |
|
| Brief description |
|
| Resources | http://don.iserver.net/djlearning/repeatedreading.htm A helpful site with a rationale for using multimedia for reading fluency http://school.familyeducation.com/reading/cognitive-development/38329.html Top ten ways to improve reading fluency at home and at school |
| What is the highest level of Bloom's taxonomy reached? Explain | Analysis Analysis is reached because students use the multimedia to analyze their reading skills and set goals for improvement. |
| Which learning styles are addressed? How? | Visual and Auditorial Learners Visual and auditorial learning styles are addressed as student will be able to hear and see themselves reading. |
| Which MIs are addressed? How? | Visual/Spatial and Verbal/Linguistic Visual/spatial and verbal/linguistic are addressed because students are using the multimedia to watch and listen to themselves. |
| Student's name | Toshira Popo |
| Grade level(s) | 2nd- 5th |
| Content area(s) | Language Arts, Creative Writing, Technology |
| Purpose | For students to strengthen their writing skills, and general language arts skills, and integrate those skills with technology to create a digital portfolio on powerpoint. |
| Brief description | Throughout the year, students will be learning different genres of writing including poetry, memoir, fiction, and non-fiction. Students will create a digital portfolio using all of their writing and will have the freedom to design and illustrate it anyway they want. They can add audio, pictures, clip art, text, and music. They will be able to add to their portfolio each time they finish a piece of writing and they can include artwork, pictures, etc. Once their portfolios are finished, students will be able to show them to their families during an end-of-the-year celebration. |
| Resources | Student writing, computer (with Powerpoint), scanner, microphone |
| What is the highest level of Bloom's taxonomy reached? Explain | Synthesis: Students are integrating writing and technology by creating a digital portfolio. They can design their portfolio using their writing and any other materials they want to including audio, pictures, music, etc. |
| Which learning styles are addressed? How? | Visual: Students will see all of their work on the computer Auditory: Students will be adding music and audio to their portfolio if the choose Kinesthetic: Students will be writing, using the keyboard to type up their writing, and using the mouse, microphone, and other forms of multimedia to create their portfolio |
| Which MIs are addressed? How? | Linguistic: Students will be doing a lot of writing Bodily-kinesthetic: Students will be using the mouse, keyboard, and other forms of multimedia when creating their portfolio Musical: Students have the option of choosing music they like and adding it to their portfolio Intrapersonal: Students will be doing writing that may be personal to them or about themselves and their feelings |
| Student's name | Haleigh Dillender |
| Grade level(s) | Fourth Grade |
| Content area(s) | History, Language Arts, Art, Writing |
| Purpose | To help students discover, research, and explore famous and notable African Americans in US history and culture. |
| Brief description | Students will create a video/mini biographical documentary of a famous African American figure in US history and culture. Each student will have the oppurtunity to pick a figure from a list of notables. Each student will reasearch the figure that they have chosen. After thorough research, students will create a story line and pictures. The pictures that are drawn will be scanned and uploaded to a computer. The movie will be made in power point. In power point students will use type their story on to the slides and add in their pictures where neccessary. Students will also have the oppurtunity to add their voices to the movie, making it a narrative. |
| Resources | powerpoint scanner computer art supplies computer voice recorder |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom's taxanomy that I believe is reached in this activity is application. |
| Which learning styles are addressed? How? | Visual - Students visually work on their presentations and show their presentations to their peers. Auditory - Students add voice to their presentations and present it to their peers. Kinesthetic - Students engage physically in creating the movie by using their hands and body. |
| Which MIs are addressed? How? | Verbal/Linguistic - Students have the ability to hear the story. Also students use language in their story through text and words. Visual/Spatial - when creating their movie using powerpoint students need to be aware of space and the setup of the movie Bodily/Kinesthetic - students engage in the movie by using their body |
| Student's name | Tiffany Brown |
| Grade level(s) | 4th Grade |
| Content area(s) | Life Science - Plant Life Cycle |
| Purpose | To help students further understand the plant life cycle. |
| Brief description | Students will work in groups of 3 to create a PowerPoint presentation of the plant life cycle. The PowerPoint presentation will consist of digital images and text. Students will incorporate photosynthesis into the presentation. The presentation will explain how plants grow and develop. Students will present their PowerPoint presentations when they are completed. |
| Resources | PowerPoint Digital Camera Microphone Some possible websites: http://www.urbanext.uiuc.edu/gpe/case1/c1facts1b.html - Allows students to explore the plant life cycle. Also, there is a great glossary students can reference. http://www.learner.org/channel/courses/essential/life/session4/- This website had a great video that explores the plant life cycle. http://www.glenview34.org/wb/LivingThings.htm#plantlife- This website has good information on the plant life cycle. There is a great diagram of the cycle and a flash video of the plant life cycle. |
| What is the highest level of Bloom's taxonomy reached? Explain | Knowledge- The highest level of Bloom’s taxonomy reached is knowledge. Students will be learning the plant life cycle and then recalling the information learned to create a PowerPoint presentation. |
| Which learning styles are addressed? How? | Visual- Creating and viewing PowerPoint presentations is visual. Auditory- Students will be recording their voices on each slide to narrate the presentation. Kinesthetic- Creating the PowerPoint is a hands-on activity. |
| Which MIs are addressed? How? | Linguistic- Students will be writing the information thatwill go on the slides and the dialogue for the narration. Kinesthetic- Students will be working with their hands to create the PowerPoint. Interpersonal- Students will be working in groups to complete the project. |
| Student's name | Jennifer Weber |
| Grade level(s) | 3rd-5th Grade |
| Content area(s) | Language Arts |
| Purpose | The purpose of this activity is to have the students use contextual clues, such as pictures, to organize a story in chronological order. |
| Brief description | The students will divide into groups of 3. The groups will use a digital camera to take a sequence of pictures telling a story. The pictures will be printed out and mixed up and each group will receive another groups pictures (out of sequential order). The students will then have to put the pictures in sequential order, scan them onto a computer using imovie, and then voice over to tell a story. |
| Resources | digital camera, computer, imovie, microphone |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom's Taxonomy reached is Synthesis. This stage is reached because the students have to look at the group of pictures, arrange them in sequential order, and compose a story with voice over. |
| Which learning styles are addressed? How? | Visual: Students will take pictures and make a movie. Auditory: The students will tell a story with voice over on imovie. Kinesthetic: The students will use their body while taking pictures and working on the computer. |
| Which MIs are addressed? How? | Verbal/Linguistic: This MI is addressed because the students have to tell a story. Visual/Spatial: The students have to take picture, arrange them in order, and make a movie. Bodily/Kinesthetic: The students have to take pictures and use the computer. |
| Student's name | Katie Vallillo |
| Grade level(s) | Fourth or Fifth |
| Content area(s) | Science, Language Arts |
| Purpose | To enable students to demonstrate their understanding of the characteristics of a habitat. They will also practice their persuasive and expository writing skills |
| Brief description | As a class, students and the teacher will pretend to be naturalistic journalists, creating a "documentary" on the habitat and characteristics of a new species: human beings. Using a variety of resources and mediums, students will create a video that gives examples of what humans eat, where they live, how their families function, etc. Students will use pictures, video clips, audio files, and text to to create their documentary. |
| Resources | iMovie software, video camera, photographs, encyclopedias |
| What is the highest level of Bloom's taxonomy reached? Explain | Synthesis: The students will be showing that not only do they understand what comprises a habitat, but will be able to create an original piece that shows that they know how these factors work together and are universally applicable across cultures, animals, and living things. |
| Which learning styles are addressed? How? | Visual: they will have to see and review materials, and the representation of their work can be seen Kinesthetic: students will be actively manipulating, scanning, and editing their narrations and images |
| Which MIs are addressed? How? | Linguistic: A narration will be required to accompany the images Naturalist: Students who excel in this intelligence will enjoy exploring the various locations and setting in which humans live Kinesthetic: see above |
| Student's name | Nicole Knox |
| Grade level(s) | 2nd - 4th |
| Content area(s) | Social Studies |
| Purpose | To teach students about Florida's state symbols (flower, bird, motto, nickname, etc.) and how to create their own "state". |
| Brief description | After learning about the different states and their symbols (especially Florida), students will break into groups. Within these groups, they will research the different types of symbols for Florida and the significance of each. Each group will then create their own "state". This will include naming it, describing it, and giving explanations for the different symbols. The groups will then create a powerpoint presentation with recorded voice-overs for all or most of the slides. Each group will present their state once the projects are complete. |
| Resources | PowerPoint program Access to internet to research State books - Florida and others |
| What is the highest level of Bloom's taxonomy reached? Explain | Synthesis - The students will be using learned information to create their state and its symbols. They will be using different facts and characteristics about their state to make their presentation. |
| Which learning styles are addressed? How? | Visual - The students will be viewing the PowerPoint slides and also reading up on state symbols. Auditory - The voice-overs during the slides will benefit these learners by allowing them to listen to the information. Also, the students actually recording their state's information will benefit from this activity. Kinesthetic - These students will benefit from working on the computer, using the mouse, inserting symbols, and running the slideshow. |
| Which MIs are addressed? How? | Bodily Kinesthetic - see above. Naturalistic - A lot of the state symbols have to do with nature: birds, tree, flowers. Therefore, these students would enjoy researching these symbols. Interpersonal - The students will be brainstorming and working in groups to create their presentation. |
| Student's name | Erin Byrne |
| Grade level(s) | Grades 5-8 |
| Content area(s) | Science, Language Arts |
| Purpose | Students will examine the different grains and types of tree bark that exist, then discuss the differences and similarities between them. |
| Brief description | Using a digital camera, students will take pictures of various samples of bark from the local area. In their notebooks, they will fill in the details of the samples of bark which they have found (photo number, location found, basic description). When they are finished collecting their samples, they will upload their pictures onto the classroom computer. Then, using a paint program such as Photoshop, students will apply filters to the images to produce different contrasts of the pictures. From their observations of the different textures of bark pieces, the students will complete the task by writing a report in their notebooks which details what they have observed of each sample, including their similarities and differences. |
| Resources | Photoshop Tutorial Other materials: digital camera, notebooks, paint program (Photoshop) |
| What is the highest level of Bloom's taxonomy reached? Explain | Analysis: Students distinguish between the bark textures and infer which type they are in order to compare and contrast them. |
| Which learning styles are addressed? How? | Visual: Students will have to visually discriminate and observe the differences between the different types and grains of tree bark. Kinesthetic: Students will physically collect their samples from areas around the school, observing and touching the bark with their hands to get a better idea of texture. |
| Which MIs are addressed? How? | Linguistic: Students will write detailed descriptions of the bark. Spatial: Students will analyze the images to find the differences between them and how they relate. Bodily-Kinesthetic: Students will hold and observe the different bark in their hands, touching them to analyze their textures. Naturalist: Students will collect their samples from the local, outside area of their school. Examining and touching the bark will increase naturalist intelligence. |
| Student's name | Melissa Blanco |
| Grade level(s) | 4th or 5th Grade |
| Content area(s) | Writing/ History |
| Purpose | The purpose of this activity is to encourage to students to use their knowledge of The Great Depression and come up with their own New Channel. |
| Brief description | The students will use what they have been learning about the Great Depression and then apply that information in order to create their own New Channel and broadcast what is going on during this particualr time period. |
| Resources | Digital Camera, Microphones, and iMovie. |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom's reached here would be application. Because they are going to have to apply what they have been learning in their history class in order to come up with their own news channel. |
| Which learning styles are addressed? How? | The two learning styles that will be addressed during this lesson would be visual and kinesthetic. It would be considered visual because the students will have the oppurtunity to see what is going on with their video as they are filming and putting it together. It would be considered a kinesthetic activity because they will be working hands on during the whole activity. |
| Which MIs are addressed? How? | Linguistic: The students are going to have to write their scripts in order to be able to report what is going on. Spatial: The students are going to have to figure out how to use the space that they have available to them in order to make their broadcasting channel. Bodily/Kinesthetic: The students are going to be acting. Therefore they are going to be working hands on the majority of the time. |
| Student's name | Ingrid Amezquita |
| Grade level(s) | 3rd |
| Content area(s) | Art, Language Arts |
| Purpose | The purpose of this assignment is to enrich students’ knowledge with the use of technology in multiple ways. |
| Brief description | The students will be asked to recall an adventure that was particularly memorable to them. They will format a story that will be in presentation form. They will then create a Power Point presentation with illustrations, the text that they have prepared as well as a audio recording of them narrating their story. |
| Resources | Computers, Power Point program, microphone |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom’s taxonomy used here is Synthesis because the students are applying their prior knowledge of computers and storytelling to create this multimedia presentation.They are generating new ideas and organizing information. |
| Which learning styles are addressed? How? | The students will be using 2 learning styles. Visual- the students will be looking and analyzing their power point presentation. They will be learning how to put the presentation together to appeal to the visual learner. Auditory- the students will be recording their voice on the microphone to aid in their storytelling. These two learning styles are very important in storytelling. This activity will be beneficial to both types of learners. |
| Which MIs are addressed? How? | This activity addresses many multiple intelligences. Visual/spatial- this is addressed when students are asked to present their Power Point. Verbal/linguistic- the students are asked to produce a polished story for their presentation. Interpersonal- students are going to be presenting their story so this will allow for students to related to one another. Intrapersonal- students are analyzing themselves and critiquing their story and what is important to them in their stories. |
| Student's name | Cheryl Jensen |
| Grade level(s) | Fourth and Fifth |
| Content area(s) | Writing |
| Purpose | The purpose is to allow students to use their images to find stories that they can create. |
| Brief description | Students will use digital cameras to take pictures of their friends, environment, etc. They will upload the pictures and using Power Pint they will organize them into a story pattern. They will then create a story and add sound that goes along with the pictures that they use and share then with the class. |
| Resources | Digital cameras, Power Point, Computer |
| What is the highest level of Bloom's taxonomy reached? Explain | Application: Students will use their thoughts that they gain from the pictures to create stories in the Power Point. |
| Which learning styles are addressed? How? | Visual: Students will use the digital cameras to find images that interest them, which will aid them in creating stories. Auditory: Students will record their voices, which will aid in them being able to express themselves. Tactile/Kinesthetic: Students will benefit from this because they are the sole creators of the project. They find the images and are able to move them around in the program to create the story that they want. |
| Which MIs are addressed? How? | Visual/Spatial: Students will benefit from visually seeing the images on the computer, which may aid in their creative formation of the stories. Verbal/Linguistic: These students will benefit from being able to express themselves and create the story aloud, instead of having to write it down. Logical/Mathematical: These students will use the images and organize them to create the story. Bodily/Kinesthetic: Students will use their hands and be very active throughout the entire project; as they take the pictures, upload them, organize them, record their story. Musical/Rhythmic: Students will be able to use their voices to create the story and add other sounds if they wish. Intrapersonal: Students will reflect on their thoughts of the images in order to create the story. |
| Student's name | Jennifer Martin |
| Grade level | 2nd |
| Content area | Science, Writing, Reading |
| Purpose | The purpose is for students to learn how to use Powerpoint to create a slideshow. Students will also learn how to use a digital camera and will improve reading fluency. |
| Brief Description | The teacher will begin by organizing a trip to the zoo. He/she will call and find out the different animals that are there. The teacher will then let students sign up in pairs for the animal of their choice. Students will research their animal and write a brief description of the animal including habitat, feeding habits, care of young, etc. While on the fieldtrip, students will use the digital camera to take a picture of the animal they have signed up for. Upon returning to the classroom, students will use the digital pictures to create a Powerpoint slide for their animal. They will also take turns reading and recording the description that they have written. After this is finished, the Powerpoint will be shown to the class and each student will have the chance to present his/her slide. |
| Resources | http://www.kidsgowild.com/animalfacts http://www.nationalgeographic.com/kids/creature_feature/archive/ Computers Digital Camera Microphone Powerpoint |
| Bloom's Taxonomy | Comprehension Students will use the information that they have gathered to write a brief description of the animal they have chosen. They must also comprehend what they have written since they will be presenting their slide to the class. |
| Learning Styles | Visual Students will get to use pictures to create a Powerpoint slide. Auditory Students will listen to their classmates' presentations. Kinesthetic Students will actively create a slide that demonstrates their knowledge. |
| What MI's are addressed? | Linguistic Intelligence Students will create a brief description of their animal and record themselves reading it. Naturalist Intelligence The focus of this project will be on animals found in the zoo. Bodily-Kinesthetic Students will operate the digital camera and will create a Powerpoint slide. |
| Name | Callie Williams |
| | |
| Grade Level | 4th - 5th |
| Content Area | Social Studies |
| Purpose | To have students investigate the Civil Rights movement using a variety of sources, culminating in a multimedia presentation about the time period. |
| Brief Description | During study about the decades, the students will begin work on an individual project focusing on the Civil Rights movement as a part of the 1960s decade. Students will be encouraged to practice their research skills by using a variety of sources such as classroom textbooks, interviews with relatives and older members of the community, educational search engines and websites, and books. This project will be combined with education about research habits and organization, interview techniques, and the use of PowerPoint. In the multimedia presentation, students will be required to include several facts about the era, photographs of events in the era, a profile of a notable person of the Civil Rights Era, and historically relevant audio and/or video. |
| Resources | PowerPoint program Access to internet to research Access to adults who lived through Civil Rights era (grandparents or seniors in community) Textbooks & nonfiction books about Civil RightsCamcorders, Audio Recorders, Digital Cameras, Scanner |
| What is the highest level of Bloom's taxonomy reached? Explain | Synthesis – The students will be combining all the information and research they have gathered to create a presentation that will link several areas of Civil Rights information and points of view. |
| Which learning styles are addressed? How? | Visual - The students will be viewing images and websites about the Civil Rights movement. Auditory – Students who learn through hearing will benefit from the opportunity to interview people who actually lived through this time period, allowing them a great deal of information about the time period. Kinesthetic – These students will be happy to use the computer and any other tools such as a camcorder or microphone to record the interviews they complete with their firsthand account partners. |
| Which MIs are addressed? How? | Bodily Kinesthetic - see above. Intrapersonal – Students will be working independently on this project and will be able to gain confidence in their personal abilities to succeed.Interpersonal – Students who like to work with others will truly excel at interviewing people for use in the projects. |
| Student Name | Jennifer Krause |
| Grade level(s) | 5th and up |
| Content area(s) | Writing, Reading, Technology |
| Purpose | For students to gather information about themselves, make it into a story by gathering pictures, recording videos, and creating a powerpoint presentation, then read it aloud to class. |
| Brief description | Students will make a story of themselves to share with the class. They will take pictures of themselves, family members, friends, and other things that relate to them and that they find important. They will also record video clips of significant times of their lives, memories, and important events. Next, students will use the photos, video clips, and their own personal writing style to create a powerpoint presentation. Finally, the students will present their presentation to the class as they discuss their personal life stories. |
| Resources | PowerPoint, iMovie, digital camera, scanner, computer, video camera. |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | Synthesis- Students will combine a plethera of information from various resources and combine it into one, solid powerpoint presentation. |
| Which learning styles are addressed? How? | Visual- Students will use a powerpoint presentation to display information. Auditory- Students will listen to others present their stories. Kinesthetic- Students will use the mouse, keyboard, scanener, digital camera, and video camera to gather information. |
| Which MIs are addressed? How? | Bodily-kinesthetic- Students will use multiple resources such as the scanner, mouse, keyboard, digital camera, and video camera to gather information about themsevles and put together a power point presentation. Intrapersonal- Students will reflect on their personal lives and interests in order to come up with a powerpoint presentation. Then students will discuss their story to the class using the powerpoint presentation. |
| Student's Name | Stephanie Hasden |
| Grade level(s) | K or 1st |
| Content area(s) | Technology |
| Purpose | To introduce the students to different types of multimedia products such as digital cameras, video camcorders, powerpoint, Word...etc |
| Brief description | This lesson is very simple and only briefly goes over different types of multimedia. Also this lesson serves as an "introductory" lesson so as they get older they would have already been introduced into the programs.(Note: This is more of a discovery lesson for the students to play around on the different types of multimedia.) The teacher will be showing the students the differnt types of technolgy such as different programs, camcorders, etc and showing them the general functions of what they can do and why they are helpful. |
| Resources | Various types of mutlimedia: camcorders, digital cameras, computers, Word, Powerpoint, etc. Just be aware that you as a teacher wouldn't introduce all of this during one lesson. You probably would only want to introduce one of them at a time. |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | The highest level of Bloom's is Remembering because the students would be finding and describing the programs. After the teacher briefly introduces the program then the students would be able to recall the information of the program. |
| Which learning styles are addressed? How? | Kinesthetic- this is a hands-on approach because the students will be working with the different devices Visual- the students would be looking at the screens and looking at your demonstrartions Auditory- The students would be listening to the teacher during the "lecture" portion. |
| Which MIs are addressed? How? | Bodily Kinesthetic- The students would be working with the programs on the computer or on the camera/camcorder Intrapersonal- students are working on their own and coming up with their own thoughts about the different devices Interpersonal- If the teacher wanted to she/he could put them into groups to make the activity a little easier and also to incorporate accomodations of if there are only a couple of cameras and camcorders, etc. |
| Student's Name | Lindsey Pavlik |
| Grade level(s) | K-5 | |
| Content area(s) | English | |
| Purpose | To help build students’ story telling and writing skills | |
| Brief description | For younger children, they will draw pictures and scan them into a computer. Once the pictures are in the computer, they will create a Power Point inserting their pictures into the slides and add audio to the pictures they drew. The audio should create a story. For older age students, they will create a story and then draw pictures or use a camera to take photos to add to their story. Drawings will be scanned in and digital photos uploaded. The students will create a Power Point as well by reading their story they wrote. Students will need to focus on reading expression. Sound effect as well as music may be added to create or set the mood of the story. | |
| Resources | Power point digital camera Scanner Microphone Garageband | |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | Application- students apply skills they have learned in writing creative stories as well as how to read them aloud. They are also applying skills in photography and art. | |
| Which learning styles are addressed? How? | All learning styles are in this activity. Visual- the drawing Auditory- reading the story they wrote or telling a story to match the drawings/ pictures Kinesthetic- hands on with taking photos, drawing, scanning drawings/photos,, holding the microphone to record | |
| Which MIs are addressed? How? | Verbal-linguistic: students get to verbally express their story Body- kinesthetic- hands on with drawing, scanning using the computer Musical- if a student wants to add music they can. Choosing appropriate music to match the story will appeal to this multiple intelligence Intrapersonal- students like stages/ steps in projects. This would be an assignment with multiple steps | |
| Student's Name | Alli Fields |
| Grade level(s) | 4th+ |
| Content area(s) | Language arts, writing |
| Purpose | For students to improve their writing skills while also incorporating technology |
| Brief description | Once i am done reading them the book The Indian in the Cupboard then I was tell them at there is a sequel but they are first going to write a story about what they think will happen in the next book. They will draw pictures and narrate the story using different multimedia. They will scan their pictures in to the computer and make a PowerPoint slide with them. They will then record their voice reading the story that they created. They will combine it all together to share with the class. |
| Resources | Student writing, computer (with Powerpoint), scanner, microphone |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | Synthesis- Students are integrating writing and technology so that they can share their story with the class. |
| Which learning styles are addressed? How? | Visual- drawing of the pictures for the story Auditory- reading the story that they wrote Kinesthetic- hands on with drawing, scanning drawings, holding the microphone to record, making the power point |
| Which MIs are addressed? How? | Verbal-linguistic- students get to verbally tell their story to the class Body- kinesthetic- hands on with drawing, scanning, using the computer to make their powerpoint |
| Student's Name | Kari Parrish |
| Grade level(s) | |
| Content area(s) | |
| Purpose | |
| Brief description | |
| Resources | |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | |
| Which learning styles are addressed? How? | |
| Which MIs are addressed? How? | |
| Student's Name | |
| Grade level(s) | |
| Content area(s) | |
| Purpose | |
| Brief description | |
| Resources | |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | |
| Which learning styles are addressed? How? | |
| Which MIs are addressed? How? | |
| Student's Name | |
| Grade level(s) | |
| Content area(s) | |
| Purpose | |
| Brief description | |
| Resources | |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | |
| Which learning styles are addressed? How? | |
| Which MIs are addressed? How? | |
| Student's Name | |
| Grade level(s) | |
| Content area(s) | |
| Purpose | |
| Brief description | |
| Resources | |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | |
| Which learning styles are addressed? How? | |
| Which MIs are addressed? How? | |
| Student's Name | |
Latest page update: made by Toshira
, Apr 25 2007, 12:31 AM EDT
(about this update
About This Update
Edited by Toshira
137 words added
5 words deleted
view changes
- complete history)
Edited by Toshira
137 words added
5 words deleted
view changes
- complete history)
Keyword tags: None
More Info: links to this page