TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE Daily Lesson GAME Plan

Lesson Title: What I Know Is # of Classes: 3-5 Related Lessons: Do They See Us? Dear Council Members Unit: What About the Youth? (Lesson 2)

Course and Grade Level: COM1205 (Grades 10-12 Digital Photography)

GOALS
Content Standards COM1205 2. Use various photographic equipment to demonstrate basic photographic skills (Alberta Education, 2010) 4. Choose the proper ISO and capture settings for photographic images 6. Apply consistent and appropriate work station routines 7. Demonstrate basic competencies (fundamental skills, personal management, teamwork). Content Standards Social Studies Social studies provides learning opportunities for students to thrive in their evolving identity with a legitimate sense of belonging to their communities, Canada and the world (Alberta Education, 2005) ISTE NETS-S

1. Creativity and innovation 2. Communication and collaboration 3. Research and information fluency

4. Critical thinking, problem solving , decision making 5. Digital citizenship 6. Technology operations and concepts.

Instructional Objectives:

Students will use a wiki to write collaboratively about what they have learned regarding digital photography basics. They are to describe aperture, shutter speed and ISO. As well, they will be taking pictures of local scenes and items to put their theory into practice and upload images as samples to accompany their aforementioned wiki descriptions.

ACTION
Before-Class Preparation: Prepare key word overview and upload to www.techyteachy.webs.com for students to access. Ensure all cameras are charged, functioning and contain empty SD cards. Students may use their own SD cards.

During Class
Time Instructional Activities Anticipatory Set: Display Kodaks Picture of the Day images and discuss what makes these images so interesting. What do students notice about these images? Advise students they will be learning basic photography elements to produce similar images. They will be shooting images that depict how youth make an impact on a communitys economy. These images will be shared with Ponokas Economic Development Officer via digital storytelling. Modeling/Guided Practice: Show students how to access the features on their cameras that allow them to modify the ISO, shutter speed and aperture. These are the three features they will modify to achieve varying depths of field and exposure for their images. Refer them to the www.techyteachy.webs.com Web site for a list of terms they will describe in their wikis. Independent Practice: Working in groups of three, students will review the photographic terms and begin developing their wiki. The wiki will house the descriptions of the terms along with images they shoot to reflect the terms described. The images they shoot may be random, or the images they shoot around town for their final digital storytelling lesson. n Check for Understanding/Closure: Throughout the three to five days allotted for this activity, frequent visits to student visits will determine whether students are on track or need assistance. In-class discussions with small groups will reveal which students need enrichment, which are performing as per expectations, and which students require support. Materials and Resources Kodaks Picture of the Day (Kodak, 2010)

5-10 minutes

www.techyteachy.com

5-10 minutes

Student Wikis

20-30 minutes

Concept mapping software to organize ideas for discussion.

5-10 minutes

Notes:

MONITOR
Ongoing Assessment(s): Monitor group wikis to ensure all students are participating. Ask open-ended, guiding questions when meeting with small groups to elicit responses indicative of understanding. Monitoring images students upload to their wikis to ensure they depict the term(s) defined. Meet with students whose images do not clearly indicate they have mastered the concepts defined in their wikis. This may be the first instance students have has with this style of lesson. The loose structure and relatively undefined course of action will be a challenge. However, this is precisely the manner in which problem based learning promotes the greatest degree of understanding and mastery (Ertmer & Simons, 2006), so students need support. Frequent check-ins with students will ensure they get the support they require. Accommodations and Extensions: Students requiring assistive technology will be provided with the necessary tools to achieve the goals set out in this lesson. Students requiring enrichment will make their own YouTube tutorial to share their understanding of aperture, shutter speed, and ISO with their classmates. This video will be added to their wiki as well. Back-up Plan Additional SD cards are on hand in the event one is damaged or lost. If students are not able to take images off school grounds, they can shoot images around the schoolyard.

EVALUATION
Lesson Reflection and Notes: The content of this lesson is to learn the basics of digital photography. The Problem Based Learning approach has students shooting images that show either a need for economic growth or what the Town of Ponoka is doing to include young people in their Strategic Plan. This is an abstract concept because it does not relate to digital photography at all. Nevertheless, this is an opportunity to teach students to become more than mere consumers of information (Cennamo, Ross & Ertmer, 2009). It is an opportunity to teach students to think critically about their world and to recognize a need for deeper thought. Rather than coasting through teenage years without a thought to how their external world is governed, this lesson offers these young people to examine how their lives are considered by government officials and how they might make a difference in their community. It is important to ensure students maintain focus on capturing images that tell how the youth of their town are affected by Ponokas economic development strategy. Through this, they will learn the content of digital photography basics.

References:

Alberta Education. (2005). Social studies kindergarten to grade twelve. Retrieved July 18, 2011 from http://education.alberta.ca/media/773701/soc10_1.pdf Alberta Education. (2010). Communication technology (COM). Retrieved July 18 2011 from http://education.alberta.ca/media/2205702/com.pdf Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning. Ertmer, P., & Simons, K. (2006). Jumping the PBL implementation hurdle: Supporting the efforts of K12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 4054. Retrieved July 18, 2011 from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.