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TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE Daily Lesson GAME Plan

Lesson Title: Dear Council Members #3 Classes: 3-5 Course and Grade Level: COM1205 (Grades 10-12 Digital Photography) Related Lessons: Do They See Us? What I Know Is Unit: What About the Youth? (Lesson 3)

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, and 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:

Acting as photojournalists, students will use prepare their images in Photoshop for integration into Microsoft Photostory3. They will use these images to build a photo story about how they see economic development in our small community. They will upload the images they have created that reflect an understanding of digital photography basics such as ISO, shutter speed, depth of field and aperture. These stories will be presented to the Town of Ponokas Economic Development Officer.

ACTION
Before-Class Preparation: Ensure all stations have Microsoft Photostory3 and Photoshop loaded.

During Class
Time Instructional Activities Anticipatory Set: View For Hosne Ara by Zahid Al Amin from the Center for Digital Story Telling Web site at http://www.storycenter.org/stories/. Before sharing this video, ask students to focus on what makes this video intriguing. What makes them want to watch to the end? What do they notice about the narrator? What do they notice about the transition of the images? Engage in a short discussion about their thoughts about the way in which this piece of photojournalism was finished. Modeling/Guided Practice: Model Photostory3s basic features and instructions for creating a photo story. Remind students to keep in mind the features of For Hosne Ara that appealed to them as viewers. Students will need to edit their images to remove red-eye where necessary and to prepare them for upload into Photostory3. Model Photoshop features if necessary. Independent Practice: Students will edit all images in Photoshop and upload them into their photo stories. They are encouraged to add supporting audio files where applicable. Upon completion, these stories will be uploaded to their wiki as well. Check for Understanding/Closure: Check in with students daily to confirm they are on track and have direction for their photo stories. These will be shared with the Town of Ponokas Economic Development Officer. Because their work will be viewed by a member of the public and a government official, students will take their work more seriously and produce higher quality of work (New, 2005). Students will map their stories prior to uploading them into Photostory3. Notes: Materials and Resources For Hosne Ara by Zahid Al Amin.

5-10 minutes

5-10 minutes

Student Wikis

2-3 class periods

Concept mapping software to organize ideas for story and presentation..

5-10 minutes

MONITOR
Ongoing Assessment(s): Continue to monitor group wikis to ensure all students are participating and photo stories are progressing. Ask openended, 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. Meet with each group to review their storyboards before they create their final product to ensure they are on track and all images are appropriate. 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 are encouraged to create their own audio, background music and so on to enhance the impact of their stories.

EVALUATION
Lesson Reflection and Notes: This lesson focuses on creating photo stories to share their knowledge. Throughout the past two weeks of this unit, students have explored and discovered the basics of digital photography to learn about aperture, shutter speed, ISO, and depth of field. They have used that knowledge to create dramatic images that explore their ideas of how economic development in the Town of Ponoka might involve community youth. Problem based learning lives in organized chaos. From ill-defined parameters and loosely structured direction (Cennamo, Ross & Ertmer, 2009), students delve into finding out how the afore mentioned photographic basics can be manipulated to create engaging, and thought provoking visual statements.

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. New, J. (2005, December 2). How to use digital storytelling in your classroom. Retrieved from the Edutopia website: http://www.edutopia.org/use-digital-storytellingclassroom. Al Amin Z. (2010). For Hosne Ara. Retrieved from the Center for digital story telling website: http://www.storycenter.org/stories/

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