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In the Limelight LoTi Teachers

In the Limelight LoTi Teachers John Hineman with Middle School Principal Jacquelyn Baker and LoTi Campus Leader Clayton Kilduff

Veteran's Day Video Tribute
(Student Generated)

Using Digital Graphics to Create Video Messages

Validity
 

The assessment measures what is intended to be measured in the content standard. Students could pass this task by truly knowing and being able to do what is asked for in the content standard.

(The rubric clearly relates to the specific content standard being covered and includes all of the skills needed to complete a quality product)
TEKS/Student Expectations:  Insert the TEKS the lesson is covering

123.12. Exploring Communication Technology
1 (B)distinguish between photographic, digital graphic, printed graphic, technical graphic, audio, and video communication systems;

3 (A)develop or improve communication products that meet specified needs

126.12. Technology Applications (Computer Literacy), Grades 6-8.
1 (C)demonstrate the ability to select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency;

2 (A)demonstrate proficiency in the use of a variety of input devices such as mouse/track pad, keyboard, microphone, digital camera, printer, scanner, disk/disc, modem, CD-ROM, or joystick;

3 (C)describe the consequences regarding copyright violations including, but not limited to, computer hacking, computer piracy, intentional virus setting, and invasion of privacy;

4 (B)apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.

5 (A)identify, create, and use files in various formats such as text, bitmapped/vector graphics, image, video, and audio files;

7 (D)demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text, audio, video, and graphics;

8 (D)use technology in self-directed activities by sharing products for defined audiences

11 (A)publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video;
(B)design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics;

12 (D)evaluate the product for relevance to the assignment or task.

TARGETED TAKS/Department Objectives: From data and Benchmark test, what is the skill you developed.
English/Language Arts
In their summaries of the project, students will write reflections to discuss how their montage image was created, what they think freedom means, and what was technically challenging in creating their image. Work will be checked for their writing mechanics.

Challenge
 

The task asks students to show their “know how” on something important and challenging, not just their knowledge. (Students develop the focus of the task by building on their own experiences to determine the problem and to look for possible solutions.)
Essential Question/s or Engaging Questions
What does freedom mean? (answers should vary, but should be directed to the use of the military in securing freedom)

What are some truly American symbols of freedom? (answers will vary, but could include: Liberty Bell, Declaration of Independence, Statue of Liberty, American flag, etc.)

How can images be created to convey a sense of freedom?

If we were making a message about freedom, who would be our target audience?

If the images are created, how can we maximize the viewership of the images in the most cost effective manner?

What other considerations should be made when putting a video message together? (Audio-narration and/or music, image quality, getting the highest resolution images possible)
 

Feasibility

The task is worthy of the time and effort required to complete it. (The amount of time devoted to completing the task is very consistent with the complexity of the task or the embedded content standards)

Time Frame:
Ongoing

High Level Processes
 

The task requires complex thinking skills (critical/ creative thinking, decision- making, problem solving). (Students are operating at the synthesis/ evaluation levels involving one or more complex thinking strategies (e.g., problem-solving, decision-making, scientific inquiry) involving integrated concepts and big ideas.)
Bloom's Taxonomy:
 

List or describe activities that support the selected Bloom's Level(s):
Knowledge - step-by-step instructions on how to use elements in FireWorks.

Application - students will demonstrate techniques on their own OR get assistance from other students.

Analysis - students will find images representing freedom and determine if they line up with their definitions of freedom. Students will also use internet searches of images and choose images of high resolution (over 50K in size).

Synthesis - Students will compile 3 or more images using learned techniques to create a new image (montage).

Evaluation - Students will write a summary of how their image was created and discuss what was technically challenging for them during the project. Students will critique other students works in the video.
Process Skills

Reliability

The assessment is likely to elicit consistent scores over time. The scores on the task will reflect true achievement of the content standard not variance in testing conditions. (The criteria are explained clearly with measurable expectations. Criteria are consistent across all dimensions, and lend themselves to self-monitoring)

Assessment(s):
There are several assessments used during this project.
1 - Teacher observation of student progress
2 - Students will assess each other's work
3 - Rubric for the actual image (below)
Image
4 – 4 or more images used to create final image
3 – Only 3 images used or Graphic created using Fireworks
2 – Only 2 images can be identified
1 – Only 1 image is used OR image used was downloaded "as is" from another source (Note: Eagle with tear over WTC with flag in background - if students like this, then they need to recreate it themselves)

Text
4 – Converted to paths or attached to path AND spelled correctly
3 – Spelled correctly
2 – 1 word misspelled
1 – 2 or more misspelled words

Fireworks Elements (drop shadow, glow, bevel/emboss, Eye candy edges, fade)
4 – Uses more than 4 effects options in whole image
3 – Uses 3 effects options in whole image
2 – Uses 2 effects options in whole image
1 – uses 1 or no effects options

4 Rubric for summaries (below)
The summaries will be made in PowerPoint and they need to create only three slides.
Slide 1 – Did the student correctly create a title slide and save in their network folder?
4 – Title line is "Veteran's Day" AND sub-title line is student's name and class period.
3 – Title line is something similar to "Veteran's Day" and/or sub-title line is missing any information AND image is saved in their network folder
2 – Title line is nothing like "Veteran's Day".
1 – Title line is nothing like "Veteran's Day" OR information is missing from the title OR sub-title line.

Slide 2 – Did the student correctly import their picture into PowerPoint?
4 – Image is correctly imported and resized to totally fit into the slide
3 – Image is correctly imported but is not resized proportionaly OR not resized to fit the slide.
2 – Image appears to have been "copied and pasted" and is missing elements.
0 – Image is missing

Slide 3 - Summary
4 – All questions answered in complete sentences and technical reflections are specific (Ex: using the fade out was hardest)
3 – Most questions are answered in complete sentences
2 – 1 of the 5 questions is missing from the summary.
1 – 2 or more questions are missing from the summary.



Create a rubric (click here). You may enter the complete URL above

Uploaded Rubric
not currently available.
 

Important Content
 

The task incorporates the content standard and the big ideas and essential concepts of the discipline. (The culminating task is directly related to a well- defined and articulated set of content standards and essential concepts.)

Concepts/Topics: 
Can students create an original piece of artwork that will motivate people or influence people's thinking?

How can freedom be represented visually?

Using a graphics program, students will create a montage image that will be compiled into a video to be distributed world-wide over the internet with our target audience being active duty soldiers or veterans and/or their families.

How can students reflect on their work and think about how their work will affect those who see it?

There are 5 different tasks in support of this concept.

Authenticity

The task reflects what people might actually do in the real world- real life issues, themes, problems.
(The culminating task is relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students.)

Activities
How can we deliver a message of support to active duty soldiers and veterans?

What images do you think of when you think of America?

How can those many images be combined into one to convey a singular message of freedom?

What is freedom?

How can we get the message out that our video exists?

Do all of the images in the video represent the best work we can do?

Clarity of Task and Assessment Criteria
 

It is clear from reading the task that the student will know exactly what they are to do to complete it, including required products and scoring criteria.  (The culminating task is clearly defined; the assessment criteria are given so that students understand the expectation of excellence throughout the process.)

Culminating Performance Task:
The ultimate goal is to create a video to honor active duty soldiers and veterans for their service to our country and in helping us secure our own personal freedoms. (see task 4)

Task 1 - Students will complete and internet scavenger hunt to identify images they could use for their montage. Images they search for must be larger than 50K. Students will paste the URL for the actual image site (http://www.fisd.us/smskinlogo5.gif)
All URL's should end with .gif, .jpg, .png, or .bmp

Task 2 - Students will use the scavenger hunt document to select the images they want to use for their montage. They will need to sketch out on a plain sheet of paper where they want to place different images (a layout sheet)

Task 3 - Students will create their montage image using their internet resources and FireWorks. Montage images must include at least 4 different images that are photographic in nature - we are not looking for "art work" like paintings or other digital art work. Students need to use some kind of image for a background - a common thread. Students need to use text effects to add a message into their montage. Some possible text effects include font choices and styles, outlining, drop shadow, outer glow, making the text look 3-d, attaching text to a drawn path, balance and appropriateness of their message.

Task 5 - Student images will be compiled from their network storage space (or use teacher drop boxes for electronic submission) in Microsoft PhotoStory 3.0. Students will make decisions on how their image will be displayed. The program will allow still images to be animated, students will determine how their image will be best animated. Students will also provide a 3 to 10 second sound clip using a microphone discussion what freedom means to them. The completed collection of images will be converted to a video. The video will then be placed on the district or campus website, YouTube.com, or other video storage place where anyone with internet access can download the work. Finalization of the video should be done using MovieMaker that way titles and credits can be added.

Task 5 - Students will summarize their work using PowerPoint. They will create 3 slides.
Slide one is their title information. Slide two is their actual image. Slide three is their reflection and summary (see rubric for more information on the summary)
 

Technology Use
 

Technology (computers, handhelds, software applications, peripherals, Internet) is used in a seamless fashion to promote student learning. (Technology use is directly connected and needed for task completion involving a broad variety of applications.)
Technology Applications /How is technology integrated into your lesson?
Students will use...

Word to complete the scavenger hunt

Internet to find images for the scavenger hunt AND to gather the actual images for the montage

Macromedia FireWorks to compile their images

Network resources to save their work in a common location (drop box)

PhotoStory 3.0 to import their images and record their narration for the video.

Windows MovieMaker to complete the video by adding titles and credits.

PowerPoint to complete their summaries

Video cameras to record live action segments (if needed or wanted)

Technology Applications Network Click here to find many technology resources

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profile of the students

(Differentiation is clearly articulated and involves significant adjustments or alterations to the culminating task and surrounding
activities based on the interests, readiness, and learner profiles of the students.)
Differentiation:
 

Describe your method of differentiation:
Adjusted questions - have peer instruction on basic operations of software, teacher guidance, and/or small group demonstration.

Flexible grouping - allow students to work collaboratively as needed.

Graphic organizers - checklist of all items needed to complete the project and include milestones that will be graded.
Differentiation Power Point