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The Fall 2005 contest is completed! Five lucky teachers each
received $3,550 of prizes. Congratulations to all the winners!
Here are the grant applications of the 11
runner-up finalists that were unfortunately not chosen
as the winners:
Score: 4.25 out of 5.00
Benjamin Voliva
201 Colorado Avenue
Frankfort IL 60423
(815) 464-4279
bvoliva@lw210.org
Lincoln-Way East High School
Lesson Title: Simulated Crime Scene Investigation
Grade Level: High School Seniors
Lesson Summary:
Students will be expected to demonstrate knowledge of forensic
photography and evidence analysis techniques through first hand
investigation of a series of mock crime scenes. Students will
be expected to demonstrate depth and scale in their photographs
as well as capture obscure details relevant to the study of criminalistics.
Students will use Tool Factory Workshop to create charts and databases
to represent the scientific data they collect from the crime scenes.
Photographs will be used in comparison studies and featured in
an electronic photomontage created with Multimedia Lab V. This
portfolio of evidence will be similar to what a prosecuting attorney
might use in a real criminal trial.
Lesson Objectives:
By the end of the project students …
· Will be able to operate a digital camera.
· Will be able to comprehensively shoot a crime scene.
· Will be able to recognize and capture relevant evidence in a
criminal investigation and demonstrate the evidence in Tool Factory
Workshop databases, graphs, and slide shows.
· Will be able to demonstrate reference points, scale and detail
in an investigative portfolio.
· Will be able to use their photographs and scientific data to
prove assertions regarding innocence or guilt in a criminal investigation
by creating an electronic portfolio in Multimedia Lab V.
· Will be able to recognize the importance of teamwork in achieving
personal and professional goals.
Lesson Introduction:
First, students will be taught the basic steps of operating a
digital camera, as well as how to recognize and capture relevant
evidence in a criminal investigation. The teacher will demonstrate
reference points, scale and detail necessary to thoroughly document
a crime scene. They will learn how to collect, photograph and
process other scientific evidence of a crime scene. This evidence
includes things such as glass, hair and fiber, fingerprints and
bite impressions.
Students will then be assigned into crime scene investigation
teams. One student in each team will be assigned as head CSI.
Each member will then be assigned a specialty in the investigation,
and will rotate through each specialty as each of three crimes
are investigated and solved. These specialties include photography,
evidence technician, fingerprint analysis, biological analysis
and physical analysis. Students will photograph the staged crime
scenes and collect evidence. Victims and suspects will also be
photographed and run through a full evidence examination.
Students will then be taught the Tool Factory Workshop and Multimedia
Lab V software. As the evidence and photographs are analyzed,
some students will create databases, graphs, or picture book of
the scientific data. Others will create electronic photo documents
—slide shows or web pages. All of this information will then be
organized into a portfolio that translates the evidence into a
legal tool for the prosecution in a mock trial.
Students will finally present the scientific data of each of
the 3 crime scenes to the class. They will not only analyze the
data presented, but also discuss what ways the data could have
been collected or photographed to better enhance the legal tool
they have presented.
Students get excited and have fun doing the Simulated Crime Scene
Investigation. They learn scientific skills as well as the importance
of teamwork to achieve professional goals.
3 256 M memory cards $90.00
Batteries/charging station 75.00
Camera Cases 75.00
Printer Ink 100.00
Inkjet Printer 100.00
Photo paper 60.00
Judges' Comments:
"I like the fact that they will reflect on the pictures
they take and determine how it cold have been better."
Score: 4.17 out of 5.00
Taryn Fine
3401 W. Gilbert
Muncie IN 47304
765-747-5437
tfine@muncie.k12.in.us
West View Elementary
Lesson Title: Muncie A-Z
Subject Areas: Language, Social Studies, Writing and Technology
Grade Level: 3rd
Lesson Summary:
In third grade the study of our community is an integral part
of our curriculum. Throughout our unit on community students will
use the digital cameras and software to create a variety of projects
which they will then share with their family and friends in a
"community showcase" at the end of the year.
Learning Objectives:
By the end of the year all students will be able to
-Effectively operate a digital camera
-Be able to create an electronic product using Junior Multimedia
Lab or the Tool Factory Workshop Software
-Orally present their electronic products to their family and
friends
-Be able to write explanatory paragraphs about what they did and
why
-Effectively create a spreadsheet of data using the Tool Factory
Workshop Software
-Create a graph using the Tool Factory Workshop Data
-Have an in-depth understanding of our community and what makes
it unique.
Multidimensional Activities
As soon as the materials are received, students will be divided
into small groups and will be instructed on how to use digital
cameras using the student workbooks. They will also learn how
to use the Tool Factory Workshop Software and the Junior Multimedia
Lab software. Throughout the unit of study on community, students
will be given the opportunity to demonstrate their knowledge in
the subject in a more creative way rather than just taking a test.
In some instances, they will be given a choice on how they want
to demonstrate their obtained knowledge. In other instances, a
specific project will be completed to give the teacher a more
concentrated idea of whether or not the desired standard was mastered.
LESSON INTRODUCTION
The lesson will be introduced as a culminating project during
a unit on our community. The lesson will begin with a review of
what makes our community unique, and where these aspects of our
community can be found. Then, the teacher will let the children
know that now they will create an alphabet book on our community.
Students will each be assigned a letter (some may be given two).
Students will then use their classroom digital cameras to photograph
an important aspect of our community that in represented by their
assigned letter (i.e. for the letter M a student might photograph
our Mayor).
ACTIVITIES
Day 1: Digital camera usage demonstrations and practice.
Day 2: As a class students and teacher will brainstorm and make
a chart of which objects in the community they would like to photograph,
which letter they correspond with, and tell where those objects
are located.
Day 3: Community Field Trip: students will locate and photograph
objects. Extra pictures will also be taken to be used for later
project
Day 4: Students will load their pictures into the computer. Using
the Tool Factory Software they will then write a paragraph for
their picture explaining what it is and why it is important to
our community.
Day 5: Students will work in small groups to revise and edit their
documents. They will then print out 4 copies of their document.
Day 6-7: 4 copies of the Muncie Community A-Z book will be assembled.
1 copy will be given to the mayor, one to the Superintendent,
one to the school library and one will stay in our classroom.
Students will also begin preparing for Spring Community Showcase
Night. Using the Tool Factory Painter software and the Tool Factory
Database along with some of the pictures, students will make invitations,
banners and backdrops for the Showcase Night.
Day 8: Complete Junior Multimedia Lab V Tutorials Day 9-10: Complete
Tool Factory Software Tutorials
Day 11-16: Students will choose a partner or small group to work
with based on their interests. Every group will create something
to present at the Spring Community Showcase using the software.
One group may write a poem about our community and create props
using pictures that were taken. One group might create a slide
show or Memory Game using pictures from our field trip. Another
group could collect and graph data and numbers from our community
using the Tool Factory Software. One group may choose to write
a news report about our field trip and what they learned. The
possibilities are as endless as the student?s imaginations.
Day 17-19: Students will work with a partner and photograph each
other and then work together to write a biography about their
partner to share with attendees at the Showcase night.
Day 20-25: Using the Tool Factory Software again, community calendars
would be created highlighting the beauty and uniqueness of our
community. The students will select 12 photographs to use for
the calendar. They may even choose to use some of the art created
using the Tool Factory Painter Software. Calendars would be printed
and marketed by the students. All proceeds would be donated to
a local charity of the children's choice
Day 26-30: Make presentations to the class in groups, partners
and as individuals.
Day 26-30 (cont'd.): Students will assess group projects during
presentations.
Day 30: Write and share project reflections describing what each
student liked, disliked, would keep the same, or do differently
next time.
Spring Showcase Family Night: students will describe the project
and present their created products to parents and other community
members following the completion of the project. Students will
photograph family members present at the Family Night and create
a digital scrapbook project (My Picture Book, Web Magazine, etc.)
using Junior Multimedia Lab.
ITEMIZED BUDGET:
MEMORY CARDS FOR EACH DIGITAL CAMERA (128K MEMORY CARDS: APPROX.
$35 EACH X 3) $140
2 EXTRA HP INK CARTRIDGES $40
PHOTO QUALITY PAPER (1 CASE) $50
1 ADDITIONAL OLYMPUS D-540 DIGITAL CAMERA $200
JUNIOR MULTIMEDIA LAB SOFTWARE $69.95
TOTAL AMOUNT BUDGETED: $500
Judges' Comments:
"Would like to see this project continued in other science
topics, as well."
"I Like the different approach for an alphabet book (pictures
of community connections to the letters). I'm not sure how valuable
the books become (would like to see them use the books to teach
others (not just give to high level officials.)"
"Very interesting way to extend learning"
Score: 4.04 out of 5.00
Rich Kiker
35 Church Hill Road
Kintnersville PA 18930
610-847-5131
rkiker@palisadessd.org
Palisades High School
This was written by students in my 9th MultiMedia Design class
after we brainstormed the best way to make use of the grant:
For our project we wish to help out the families in our area
who have loved ones over seas defending our country. To do this
we will set up a website where the family can post their pictures
so that men and women overseas can see them. It would include
pictures, sound files, and information from the family. We would
take the pictures and build the websites ourselves using the software
that is included.
We will use Tool Factory Workshop to make greeting cards that
families can send to their loved ones overseas. We will also use
The Multimedia Lab V to put the pictures onto the website. Whole
Class Fresco will be used to edit our pictures to make them look
more professional and the website more interesting. Lastly, we
will use tool factory homepage to make the website where we will
post the pictures for the familes to see.
By participating in this project we hope to reconect families
in our community and support the troops so that they know we are
here for them.
Web Microphone for recording messages: $50.00
100 Blank CDs to burn pictures for soldiers : $50.00
2 Extra Memory Cards: $100.00
4 packages of card stock for cards: $100.00
Advertisement in local newspaper: $100.00
Judges' Comments:
"Nice involvement with the community."
"Short, timely, appropriate, nice!"
"Wonderful idea!"
Score: 4.0 out of 5.00
Mrs. Missy Siddron
51 Glen Road
Mountain Lakes NJ 07046
973-334-3609
msiddron@mtlakes.org
Wildwood Elementary School
A significant portion of the third grade social studies curriculum
for our state requires that students acquire and apply knowledge
of their local community. As delineated in the New Jersey Core
Curriculum Content Standards:
“Building upon knowledge and skills gained in preceding grades,
by the end of Grade 4, students will: Compare family life in a
community of the past to life in a community of the present. Discuss
the history of their community, including the origins of its name,
groups and individuals who lived there, and access to important
places and buildings in the community. Explain that Americans
have come from different parts of the world and have a common
American heritage, in addition to the heritage of the countries
of origin. Describe situations in which people from diverse backgrounds
work together to solve common problems.”
Awarding our third grade classroom the Olympus Classroom Grant
would enable us to meet these curricular mandates in a unique
and exciting way. Our community is small enough for students to
explore much of it via walking tours led by the classroom teacher.
Equipped with digital cameras, the students would be able to take
photographs of the historic sites in the town as well as use visual
images to illustrate how the community has evolved over the last
century.
To begin, our students could use the municipal web site with
links maintained by the Historic Preservation Committee. www.mtnlakes.org/HousePix/pixhome.htm
to discover the history of their community, the role of the Historic
Preservation Committee and stories and photos of residents who
lived in the area nearly 100 years ago. Students could then utilize
the digital cameras provided by the grant along with Tool Factory
Home Page ™ to create a parallel class webpage which includes
photographs of the same locations in 2006, information about the
current town population and demographics and issues facing the
town council and planning board today.
The interactive, student friendly nature of the Tool Factory
Home Page ™ would enable the class to construct a website with
a variety of layers. When coupled with the Junior Multimedia Lab
™ software, students could employ clip art, characters and audio
into their presentations. The class could also use the templates
included in the software to facilitate their website creations.
Since all of the Tool Factory Software is aimed at removing barriers
to website design and maintaining a child centered focus, our
class would be able to experiment with the animation features
of the software and create challenges for web visitors that test
their knowledge of the material generated throughout our unit
study of community history and historical figures. The excitement
of publishing our digital images and creations on the Internet
would certainly enhance the quality of student work and also contribute
to our school wide on line curriculum library.
Budget
Proposed Budget
180.00 for 2(two) Olympus 512 mb xd memory cards
140.00 for 2(two) Junior Multimedia Lab licences
20.00 for Tool Factory's Digital Camera Guide for Educators
160.00 for various sizes of photo paper for in class publishing
Judges' Comments:
"Great learning project"
"I like the connection to the historical society."
Score: 3.89 out of 5.00
Doug Stuivenga
595 Chemawa Rd N
Keizer OR 97303
503-399-3233
stuivenga_doug@salkeiz.k12.or.us
McNary High School
LESSON TITLE: Toy Inventor’s Workshop
SUBJECT AREAS: MATH, WRITING, & DESIGN TECHNOLOGY
GRADE LEVEL: 11
LESSON SUMMARY The purpose of this lesson is to create unique
three-dimensional toys appealing to pre-school children. Students
will chat with pre-school children about their favorite toys.
These chats will be videotaped and analyzed for common “likes”
about toys. Favorite toys will be photographed. Students will
create a spreadsheet and graph characteristics of popular toys.
Finally, working in small groups, students will use modeling clay
and then computers to build a three-dimensional model of a toy
they designed with these desired characteristics. We will take
the computer models to a local community college to be printed
on a rapid prototyping machine. Students will then take the model
of the toy they created back to the preschool and introduce it
to the children, and observe the children’s response to the toy.
Students will document their analysis and design process using
Multimedia Lab V, and present it to parents, local industry representatives,
and media personnel.
LEARNING OBJECTIVES
By the end of this lesson, the students will:
· Be able to effectively operate a digital camera.
· Be able to apply skills in 3-D design software to a project
of their own creation.
· Be able to create a Power Point presentation with photo, video,
sound, and text using Multimedia Lab V.
MULTIDIMENSIONAL ACTIVITIES
LESSON INTRODUCTION
The lesson will be introduced as a culminating project in an advanced
Drafting & Design class. Lesson will begin with a presentation
by a preschool teacher of age-appropriate activities for preschool
children. The high-school teacher will explain the process of
a) research & data collection, b) design c) computer model creation,
d) rapid prototyping, e) presentation to preschool children, and
f) presentation to adults. Students will be given a scoring matrix
showing how their projects will be evaluated.
ACTIVITIES
§ Day 1: Presentation by preschool teacher.
§ Day 2, 3, & 4: Students will go in small groups to community
preschools and videotape chats with preschool children about their
favorite toys. Students will photograph toys discussed.
§ Day 5 & 6: Students will watch videotapes and compile a list
of key characteristics of favorite toys. Students will build this
data into a Excel spreadsheet and create a graph or graphs to
illustrate the data
§ Day 7, & 8: Students will work in small groups to sketch multiple
ideas for toys that have these characteristics.
§ Day 9-18: Students will create a three-dimensional model of
their toy first using modeling clay, and then using Rhinoceros,
Inventor, or Solidworks software. Students will create a colored,
rendered picture or set of pictures for presentation, and a short
.avi video of their toy in motion. Completed .stl files will be
taken to the community college for rapid prototyping. Students
will calculate volume of materials used in toy to determine prototyping
cost.
§ Day 19: Students and teacher will visit the local community
college’s Manufacturing Program and see the rapid prototyping
machine. They will listen to a presentation on careers in design
and manufacturing.
§ Day 20: Complete Multimedia Lab V Tutorials in the Computer
Lab.
§ Day 21 & 22: Students will create an outline for their group
presentation and begin assembling sketches, videos of interviews,
photos of toys and clay models, and graphs of data.
§ Day 23 & 24: Students will receive prototypes of toys and do
any required painting and assembly.
§ Day 25: Students will take toys back to the preschool and gauge
students’ response to the toys. This will also be videotaped.
§ Days, 26 & 27: Students will finalize their presentation and
include video of their presentation to preschool students. The
presentation will include still photos, video, computer animation,
and a sound track.
§ Day 28 & 29: Students will practice their presentations in front
of their classmates.
§ Day 30: Students will present their entire project to parents
and local industry representatives and media personnel. Students
will take pictures of interactions during the evening and the
reception.
§ Day 31: Students will write and share reflections about the
process describing what each student liked, disliked, would keep
the same, or do differently next time.
BUDGET
Field trip to local community college (transportation & substitute
teacher) $200.
Rapid Prototyping ($10 per cubic inch of material used) $300.
TOTAL AMOUNT BUDGETED: $500
Judges' Comments:
"Interesting concept. Nice use of software."
"Cute idea, low use of the digital cameras."
"The topic is unique and how the software is used to
record data and design the toys are interesting. I like the project
and the sharing with adults especially."
"I love this idea. Should have used Tool Factory Draw
for drafting scale models."
"Time line is more realistic than many I have read."
Score: 3.83 out of 5.00
Tracy Patterson
1900 SW 5th St
Ocala FL 34474
352-671-7260
Tracy.Patterson@marion.k12.fl.us
Dr. NH Jones Elementary School
I teach math and science to Kindergarten, first, and second
grade students. I have found that when children are actively involved
in a project where they apply the content learned they retain
it. I would like to propose the following project for my 61 kindergarten
through second grade students.
Days 1-5 Students would learn about animals. Their habitates,
their environments, their young, and their diet.
Days 6-10 Students would be more focused on animals in Florida,
specifically manatees. They will also work through the student
workbooks to learn how to use the digital cameras and take effective
pictures.
Day 11 - The students would go on a field trip to a local springs
to take pictures of manities and other native species. They will
take pictures of the environment the animals live in, what they
eat and hopefully their young.
Day 12-Day 17 Students will use their pictures and the Tool Factory
program to create birthday cards and post cards with pictures
of native wildlife pictures, specifically manatees, that they
took. These cards will be later sold at the "Re-visit Florida"
parent night. Students will also use this program to create brochures
about manatees and how we can protect them. These will be used
to be passed out on the parent night.
Day 18 - Re-Vist FLorida Parent Night. Students will use the
tool factory to print out invitations for their parents and other
community members to come to the school to learn about various
animals, ocean life that is native to florida. Students will display
their information using the multimedia lab in forms of games,
slide shows, or video books. The cards will be on sale with the
profits going to "Adopt a Manatee"
Day 19 - We will adopt a manatee and send the money earned from
the parent night to the foundation. Once a picture and more information
is received students will build a web site which will be housed
on the school web page and classroom web page. Students will use
Home Page to build the websites about our adoped manatee.
COLOR INK (for printing) 3 @29.99 each approx. $90
Photo Paper 100 sheets $30
DVD-R (For storing projects)75 $40
Matte Paper (for invitations) 200 sheets $50
Memory Cards (3) 128k approx. $105
Field Trip Cost (Buses and admin. fee) approx. $185
Judges' Comments:
"Nice community involvement."
"I like the community connection - nothing extravagent
about the pictures - but the application to make cards is great!"
Score: 3.75 out of 5.00
Thom Miller
4045 S. State Rd. 135
Nashville IN 47448
812-988-6658
tmiller@brownco.k12.in.us
Van Buren Elementary School
Project Title: The Critters of Brown County
Grade: 4
Subject: Science, Language Arts
Summary: Students will work in small groups to create identification
books about local spiders, insects, and myriapods.
Background: Our school, Van Buren Elementary, is a rural school
located in Brown County, Indiana. We are surrounded by natural
beauty and a wide variety of animal wildlife. Every year as part
of our life science curriculum, we study spiders, insects, and
myriapods. The Olympus classroom grant will be a terrific opportunity
to add an exciting new element of learning to this unit of study!
Project: Students will work in small groups to create their books,
The Critters of Brown County. Each group’s identification book
with have a cover, a table of contents, and several pages of local
critters. Each critter page will have the critter name, picture,
and a brief description (habitat, food, interesting fact). Pictures
will be taken by students using our school’s nature trail and
by letting students check out the cameras for photos at home.
We will begin by using the “digital camera basics” workbooks
for lessons, tips, and tricks to using the D545. In small groups,
students will practice and experiment using the cameras and saving
their pictures to computer. Using our school’s computer mini-lab,
students will import their pictures into folders. Using the Tool
Factory Workshop, students will create and edit their book components.
Using the Whole Class Fresco, students will create photo backgrounds
and artwork to incorporate into their work. Then students will
organize their pictures and information and print. These printed
pages will comprise their books. These books will be shared with
their classmates and other students. They will also be featured
on our intra-school, student-led news broadcast show.
Thank you for this incredible opportunity for our students!
Additional camera $200
128MB xD – Picture Cards $120 (4@$30 each)
MAUSB-300 portable USB reader/writer $20
Canon PIXMA Photo Printer $50
Additional Printer Cartridges $50
Photo/Copy Paper $20
NiMH AA Battery Charger with 4 Batteries $40 (2@$20 each)
Judges' Comments:
"Interesting idea and can be extended to other topics."
Score: 3.67 out of 5.00
David Broerman
4625 Werling Drive
Fort Wayne IN 46806
260-446-0260
dbroerman@eacs.k12.in.us
Village
In our studies of geometric shapes, my students have annually
designed and worked on a classroom quilt. I thought it would be
clever to incorporate it into other areas of the curriculum like
science and social studies by having each student make a small
individual story board quilt. The difference with this project
from previous quilt projects is that they would write a story
line and create their own quilt by using pictures printed on fabric
that they have photographed with a digital camera.
First the students will research a topic for reading, science,
or social studies. They will create and write a story to go along
with their topic. After the story is written using the word processing
program, the students will use a digital camera to create and
edit pictures to go along with their story. They will print the
story into a book. They will then select five main pictures that
fully tell the story. They will print these pictures with text
onto fabric transfer paper. The students will iron the transfer
paper on their five selected pieces of fabric. They will sew the
five blocks together to form a story line. They will mount the
pieces together to a backing material to form their quilt. Finally,
the students will read their stories to students in first and
second grade using their story quilts.
The grant would be beneficial as it would give my class the tools
necessary to photograph events in our classroom, in science labs,
and in and outside our community. They would be able to edit the
pictures and use the Multimedia Lab V to organize a story board.
They would use the Tool Factory Workshop for writing their stories.
By acquiring this grant, I will be able to expand story writing
to a new level. Students will be motivated with a hands on activity
that also gives them a life skill of sewing. Thank you for your
time and consideration.
1. Material for quilts: 20 yards @ approximately $ 4.00/yd for
$ 80.00
2. Ink Jet transfer paper for pictures internet priced @ 100 sheets
for $150.00
3. Photo printer: $120.00
4. Sewing machine: $ 150.00 (I have been using a machine that
is from the 1960’s and is in need of constant repair.)
Judges' Comments:
"Interesting idea."
Score: 3.67 out of 5.00
Mark Lynott
738 Court Street
Brockton MA 02302
508-583-6875
mlynott@spellman.pvt.k12.ma.us
Cardinal Spellman High
Dear Olympus,
My name is Mark Lynott and I teach high school art at Cardinal
Spellman in Brockton Massachusetts. Spellman has a lively and
creative art department with one teacher, me. While many may find
this circumstance cumbersome, I love it because it allows me to
interact with every single student that chooses to take art. Not
only do I develop individual relationships but a lot of personal
mentoring and coaching can take place.
Believe me I try as hard as I can to integrate technology in
the art room. Every year, I take workshops that allow me to remain
current with new methodologies and practices in art education.
Constantly, I hear the call to find ways to further integrate
technology into the art room whenever possible. Right now, I teach
the students lessons such as, making flip-book movies, creating
photomontage portraits and taking photos for the school web-site.
However, it is a struggle to find new ways to grow and allow more
students to become proficient with various forms of technology
due to reality of having only one digital camera in the art room
(my own personal camera).
If I was lucky enough to receive this grant all my lessons and
exercises could extend beyond anything that is taking place right
now.
1. My art 1. class of would be able and work independently to
create photomontages/ photo transfers/record field trips using
all the tool factory software and not have to wait until the camera
is free.
2. The art 2. and art 3. classes would benefit from a complete
unit centering on the history of photography. This unit always
began with pinhole photography and the science behind creating
an image. But the class was never able to investigate the influences
of modern technology in contrast to the past we could only go
so far.
3. When the students create short movies many more could work
at the same time on recording/ editing/ and presenting their flip
books.
4. The portfolio class would benefit greatly as they would have
so much more freedom to fully develop their digital portfolios
for college applications. Right now, students have to wait until
the camera is free in order to record, upload and create their
portfolios.
5. Students who create our school yearbook in design class could
visit every school event and not have to pick and choose one event
over the other. These same students would not have to come and
ask for the camera every time they need it or wait a day until
it is free.
One Project or class that would use all the materials would have
to be the portfoilo class.
LESSON TITLE: Digital Portfolio
SUBJECT AREA(S): Art, Writing, & Technology
GRADE LEVEL: 11/12
LESSON SUMMARY
The purpose of this lesson is to create a portfolio for college
applications. Students will record their work over time using
the digital cameras. Once they are happy with their selected works
they will use the grant software to create slide shows featuring:
actual works, short movies, artists statments and college essays.
LEARNING OBJECTIVES:
By the end of this lesson, the students will:
* Be able to effectively operate a digital camera.
* Be able to create slide shows.
* Be able to showcase their portfolios to the school community
for evluation by students and staff.
* Be able to write an explanatory paragraph about the overall
process
* Showcase their portfolios on the schools website using the grants
software
* Apply to colleges of their choice.
MULTIDIMENSIONAL ACTIVITIES
LESSON INTRODUCTION
Lesson will begin with a discussion of portfolios and the process
for allying to college. The teacher will let the students know
that now they have recieved a grant that will allow them to create
digital portfolios for college applications along with showcasing
their work on personal web pages which they will create.
ACTIVITIES
Prior to going to computer:
Month 1: Digital camera usage demonstrations and practice.
: Students will develope themes and goals for their portfolios
and describe it in writing.
: Students will photograph and save work on computers.
At the computer:
Month 2: Studetns will create unique slide shows using a combination
of MultiMedia Lab V. and Tool Factory.
: Students will burn slide shows to cd or dvd for student showcase.
: Students will present work to school community during school
show.
: Studetns will write and share project reflections describing
what each student liked, disliked, would keep the same, or do
differently next time.
Month 3
:Groups will create personal web pages using grant software
:Students will assess group projects and continue to make changes
as needed
:Students will present portfolios at National Portfolio Day in
Boston.
Month 4
: Students will apply to colleges.
As you can see receiving this grant would not only enliven the
art department but the school as a community would benefit for
it. I know that many schools will apply for this grant but Cardinal
Spellman is a school that would put your grant to hard work immediately.
Sincerely,
Mark Lynott
Art Dept. Chair
Cardinal Spellman High
738 Court St.
Brockton, Ma, 02302
MEMORY CARDS FOR EACH DIGITAL CAMERA : APPROX. $100
CDR’S FOR BURNING PROJECTS TO DISC $40
PHOTO QUALITY PAPER $50
1 ADDITIONAL OLYMPUS EvolteE-300 DIGITAL CAMERA $600
Judges' Comments:
"I can hear his enthusiasm in the text. Wanted more lesson
plans but it was already getting long."
Score: 3.6 out of 5.00
Diana Collins
8207 US Hwy. 87 North
San Angelo TX 76901
325-655-1735, ext. 26
diana.collins@grapecreekisd.net
Grape Creek Elementary
Lesson Titles: AlphaBooks! and Welcome to GCES!
Since all Grape Creek Elementary students share a common technology
lab, the cameras and software will be used for two separate projects
that involve the first grade and the fifth grade.
Each first grader will photograph items or subjects around the
school that start with each letter of the alphabet. The student
will import the photographs along with graphics and text explaining
the object, to create an Alphabet “Picture Book” that they can
use to help learn their letters. They will also use their books
in the kindergarten and pre-kindergarten classes as they present
them to the younger students.
The fifth graders will work in small groups to take photographs
of the school, school grounds and key faculty and staff members
and create a PowerPoint presentation for students who are new
to the district.
Project Goals:
* Students will become competent with digital photography
* Students will work effectively both individually and in small
groups to create a finished product
* Students will use Tool Factory Workshop to import photographs
and clipart, create text and arrange everything in an organized
finished product
* Students will use their creative skills to envision their pages/slides,
their organization skills to arrange items on each page/slide,
and their technology skills to create the books/presentation.
* Students will increase keyboarding and language arts skills
through writing about each letter and corresponding photograph.
(AlphaBooks! only)
* Students will learn how to create a PowerPoint presentation
using photographs, clipart and text (Welcome to GCES! only)
“AlphaBooks!” Activities:
* Anatomy of a digital camera.
* Digital Camera demonstrations by teacher
* Alphabet Think Tank – Students think of things they can photograph
on school grounds that begin with each letter,
* Students divide into small groups to take photos around campus
* Students learn how to download photographs into computers
* Students use Tool Factory Word Processor to create a book template
with a large letter on each page.
* Students use Tool Factory Word Processor to import photographs
and clipart into template.
* Students use Tool Factory Painter to add special effects to
each page.
* Books are bound
* Students practice telling about their photographs with classmates
* Students go by twos or threes to individual Pre-K or Kindergarten
classes to “read” their AlphaBooks to younger students.
“Welcome to GCES!” Activities:
* Anatomy of a digital camera.
* Digital Camera demonstrations by teacher
* Students corporately discuss the different aspects of their
school they need to include in the project.
* Students divide into small groups to take photos around campus
* Students learn how to download photographs into computers
* Small student groups use Tool Factory Word Processor to create
a presentation template, complete with a rough outline of the
presentation layout
* Student groups use Tool Factory Word Processor to import photographs,
text and clipart into template.
* Student groups use Tool Factory Word Processor to add audio
or video as desired.
* Student groups “proof” the presentations created by another
group, make suggestions for revision
* Final revisions are made to presentations
* Students burn final products onto CD’s
* Students make the CD’s available to new students in the district.
* Students will assess the project and will make suggestions for
future projects.
Budget (for both projects together):
Photo Paper – 12 pkgs @ $10 = $120
Spiral Bindings – 88 @ .17 = $15
Color Printer Cartridges – 2 @ $35 = $70
Black Printer Cartridges – 2 @ $20 = $40
Rechargeable Batteries – 4 @ $10 = $40
Battery Chargers – 2 @ $20 = $40
CDs – Large Spool @ $35 = $35
CD Cases – 100ct @ $20 = $20
Memory Cards – 3 @ $40 = $120
TOTAL = $500
Judges' Comments:
"Nice activities and pairing of students."
"Nice interaction between classes. I think that process
could be used for other projects as well."
Score: 3.29 out of 5.00
Laura Smith
2326 Cardinal Drive
Springdale AR 72764
479-750-8877
lsmith2@sdale.org
Parson Hills Elementary
I teach 3rd grade at a campus that has a 75% ESL population.
We are a tri-lingual school. Our students need fun, innovative
ways to acquire language. I would primarily use these cameras
to help students in vocabulary development--either vocabulary
acquisition, or vocabulary enrichment. We use 2 methods called
Total Physical Response, and Non-Linguistic Representation to
help our students understand language. The cameras would be wonderful
tools to record these 2 methods we use. 1. After introducing vocabulary
words to children, students will go in search of pictures that
represent the vocabulary. They will work in cooperative groups
to gather, capture, and present information, both in photo form
and in video mode. We will use the computer to view the videos
we have taken. This would make an excellent learning station for
Literacy groups. 2.Another aspect of the literacy for the elementary
student is to have pictures with words in a dictionary. With this
software, we will make our own personal picture dictionaries with
new vocabulary from our reading. As children find words they want
to use in writing, they will find an example of the word and take
a picture of it, then record the word and photo on the page. 3.
We are working to incorporate the high-yield instructional strategy
of non-linguistic representation. When learning about deciduous
trees vs. coniferous trees, students will take the cameras and
make a montage of the two kinds of trees. 4. One of my personal
goals is to create a website for my parents to gain information
about what is going on in the classroom. The students would provide
the pictures and articles to tell about what we are learning,
which would validate their learning. It would also be a great
Literacy Station with a "real-life" connection. 5. I am also conducting
an action research project with my ESL students, and this new
way of teaching would greatly impact my research! I feel it is
a perfect fit for what I need to help struggling students learn!
I am looking for that "out-of-the-box" lesson that will really
reach my struggling language learners. I see this tool enhancing
spoken language as children work together to complete a project.
In a cooperative group, they could be the photo recorder, the
one who gathers photos for the group project. The students can
learn to connect the picture to the printer and select the photos
to print. This would really energize science and social studies
lessons, even math could be recorded in photos. This Fall, we
have sent Flat Stanley into the world. We wished we had cameras
for the students to take home and record Flat Stanley having an
adventure at their house that they would then write about. For
future learning, we would send the cameras home with the students
with the assignment of capturing Flat Stanley at their house,
going to the store, going to a meeting, or whatever they imagine.
We could learn to add Stanley to picture where we would like him
to go. Our students would be able to express themselves in creative
ways, and every student would be able to participate. As it is
now, only those few who have a camera (regular or digital) were
able to do the extension.
With the $500 I would want a good printer that would print a
good quality picture for presentations. I have looked at the HP6210
or the Canon PIXMA-MP500, which are both around $199.99. I would
want ink cartridges for the printer, so that we can print whatever
we want, and display items in the room and in the hallway. The
cartridges cost roughly $30 each, and I would want 3 color cartridges,
and 3 black cartridges. I would want the other $100 to go towards
memory cards for the cameras.
Judges' Comments:
"Anyone who has learned another language recognizes the
importance of pictures that represent the vocabulary!"
Read
the 5 winning applications.
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