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
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
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.

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).

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.




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
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
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. 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.


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
McNary High School

LESSON TITLE: Toy Inventor’s Workshop
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.

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.

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.

§ 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.


Field trip to local community college (transportation & substitute teacher) $200.
Rapid Prototyping ($10 per cubic inch of material used) $300.


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
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
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

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
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

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.


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.



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.


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.


Mark Lynott
Art Dept. Chair
Cardinal Spellman High
738 Court St.
Brockton, Ma, 02302


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
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
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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