The Spring 2006 contest is completed! Five lucky teachers each
received $3,550 of prizes. Congratulations to all the winners!
Here are the grant applications of the 12
runner-up finalists that were unfortunately not chosen
as the winners:
Score: 4.33 out of 5.00
Donna Jones, Cathy Palmer
4011 Hwy 56 East
Louisburg, NC 27549
LESSON TITLE: Stop the Presses! Roll the Cameras! Start
Surfing the Web!
GRADE LEVEL: K-5
Project: To create a student generated e-zine that incorporates
the use of technology and a wide variety of curricular skills.
Students will be using Tool Factory MultiMedia Lab V software
to incorporate the use of word processing, graphics, web design
and publishing skills to create the monthly e-zine. Use of the
scanner and digital cameras will allow our students not only to
document learning events in still photos, but also to create short
video clips to supplement the articles they are creating. We also
plan to incorporate longer videos and interviews by using a digital
video camera. To generate student interest, we will run a school
wide contest to name our e-zine.
Grade Level: 5th grade students will take the lead in creating
and producing our e-zine, but students from all grade levels will
contribute articles, poems, pictures, photographs and much more.
Subject Area: Reading, writing, science, math, social studies,
social skills, communication, art, music, foreign languages, physical
education (virtually ALL areas of the curriculum will likely find
their way into this venture)
Instructors: Classroom and Enrichment Teachers, Media Specialist,
The Plan: Our 5th grade classes will be partnered up with a lower
grade class. They will serve as the reporters and producers for
their partner classrooms section of the e-zine, as well
as for their own classroom. Items in the e-zine might include
such things as class birthdays, field trips, special visitors,
student artwork or poetry. Each upper class will be split into
4 teams: reporters, editors, photographers and web publishers.
The students in each team will take pictures, conduct interviews,
write articles, and put together a page for their assigned class.
Each nine weeks the roles of each team will be rotated so that
everyone gets to work in each area of production of our e-zine.
Why are we doing this? We are just beginning to implement the
IMPACT program as recommended by the North Carolina Department
of Public Instruction. This program, based on The American Library
Associations national standards, emphasizes cross-curricular
integration and collaboration among faculty in providing high
quality, diverse and motivating instruction for all students.
We want all of our students to grow into life long learners, who
are able to make meaningful connections between skills learned
and real world applications. To achieve our goal, our students
must have the opportunity to participate in investigative learning
and to construct their own scaffold for learning.
Completion of our e-zine each nine weeks will integrate skills
and subjects across the curriculum as students learn the process
of producing a monthly e-zine and posting it on the Internet.
Production of the e-zine will give students the opportunity to
collaborate with one another as a community of global learners
and critical thinkers.
It is our hope and dream that the creation of a school e-zine
will provide the framework from which to launch an effort that
is collaborative not only for our faculty, but also for our students.
But it does not stop there. We hope by making the e-zine available
on our school web page, that parents and students will have another
venue by which to share the school experiences that will allow
them to work together to get the most out of school. Many of our
students come from single parent homes or homes where both parents
work, which keeps parents from attending celebrations at our school
or going on field trips with their child. Our e-zine will enable
students to share school experiences with their parent any time
of the day.
Why use Tool Factory MultiMedia Lab V software? Tool Factory
MultiMedia Lab V software offers a wide variety of approaches
to processing, using and presenting information. Students will
compose news articles, create stories, publish poems, make videos,
etc. to be included in our school e-zine. Use of this software
will give students the opportunity to reinforce skills taught
in isolation by enabling them to connect information across the
curriculum in a more concrete and fun application. Having been
exposed to a variety of Tool Factory programs at various technology
conferences, we eagerly anticipate exploring the practically limitless
uses of this software.
In Conclusion: We look forward to receiving this grant, because
the quality of our e-zine will be greatly enhanced by the availability
of the cameras, video camera and Tool Factory MultiMedia Lab V
software that this grant will provide. Acquisition of this grant
would supply us with the opportunity to involve all the students
in our growing community of learners. From there, the possibilities
"Nice integration throughout the school year."
"The school-home connection appeals to me."
"A well-written, organized grant with a well-thought-out
implementation plan. Great use of the camera and software with
high student appeal. I love the partnering of higher with lower
grades because both motivation and learning increases."
Score: 4.31 out of 5.00
Box 154 Hwy 81
McCormick, SC 29835
John de la Howe School
LESSON TITLE: Making Multimedia Portfolios
GRADE LEVEL: 9-10
· Each student will create a portfolio that will be used
to review science concepts learned throughout the year. Review
of the portfolio entries will prepare them for the end-of-the-course
exam that is administered by the state of South Carolina.
· Students will develop higher order thinking skills as
they prepare review questions.
· Students will improve their inquiry skills by doing the
activities first and then reflecting on them as they enter and
reorganize the information.
· Students will become more organized and involved in learning.
· Prepare slide shows to be presented during thanksgiving,
Christmas and honors assemblies.
· Prepare pages to be put on our schools and our
science classs website
· Prepare entries for schools yearbook.
· Prepare entries for the life books. (Each student who
is showing improvement in his behavior at school and home creates
a book about his life so far. After the book is complete, he shares
this book with others on campus, so others can know him better
and may be learn some good things from him).
· Prepare greeting cards to send home during the holiday
· Prepare flyers and banners for school events.
Description of my students:
I teach college prep biology, applied biology and physical science
to all of our high school students. All of our students are at-risk
students. They are at our school for various reasons. Some have
behavior problems that keep them from going to a regular high
school. Some have problems in families and these problems keep
them from going home. While students are at our school, students
spend plenty of time on improving their behavior, so that they
can join their families and lead a happy and successful life.
Just like many other schools, they take seven different classes.
Since they also live on campus, I do not assign them any projects
that require travel or bringing things from home. Most of their
science learning happens in my classroom. Sometimes, they miss
their classroom time when they are gone on a home stay, and they
do not return on the day the school starts again. Sometimes, they
miss their classroom time when their behavior keeps them from
joining the rest of the students in class. Mainly because of their
fluctuating behaviors, they do not do too well on the end-of-course
This is how the grant will help my students:
· Students will be motivated because the new technology
will keep them interested in their work. For them, learning will
become fun. They will all learn the same concepts, but their work
will be unique as they use their own creativity and imaginations
to create their portfolios. They will create their own unique
questions too for their questions banks.
· Every student will be able to keep all of his work for
the entire year. Students will use the available software to create
weekly entries in their portfolios. They will not only summarize
the concepts learned each week, but they will also include lab
entries with the whole procedure. The questions that each student
will place in his quiz bank will be kept for the entire year too.
By creating well-organized and detailed portfolios, the students
will have a record of everything that they have studied for the
· Students will be able to complete the missed work with
ease. When students prepare their portfolios, they will be keeping
up with their weekly work. This way they will be able to catch
up with their fellow students even if they miss a day or two of
school from time to time. Hopefully, on their own, they will look
at other students work to find out what they have missed,
because every students work will be stored in the form of
a portfolio. They will also be able to keep up with their quiz
banks by adding entries to their quiz bank on their own.
· Students will do better on the end-of-the-course exams.
Since each students portfolio will have all the entries,
each student will have some idea of the main concepts. We will
be using the portfolios to do the review for the exams. The exams
reflect what they have learned during the school year. The exams
not only require the knowledge of concepts, but they also require
the application of concepts, higher order thinking, and inquiry
skills. Using the available technology, students will happily
create portfolios and view them as often as they wish to do better
on the standardized test.
· They will apply the skills that they will learn while
making their portfolios in doing other projects that I have listed
on this page.
This is how we are going to meet our objectives:
· During the first week, the students will be taught proper
use of the cameras using the digital camera basics
workbooks. During this time, they will also be introduced to the
Tool Factory Workshop, Multimedia Lab V, Whole Class Fresco and
Tool Factory Homepage software. The class together will create
an introductory entry for all of the portfolios. The students
will be given an outline for the next weeks portfolio entry.
In general, each of the entry will have the following information.
Each student will create 1 page (or 2 pages if needed) of information
per week. They will use the cameras, Tool Factory Workshop, Multimedia
Lab V, and Whole Class Fresco to create these entries.
1. On each page, there will be a picture (or video) of students
doing an experiment. (We do at least one lab per week). Along
with this picture (or video), the students will write (or record
in their own voices) all steps of the scientific method that they
used during the experiment, including the purpose of the experiment
and the conclusion.
2. On each page, they will write information relating to the proper
use of the equipment that they utilized in the experiments. They
will also write about any safety precautions that they used while
they were doing their experiments. They may create a video to
demonstrate the proper and safe use of the equipment.
3. On each page, there will be a summary of all the main concepts
learned during the week. Students will also write applications
of these main concepts. They will include anything else that will
help them remember this concept.
4. On each page, the students will create some quiz questions
that simply test the understanding of the concepts. They will
also include some questions that require higher order thinking
skills. On each page, they will include some higher order thinking
skills that require the knowledge of previously learned skills-the
entries on previous pages. All these questions will be used to
create a new question bank for the class. We will use these for
final review before the end-of-the-course exams.
5. At the end of each unit, students will create games that the
class will use to review major concepts. We will play some of
these on the computers, and we will print some on the card stock
6. Each student will include pictures from field trips and a summary
of what she learned during the filed trips also in her portfolio.
7. Each student will put together all of the above information
in a unique way using all of the available software. Since, we
will have a site license for the software, students will be working
on the portfolios whenever they have free time. We will print
some portfolios at the end of the year.
· Students will use the techniques learned in my class
to do the assignments for other classes too. Students will use
the Tool Factory Home Page software to prepare a website for our
science class and update it often with new information. Some students
will join our schools website building committee to improve
our schools website that already exists. Students who are
working on the life books will print out the information prepared
using the new software to be placed in their books. Students will
be given an opportunity to create a greeting card for their families
during the year. My students will help the teacher the technology
teacher, who is generally in charge of the school events, with
creating flyers, banners, and slide shows.
Photo Printer: $180.00
Photo paper (4x6)(100 sheets) + ink for photo printer ($45.00
Photo Quality Paper (8-1/2 x 11)(100 sheets) ($21)
Ink Cartridges for bubble jet printer ($21.00 x 3)
Card Stock 250 sheets ($11 x 4)
Rechargeable camera battery with charger ($32.00)
Website for a year ($50.00)
Perforated Paper for Card Games (For 400 Cards) ($20.00)
"Project is well thought out and involves a number
"Great idea for at-risk students to be successful."
"This is an ambitious project. Although there are many
good ideas, it will take a very structured implementation plan
to make it a successful, year-long project with at-risk students,
and students will need ample class time to complete it."
Score: 4.08 out of 5.00
105 Summerhill Road
Spotswood, NJ 08884
Spotswood High School
LESSON TITLE: Introduction to Computer Animation
GRADE LEVEL: 9-12
We are truly entering the golden age of entertainment media.
With so many outlets for our creativity and so much consumption
for new visual stimuli, the need for professionals with experience
in creating new multimedia materials is greater than ever.
A basic computer graphics class provides the novice student with
an introduction into the world of computer graphics. It is in
these classes that they learn about design, creation and implementation
of a variety of digitally-created materials.
Moving beyond these basics, the advanced learner can move on
to a greater realization of what computer graphics can provide
as a creative and communications outlet. Providing information
or telling a story in an interesting or compelling visual manner
is an essential part of any course of study these days.
It would be the goal of this project to use OLYMPUS digital cameras,
TOOL FACTORY WORKSHOP and MULTIMEDIA LAB V to introduce the students
into the world of digital animation.
To begin, the students would use TOOL FACTORY WORKSHOP to create
storyboards for a 15-20 second animated story. These storyboards
would consist of rough images of each individual scene, scene
details, scripts, etc.
Next, the students would use TOOL FACTORY WORKSHOP to create
the backgrounds for each scene. These backgrounds would be a combination
of images taken with OLYMPUS digital cameras and image manipulation
found within the WHOLE CLASS FRESCO, MULTIMEDIA LAB V and TOOL
FACTORY WORKSHOP software programs.
They would then create the animated elements for their stories.
These elements might include images taken with OLYMPUS digital
cameras and manipulated with the TOOL FACTORY WORKSHOP or WHOLE
CLASS FRESCO software.
Each frame of the animation would be rendered in TOOL FACTORY
WORKSHOP and then brought into MULTIMEDIA LAB V to be stitched
together for the final animation.
Final animated shorts would be showcased at an existing annual
art and design show that occurs each May within our school.
A simple animated short lasting about 15-20 seconds at 15 frames
per second will require that the students must create between
225-300 frames to successfully complete this project. Such an
endeavor will require enormous amounts of creative energy, focus
and planning - all vital life and work skills that are at the
core of a successful vocational studies program such as this.
(3) Memory cards: $150;
(3) Camera cases: $45
(3) Tripods: $90
(2) Photo Studio in a box lighting setups: $200
"This sounds like a project in an elective subject. I
am not sure to what degree the cameras will be used or if the
writer fully understands the capabilities of the software."
Score: 4.0 out of 5.00
30 McClelland Ave.
Wayne, NJ 07470
Ryerson Elementary School
LESSON TITLE: The Star Reporters!
GRADE LEVEL: K-5
Ryerson Elementary School is unique in that although it has the
general education classes from kindergarten through fifth grade,
it also has a wing of classrooms for children with special needs.
Professionals and students are very fortunate to be located in
this regular elementary school, as we have many mainstreaming
The Olympus/Tool Factory Classroom Grant would be used in a classroom
that will be incorporating a curriculum called the Star Reporter.
This is a theme based curriculum that incorporates assistive technology
into the lesson plans providing students with moderate and severe
disabilities exceptional learning experiences. This classroom
will be incorporating the curriculum with a group of general education
peers who choose to forego their recess and work with these special
students during that period. Together, the students will devise
newsletters by becoming the editors, reporters, researchers, writers
and photographers. In this included environment, they will create
an integrated newsletter about themes based off the Star Reporter
The students will vote on a subject matter to investigate each
month. These subjects will be explored with teacher prepared lessons
in the classroom during each thematic unit. In addition, as reporters,
the students will go around the school and interview students
and staff on the topics. The interviews might consist of gathering
opinions or voting on a particular subject matter. The reporters
will ask questions (those students who cannot express themselves
verbally will use voice output devices) and those students who
can write will work collaboratively to record the interviewees
All of the students would use the DIGITAL CAMERAS to take pictures
of people and school-wide and classroom events that will be covered
in the newsletter. These will be printed and distributed at the
end of each thematic unit. In addition, TOOL FACTORY PAINTER will
also be used with the photographs to give them a special edge.
For example, on the April fools edition, the principal will be
interviewed, but her photograph will be doctored to have yellow
The WORD PROCESSOR component would be used to write comments
and brief articles for the newsletter. Topics and points of discussion
will be voted on by all students and then those students who are
capable of word processing will write the articles and captions.
Additionally the voice output feature of this software will allow
a student who is unable to type, to sit next to their peer and
listen to the article being typed. It would be especially useful
to have a SITE LICENSE so that the general education students
can become editors during free time in their classrooms.
The DATABASE would be a helpful tool used to insert various graphs
into the newsletter. Graphs would be used when displaying the
results of a vote, adding a visually stimulating graphic to the
newsletter. Polls taken will vary in content and interviewees.
For example, in one newsletter the graph may reflect a parent
survey of favorite summer vacations, while in another newsletter
it may reflect the fourth grades favorite cafeteria lunch.
This grant will provide the needed technology to bring this curriculum
to the highest standards. For the students with special needs,
the funding for this program will provide invaluable opportunities
for social interactions and peer modeling within both the classroom
and school settings. For the students in regular education, the
funding for this program will foster friendships and understanding
with peers of different abilities while reinforcing their own
learning through a common academic goal. Together, all students
will gain increased experiences in using technology, exploring
literature and gathering information while working collaboratively
with each other. So often in the mainstream settings, the experiences
consist primarily of typical peers helping students with moderate
and severe disabilities complete individual goals. However, this
grant is unique as it will help foster a program in which all
students work collaboratively on common goals and all students
can participate regardless of their level of functioning.
Thank you for your consideration of this grant proposal.
1. 3 256 MB Memory Cards for the cameras $120
2. HP Color Printer $100
3. Switch-Adapted Digital Camera $ 130.00
4. Ink Cartridge $100
5. Shipping/any leftover batteries for camera $50.00
"Good integration of technology with the special needs
population. I like the project being carried out throughout the
"The idea of a theme(s), or bias, explored as a class
is a good one."
"I love the inclusion - and having students work together.
Lots of opportunities here using different themes - and sounds
like a good home to school connection."
Score: 3.91 out of 5.00
9086 County Highway K
Harshaw, WI 54529
715-282-8200(School) 715-362-3948 (Home) firstname.lastname@example.org
Northwoods Community Elementary School
LESSON TITLE: Naming Nature-NCES Nature Trail Development
GRADE LEVEL: K-5
In partnership with local forestry and biology experts, we established
a committee of students and parents to plan and create a nature
field study site on our school property. The use of
technology, in particular TOOL FACTORY WORKSHOP, would play a
major role in the success and on-going learning opportunities
that this site would create.
I am a 4th grade teacher at a small (100-student) project-based
charter school surrounded by forested school property and state
owned forestlands. Hands-on learning projects, guided by state
standards, comprise the social studies/science curriculum at our
school. The impetus for the field study site was my strong feeling
that our students are losing touch with their natural environment.
The project would be led by my 4th grade students and joined by
other classes as appropriate. My role would be to support and
guide their efforts. I see this project as a means to not only
learn to appreciate the natural world, but to study environmental
science, forestry, general science, language arts, math and social
studies. Its use will truly be cross-curricular.
During the fall of 2006, the adults on our committee will be
helping the 4th and 5th grade students construct a nature trail
through the 10 acres of woods behind our school. As part of this
project teams of students would use the DIGITAL CAMERA BASICS
GUIDES to first learn about, and then use, the OLYMPUS DIGITAL
CAMERAS to photograph important examples of local flora and fauna
found on our trail. These photos would be enhanced with the use
of TOOL FACTORY PAINTER. Working with me, and our nature experts,
the students would research and write descriptions of their photos
using the TOOL FACTORY WORD PROCESSOR. Using grant funds, the
completed photos and descriptions would then be sent to a company
in our state that creates vinyl trail signs. Our students
descriptions would be printed on these permanent signs, which
would then be placed in appropriate locations on our trail.
The students would also use the TOOL FACTORY WORD PROCESSOR to
create flyers, which would be available as a resource on self-guided
nature walks on our trail. The photos on the flyer would be the
same as used on our tail signs.
Communication is very important to the success of our school.
Students would devise a newsletter, once again with the help of
TOOL FACTORY WORD PROCESSOR, to tell the story of our trail to
our parents, local community members, and school administrators.
With the use of our OLYMPUS DIGITAL CAMERAS, we would take pictures
of the trail creation efforts as well as the finished product,
which will include a shelter with work tables, and a gathering
spot, complete with a fire pit, for whole group discussions.
Once the trail and signs are completed, I envision them being
used for many learning opportunities at all grade levels in our
school. The signs will be designed to have the space and clips
necessary to attach temporary project guidelines and examples
of students work at stations along the trail. Some examples
of possible student projects follow. The use of technology and
our nature field study site will be a focus of student learning
for years to come. I recently read this relevant quote in a book
entitled, The Last Child in the Woods, by Richard Louv - If
children cant name something in nature they wont appreciate
its worth. This project will truly connect our students
to their surroundings and build an appreciation for our local,
Thank you for your consideration in helping us make this happen.
20 trail signs and posts @ 20.00 each: $400.00
3 memory cards @ 30.00 each: 90.00
Total Cost to be paid by grant funds: $490.00
"I did a similar project as a girl scout, pre-digital.
"Good idea and student involvement. I would like to see
the project expanded to include year-around changes in the area
and to photograph, document, and share these changes with classmates
and the community."
Score: 3.86 out of 5.00
9377 Vena Avenue
Arleta, CA 91342
LESSON TITLE: Project Warhol
GRADE LEVEL: K-5
What an exciting opportunity to be given to explore a contemporary
form of art using modern technologies! In Project Warhol, students
will be introduced to the style of art created by Andy Warhol.
They will read about, observe, study and discuss art created by
Andy Warhol. Students will explore the concept of cultural icons
and Pop art that was so prominent in his work, and relate to their
own understanding of our Pop culture and cultural icons today.
We will examine his technique of under-painting and demonstrate
our understanding by creating and manipulating our own self-images.
In this project, students will take photos of each other using
the OLYMPUS digital cameras. They will then import their pictures
onto our school computers, where they will begin their journey
of creating art in the manner of Andy Warhol. They will manipulate
their portrait using the special effects programs of TOOL FACTORY
PAINTER and WHOLE CLASS FRESCO. They will play replicate the vivid
colors used in Andy Warhols art to create different colored
images of their portrait. Students will use MULTIMEDIA V to create
several repetitive images with the different color contrasts.
Their Warhol art will be saved onto disks and taken to a print
center to be enlarged and printed out poster size. In addition
to their art, students will write a biography about Andy Warhol
using the word processing component of TOOL FACTORY. Students
work will be displayed in the school auditorium as an exhibit
for our school family to view.
Andy Warhol (Getting to Know the Worlds Famous Artists)
by Mike Venezia- 15 copies
Uncle Andys by James Warhola (Read Aloud) - $12.00
Andy Warhols Art Prints (Mickey Mouse, Campbells Soup,
Marilyn Monroe, and
Elvis reproductions) - $100.00
Compact disks (package of 30) - $12.00
Printing Services for Posters- $292.00
"I like this project, but it didn't mention how the cameras
would be used, although it's fairly easy to figure out. Very creative
idea for art history. She nailed the software usage. It will be
great fun for the art enthusiasts, but there will be select populations
who won't want to participate."
"Great use of the software!"
"Sounds like it could be a lot of fun for the students.
A very unique project."
Score: 3.83 out of 5.00
509 East Clark Street
Medford, WI 54451
Medford Area Middle School
LESSON TITLE: Camera Chemistry
GRADE LEVEL: 5-8
Just mentioning the word "chemistry" to my 8th grade
class sometimes conjurs up faces filled with anxiety. Through
my project "Camera Chemistry" they will see that some
basics of chemistry are right in front of their 'eyes.'
1. On the whiteboard draw a chart with two columns. One heading
will be Properties and the other Descriptions.
2. Explain that matter is the 'stuff' that all things are made
of. Ask the students to imagine that they found an object, which
had fallen from the sky, in their backyard. What are some of the
ways that you could describe that object to other people?
Students might say something like, "It's big."
If they are stuck, you might suggest the word "big"
and write it under the column that says 'Descriptions.'
Explain that you could also call it large, huge, or giant. Maybe
I could call it small, tiny, or little. Ask students to come up
with a category that would fit all of the above descriptions.
They will come up with "size."
Write that in the other column under "Properties."
Using the digital camera provided, and the Tool Factory Workshop,
I will drop in 5 photos that I have taken, into the spreadsheet
program. Examples might include: an apple, a pool ball, inflated
balloon, tin foil, brown paper bag, piece of corduroy material,
and a lit match. I would flash through those photos one at at
time, using a digital projector, so all students can see them
on a large screen. As those photos are up on the screen, I would
challenge my students to make chart for each photo and to list
all the descriptors they could think of for each photo. (Pool
ball example: round, circular, red, rose colored, hard, smooth...)
Then I would ask them to work together with a partner and try
to think of categories that would encompass those descriptors.
We would list those categories on the whiteboard under "Properties".
I would facilitate and try to bring the group to list the following
categories of properties: size, color, shape, texture, smell,
weight, temperature, flammability, hardness ... Students would
be instructed to write those "ways that we categorize matter"
called "Properties" into their notebooks.
3. I would explain that we are going to be doing a project dealing
with "properties of matter" using digital cameras and
a software program called "Tool Factory Workshop (TFW)."
I would go therough the basic workbooks on using the camera. I
would give special note to the Super macro mode which turns the
camera into a magnifying glass because I feel those photos will
be more interesting for my students.
4. Then using the digital cameras, their notebooks for reference
and journaling, my class will be broken up into groups of 6, every
student would be allowed to photograph items that fit into those
"Properties". Each student must have at least 8 photos
by the end of the hour. I believe that everytime these students
snap the shutter, they will be thinking about properties. For
example, if they are taking a photo of a tree, I hope they are
thinking "Hardness, texture, color..." If they are taking
a photo of a tiny flower, the properties might be color, smell,
I would have students journal in their notebook the photo taken,
and the reasons (Properties) that they took it. If a student wants
to bring an item from home to photograph the next day, I would
also allow that.
5. After the photos are taken, we would download those into our
computer hard drive. Students would select their top 4 photos
and put them into the TFW spreadsheet. They must write the properties
below each photograph. Once completed, the "Properties Photos"
would be printed on color paper and displayed in our hallway,
so my students could go on a "Gallery Walk" and look
at the work of all 150 of my students. I would differentiate my
instruction for students as well by offering the option to put
the photos(4 to 6)into the MultiMedia Lab V (MMLV)to create a
photo montage (using both words and photos). Those would also
be displayed for the "Gallery Walk."
6. I would then explain the 3 states of matter: solid, liquid,
and gas. I would also discuss how matter can change properties.
(ex: water can change from a square shaped ice cube into liquid
that can take the shape of a container.)The substance doesn't
change, but the state can.
This is called a "Physical Change." A physical change
can alter the form of a substance, but not its identity.
Students would be given time to brainstorm ideas for photos that
they can take of physical changes. They may bring things from
home. The next day, we would photograph "Physical Changes."
Ideas could include: Ice cube ... glass of water. Piece of paper
... a pile of paper bits all torn up. Show a teaspoon of sugar
... add to cereal. (The identity of each item did not change,
but the form did.)
Once the photos are captured, we would put them into the computer
hard drive and into the TFW spreadsheet. There would be two photos
on a page and the physical change would be documented in writing.
Those would be collected for a class book (which will have a title
page and will be bound with plastic spiral.)
7. We would then move into "Chemical Changes." I would
discuss how substances can combine or break apart to form a new
substance. Example: Burning wood- changes into ash and gases that
are no longer wood. ( I would show them this example in the annimation
series of the MultiMedia Lab V)
Pictures could include: wood.... match lit...wood on fire....
wood smoking... and ash left over)
Finding "Chemical Change" can be somewhat harder for
my students, so I would provide some resources for them to look
at before making a decision on what they would like to photograph.
( A few examples could include: baking a cake, rust on a car,
melting sugar in a test tube into caramel...) Once all students
have their annimations in the MMLV program, each class would view
the annimations of students in their individual class. Each class
would vote on the top 3 series. (I have 6 classes a day- each
class has 25 students. It would end up to be 18 winners) Those
top 18 annimations picture sets would be copied onto a CD that
we could look at and discuss the following day within each individual
8. Now that they understand more about matter, I would talk about
the smallest possible piece of matter, and we would move on with
An extra camera ($200.00)
4 camera cases $20.00 each ($80.00)
4 256 MB Memory Cards $40.00 each ($160.00)
4 Cr-3V Batteries for Cameras $12.00 each ($48.00)
Card Stock Paper 250 sheets ($9.00)
"Interesting project. It's a much better twist on understanding
materials than I've seen."
"Connecting abstract concepts to concrete reality is
always a good idea. Step 4 helped to clarify."
"I Like this one - a differnet way of teaching chemistry
- I think it wille fun for the students (rather than how I learned.
and having them take the images -will be a great way to engage
them and for the teacher to assess their learning."
Score: 3.81 out of 5.00
264 Windsor Dr.
Elyria, OH 44035
LESSON TITLE: Windsor Opposes Waste - WOW!
GRADE LEVEL: K-6
Our elementary students participate in paper recycling at our
school. Students know to save the paper in the bins and the multiple
handicapped students collect the paper bins in the classroom every
other day. We have a spring contest to collect batteries for recycling.
The media center collects used ink cartridges. This is a great
start- but we can do more, much more, to instill in the students
an environmental awareness of recycling and its importance in
What we propose is a year- long problem- based learning between
grades 2 and 6. How can we minimize waste at Windsor school and
at home? At the beginning of the year, teams of students from
both grades will meet and discuss and identify the problem(s).
We will brainstorm suggestions for solutions. We will study various
solutions for practicality and appropriateness. Then we will implement
their solutions and throughout the year evaluate and reexamine
their decisions and actions.
Besides teaching environmental responsibility this project also
fits in the curriculum at grades 2 and 6. Both study the scientific
inquiry theory and how to find solutions. Grade 2 studies types
of landforms including habitats, environments, pollution, plants
animals, food chains and how their needs interact. Grade 6 studies
rocks, minerals, renewable and alternative energy sources and
resources and technology design. Because we will be using writing,
math and socials studies, all subjects would be affected during
We plan to use the Digital Camera Basics Workbooks with step by
step instructions in our weekly meeting times with the two grades.
The 6th grader will read and explain the booklet and activities
to the 2nd grader. We plan to collect data (how much trash we
throw away, what kinds of trash, etc.) and use the Tool Factory
database to organize their data. We will use Tool Factory Word
Processor for persuasive writing and reports. Each team of students
will create books that will document the project, show the steps
throughout the year and show their growth during the project.
We will use Tool Factory Painter to make recycling and waste management
advertisements and posters. We will use the Olympus digital cameras
to photograph the trash problem in the school building and neighborhood,
study solutions and evaluate the success of the recycling project.
We will use the Movie Mode of the cameras to make commercials
for waste reduction and recycling that will be played on the in-school
system and on our local channel for community viewing. The finished
books and commercials will also be shared with parents as part
of the student led exit conferences at both grades.
Together the classes would also take a bus to the local recycling
center and the waste water treatment plant and document those
visits using the cameras. The trips will be used for background
information, data collection, and gain information about possible
Throughout the year we plan several experiments in the classrooms
on decomposition, pollution, soil erosion, oil spills and acid
rain. We will use the Claymation software to create landforms,
erosion, pollution, and habitats.
Together the student buddies will read a variety of books on recycling,
trash and the environment. All activities and experiments will
be photographed to be re-examined and explained later in their
We also plan to share information and photograph montage with
local businesses and on our web site using the Multimedia Lab
software and Tool Factory Home Page. We want the project to be
driven by the student teams and this software is student friendly.
We want this to be a learning experience for the students that
is reality based and can make a difference to the community. This
project will enhance their scientific critical thinking skills
all while working as part of a multiage team benefiting both students.
Bare books $1.90 times 30 = $57.00
Bus for trip $22.85 per hour and $.53 per mile $200.00
Books on the environment, trash, recycling. $200.00
Batteries and charger 2 @$20.= $40.
"I like the "buddy" system and a year long exploration
of how to improve. I think they have lots of good ideas here"
"I like this project. They are making good use of the
camera and software, and really getting the students involved
on a different level."
Score: 3.81 out of 5.00
1150 Milliken Dr.
P.O. Box 32 Traverse City, MI 49685-0032
Traverse City Central Senior High
LESSON TITLE: A Stereoscopic Tour of Our Macroscopic World
GRADE LEVEL: 10-12
The ability for the human visual system to perceive objects
in stereo (3-D) is truly a unique gift. But how does this visual
experience work? Better yet, can digital photography be used to
create classroom activities where students learn how to create,
view and project stereo (3-D) images and at the same time learn
the underlying scientific principles involved?
This proposal is designed to provide high school students the
opportunity to use high performance macro optics necessary to
create and view 3 dimensional stereo images. Emphasis will be
placed on objects that are commonly overlooked due to their small
size or lack of detail and lend themselves to macroscopic study.
With the aid of macroscopic optics, objects such insects, flowers,
and electronic circuit boards provide excellent models for 3 dimensional
macroscopic studies. While creating these images students will
learn the necessary concepts in optics, mathematics, physics and
even psychology that make creating stereo images possible.
Learning activities and objectives:
This proposal will provide meaningful student activities that
teach the science behind 3 dimensional image creation and viewing.
Since many of the concepts used to create 3 dimensional stereo
images are rooted in scientific principles, these activities provide
a great fit between optics, science, mathematics and the human
visual system. Student activities will include but are not limited
·A study of how the human visual system perceives depth
including primary and secondary visual depth cues.
·A study on how the human visual system uses stereovision
to perceive depth and judge distance.
·A demonstration and instruction on how to take multiple
digital photographs that illustrate the concept of visual parallax,
taking advantage of the slight angular difference between each
·Students will learn how stereo images can be viewed with
the naked eye including cross-eye and parallel viewing techniques.
·The digital photographs created by students will be used
to demonstrate different yet common techniques of viewing stereo
images including the use of stereo direct view glasses and the
creation of analglyph images, that of viewing with
red and cyan filtered glasses.
·Student made analglyph images will also allow
student to experiment with on screen computer viewing (Web Page)
·Activities that illustrate the linear polarization of
light and its application to common optical devices used in daily
·Students will also learn the scientific principles involved
in the use of the linear polarizing glasses to view their projected
·Once the project is underway, student created 3 dimensional
images will be displayed for public view in a common area such
as the library media center, student art show and if possible
the student newspaper.
·A study as to how 3 dimensional imaging can be used in
larger studies such as terrain mapping, geological surveys and
·Application of these concepts will allow students to create
larger stereo 3 dimensional narrow field and panoramic images.
·The coloration between what has been learned about stereo
vision, depth of field and how these concepts support technologies
in computer gamming, scientific research, virtual reality, and
Many of the student activities described above will provide an
excellent teaching model, foundation and discussions in the physical
properties of light as well as the physiological concepts of vision.
In addition these activities will also support many concepts learned
in mathematics including special geometry and angular measurements.
As with any scientific inquiry there must be a vehicle for communication.
Students will be asked to select one of their images and describe
what is being viewed, how it was created and what if any discoveries
where made. This student writing will include the use of Science
Diagrams Software (Toolfactory) to create illustrations to help
explain and support their writing. The paper will be written in
the proper scientific format and structure (captions, figure numbers,
etc) as if it would be submitted for an editors review.
Collaboration with other disciplines such as the humanities, photography
and graphic arts, will provide the opportunity to produce stereo
images as forms of artistic expression as well as science. This
collaboration will illustrate the close connection between the
core sciences and the creative application of the concepts learned.
Many avenues are available for replication and sharing at the
regional, state and national level. Professional memberships in
the Michigan Science Teachers Association, the Michigan Section
of the American Association of Physics Teachers and The Michigan
Association for Computer Users in Learning all provide the opportunity
to share successful student projects in both written journal and
oral presentation form.
Materials requested have an in this proposal have a long life
span and can be used for replication of this and other projects
for years to come. With its wide range of interchangeable lenses,
numerous filters and optical attachments, the Olympus E-500 is
ideally suited for many other projects and studies (see follow
up activites). The requested materials and optics will also be
used to support a two-semester course, Measurement and Instrumentation
and Introduction to Scientific Research, which is part of the
SCI-MA-TECH program offered at Traverse City Central Senior High
School. SCI-MA-TECH is a three-year program that offers students
a rigorous course of study focusing on an integrated curriculum
of science, mathematics, and technology. A major component of
the SCI-MA-TECH program is to expose students to using technology
and software in unique and innovative ways.
Keith F. Forton
Traverse City Central Senior High School
Equipment and Budget Request
Every effort has been made to acquire an accurate price at the
time of writing this proposal. However prices on technology change
almost daily and may be subject to minor changes. Many of the
ancillary support materials (i.e. color printers, photo quality
paper), are already on site and available for student use.
Camera and Software Request($1778.94)
(1) Olympus E-Volt (E-500) SLR Camera with two-lens kit (Tool
(1) Olympus EX-25 Macro Extension Tube (#261006) (Tool Factory)$129.00
(1) Science Diagrams Software Site license (Tool Factory)$529.95
If allowed to use money from other categories
(1) Olympus Zuiko 35 mm f3.5 Macro Digital Lens (Olympus)$220.00
(Available November 2005)
Discretionary Budget Request($469.39)
(1) E-500 Semi-Hard Protective Case (#260227) (Olympus)$59.99
(5) Pocket Stereo Viewer (2x) @ $24.00 each $120.00
(2) Linear Polarizing Projection Filters @ $19.95 each $ 39.90
(35) Analglyph 3D Stereo Glasses, Red/Cyan @ $0.99 each $ 34.65
(1) PokeScope Pro 2.6 software for 3D image manipulation $ 99.95
(35) Polarizing (linear) 3D Stereo Glasses @ $1.00 each $ 35.00
(2) Multipurpose Pokescope viewers @$39.95 each $ 79.90
Total Grant Request $2248.33
"I find this project fascinating, but then I'm a closet
science fair enthusiast!"
"What an interesting idea! Truly effective use of digital
"This sounds like something that I could really get interested
in if I were a student."
Score: 3.78 out of 5.00
13431 N. Outer Forty Rd.
P.O. Box 6670
Chesterfield, MO 63006
West County Christian School
LESSON TITLE: WCCS News 78 Investigative Report
GRADE LEVEL: K-8
On recent excursions to Creve Coeur Lake & Park, the middle
school grade science and drama teacher, Mrs. Susan Nelson, and
the computer teacher (myself), have noticed a large number of
bird droppings under the mud nests attached to the upper columns
supporting the overhead highways. So, portraying ourselves as
a viewer with a news tip to WCCS News 78 (West County Christian
School News 7th/8th grade) the question is one of public safety,
considering both the West Nile Virus and Avian Bird Flu have been
great concerns in the news recently.
The students, wearing their Investigative News Team T-shirts,
will take a field trip to the site and document in writing and
record digitally their observations using both still and video
features of the Olympus cameras, a camcorder, and binoculars,
and further investigate the following:
a. What species and approximate number of birds are building the
b. What is the birds habitat, and does it pose a risk to
pedestrians using the footpaths?
c. Do the birds return to previous nests or rebuild each year?
What is the average number of young birds inhabiting each nest?
d. What do the birds eat? Do the birds diets help or harm
society as a whole?
e. Where do these birds migrate? Is this area noted for Avian
Bird Flu or West Nile Virus outbreaks?
f. Are there any dead birds seen at Creve Coeur Lake & Park?
g. Has this species been related to any outbreaks of West Nile
Virus in the St. Louis metropolitan area?
h. What other species of birds are seen at Creve Coeur Lake &
Park? Are they identified with carrying either the Avian Bird
Flu or West Nile virus diseases?
i. If evidence finds that the nesting habits of these birds puts
society at a risk for disease, how can they be discouraged from
j. If the evidence found suggests that these birds are an asset
to the community,
what can be done to encourage their migratory returns to this
location each year?
In the classroom, the students will use Tool Factory Workshops
database to compile and categorize their findings. Both database
and web design are taught the second semester of the school year.
Further research will be done to determine the migratory paths,
areas of disease outbreaks, and signs and symptoms of diseased
birds and of humans infected with West Nile Virus or Avian Bird
Flu. The WCCS News 78 investigative team will reach a conclusion
in response to the public concern over the news tip received.
Their findings will be prepared in the following four types of
formats designed to reach the public:
a. A photo montage using Tool Factory MultiMedia Lab V from the
digital photos taken on the field trip.
b. A website (using Tool Factory Home Page) about the birds building
mud nests at Creve Coeur Lake & Park.
c. Posters made using the Tool Factory Workshop addressing public
d. A video DVD where the investigative team writes a script using
Tool Factorys Workshop for a mock news broadcast in a typical
new station setting, records it using the Olympus camera video
recording feature and using a camcorder, processes it, and then
burns a DVD.
Thank you for reviewing and considering our proposed lesson plan
which we believe will be fun and educational for the students
Interesting Anecdote: One individual stopped going on the footpath
after seeing the mud nests and wrongly concluded that they were
mud dauber or wasp nests!
30 T-shirts, imprinted with WCCS News 78 Investigative Team -
DVDs - 20.00
Poster - 10.00
Camera batteries, NiMH w/ recharger - 40.00
3 xD Memory cards - 120.00
Photo paper - 30.00
Tapes for camcorder - 35.00
Tripod for camcorder - 40.00 Total 495.00
"Very interesting use of the assets."
"Good project! I would like to see more uses for the
equipment and software mentioned."
Score: 3.67 out of 5.00
475 East Waterfront Drive
Homestead, PA 15120
PA Learners Online
LESSON TITLE: Linking us all together
GRADE LEVEL: K-6
PA Learners is a cyber school educating K-12 students all over
the state of Pennsylvania. Students at PALO reside in many different
areas within the state (suburban, rural, city). They all have
varied social, economic and personal backgrounds and come from
diverse communities. Additionally, each student's educational
experiences are unique due to social situations, personal circumstances
and educational needs. One of the many needs for students at PALO
is to have the available resources that will help them relate
and connect to their families, their schools and their communities.
Being a cyber school, we have many different uses for these cameras.
Students at our school often need the extra support and guidance
to feel vested in their personal, educational and social environments.
Visual connections often help bridge the gap of physical distance
and provide the connection needed for students. These cameras
would accomplish this goal.
The project mentioned below is ONE main project that we chose
to focus on for this grant. Other various ways we, at PALO, would
implement the use of the cameras for all grades K-12 is mentioned
MAIN GOAL: The main goal of this project is to help students
understand that physical distance does not affect relationships
and connections to families, school, and communities.
BACKGROUND KNOWLEDGE NEEDED: Centra is a live online session
(similar to a webinar but where students can actually talk over
the internet using a microphone). In Centra, students and teachers
work collaboratively in a fun engaging learning environment. Attending
sessions occurs with the use of a computer, internet access and
headset with microphone (all of these are supplied by the school).
A few of the options with Centra necessary for this project are
mentioned, but not limited to the following: Students can share
their own desktops and computer applications (application sharing)
as well as visit websites (web safari), write on a whiteboard,
and save their entire session as a recording to view later. These
are all important elements with this project as Centra is the
main collaboration area for students in all steps of this project.
**NOTE**: In grade four, there are teacher teams for each subject.
Approximately 8-10 teachers would also be individually completing
this unit and working as facilitators with the students. Teachers
would also be photographing and showcasing their own presentations.
These would be used as examples to help guide students. Teachers
will also be included on the "pinpoint" of the map.
INTRODUCTION TO PROJECT: Physical distance will be represented
by pictures (students and teachers will take pictures of at least
two objects that are at some type of distance from each other).
Classroom discussion will involve on what physical distance is
and how it can affect each of the objects (if it does). Distance
will be discussed in inches, feet, yards, and eventually miles.
Students will need to have a grasp of the length of physical distance
Discussion will then move to physical distance for people, involving
location. A map of Pennsylvania will be used and students will
pinpoint their location on the map. As a class, distance in miles
between two classmates will be calculated.
STEP ONE: Students will start by interviewing an older member
of their family (if family not available, someone who represents
family to the student). Students will ask questions of the family
member (which will be pre-determined by the class in a Centra
session). The focus of these questions will be
1-Favorite childhood memories
2-Comparing experiences of their past to around to their experiences
3- Changes in their family
4- Changes in their community
5- MAIN INTERVIEW FOCUS: The main focus of the interview will
be centered around when physical distance separated this person
from another person (preferably a close family member). The questions
will allow the interviewee to provide their view of how physical
distance changed or altered the relationship, as well as how the
relationship was maintained.
STEP TWO: In small groups, students will informally discuss the
responses they received surrounding the first four question areas.
They will then collaborate together to find any similarities and
differences with their interviews. These groups will be responsible
for designing and presenting a presentation around these similarities
and differences using the word processor tool, the database tool
or the spreadsheet tool. This planning and presentations will
take place in Centra during traditional class time and additional
hours to be determined by each individual group.
STEP THREE: Students will then begin to research their own community.
They will be assigned to a mentor guide (another student in the
school in grades 6-8) to help with gathering information and finding
data. Focus will center around past and present physical and geographical
aspects of their community, as well as past and present physical,
economic and social changes. Students will work with their mentor
to design a comparison chart depicting how their community used
to be compared to how it is today. This could be completed in
a variety of ways: TOOLFACTORY spreadsheets and database, as well
as the word processor.
The end result of the project would be a culminating activity
where the students would work in small groups comparing and contrasting
their family interviews and community research to find similarities
and differences. The students could present this in any format
and have use of the TOOLFACTORY word processor, spreadsheets and
database to showcase their findings. This would then be presented
in school wide open live web session. At the live open session,
students would then place on a large virtual map of Pennsylvania
(which would be made using the TOOLFACTORY software as a class
project), a "pinpoint" of where their community is.
This pinpoint will show as a picture of the student at their home
work station. Linked to their "pinpoint" would be their
own individual presentation. This entire class project would finally
be uploaded to our website showcasing how all of our students
are linked together through their homes, school (PALO), and communities.
Each individual project will be printed out, bound, and sent
to each student as their own individual LINK to each other.
ADDENDUM: This project would be implemented in 4th grade the
first year with expansion in each of the following years to the
different grade levels within PALO.
USE OF MATERIALS:
Students take pictures of objects at a physical distance from
Students would take pictures of:
themselves in their home working environment (their school at
the person they interviewed
These pictures will be part of the "pinpoint" locations.
The cameras would also be used to design invitations for parents,
students and the community to attend the presentations.
The TOOLFACTORY word processor will be used as a main part of
each presentation. Students will work individually, with their
mentor and finally with their small groups to develop their presentation
using the word processor. It could also be used to alter pictures
taken by each student to portray what their community used to
look like (past) or what it will look like (future). For further
consideration is the ability to use it for designing newsletters
and newspapers about their homes and communities.
The TOOLFACTORY spread sheets and database would be used to graph
location of students within the state; to compare and contrast
geographic elements of each community; to provide visual explanations
of all the data; and to accurately provide a collection of information
about our communities within the state.
ADDITIONAL USES OF THE CAMERAS FOR THE ENTIRE SCHOOL (this was
suggested from our entire staff at PALO)
-In order to promote student engagement, we are implementing
a yearbook for our students. These use of digital cameras would
definitely help us achieve this goal.
-Students of PALO come on-site for a student orientation. Pictures
of the students could be taken at these orientations and used
for student web pages, which would be termed "student lockers".
This is a place where students could personalize a website for
themselves and allow other students in the school to access it.
This would provide students with a type of ownership in the school.
-In Science, teachers could use digital cameras to take pictures
of how to set up a lab, instead of just using the written word.
The teachers would show each step of the process. This allows
students to have access to clear directions which will promote
success in their projects. Students themselves could use the cameras
to document their labs and show the work they completed. Also,
showing the steps of a process--such as a plant, from a seed to
a full grown plant (showing time) would have definite beneficial
effects with understanding science concepts.
-In Art, students could experiment with the photo editing.
They could take a photo of a face and change it, distort it and
chop it up. Many different artists could be studied that way.
Students would look for different
colors, textures, text styles (from signs) architecture, etc and
use them as a starting point for a project or print the shots
and use them as part of a collage, photo quilt or some other project.
Perhaps a large full
class type project could be worked in with all the different photos.(like
-In Math, students could see how to do a math problem and work
with manipulatives in a step by step process. With geometry, students
could take pictures of the real life things around them to show
different shapes and figures in their surroundings (ie--parts
of a bridge show rectangular shapes, triangles,etc)
-A long term goal would be to acquire more digital camera snd
provide a digital photography course as an elective for students
in grades 9-12. With three cameras, we could still pilot this
idea with two students and one teacher. This would help students
have a variety of options suiting their individual interests and
Printer pack (3)at $38.99= $116.97
Printer paper- $80.00
Packaging and mailing supplies-soft total of $150.00
Memory cards-3 at $49.99= $149.97
"I like the extensions mentioned for the use of the cameras
Score: 3.28 out of 5.00
1235 N Canfield Dr
Ogden, UT 84404
LESSON TITLE: Discovery, Inquiry, and Application: Digital
Photography and the Curriculum.
GRADE LEVEL: K-5
At the start of the school, the students will receive instruction
from the classroom teacher, and the computer the lab monitor,
in the basics of working with digital cameras using the Digital
Camera Basics workbooks and Olympus cameras. The students will
work individually and in teams. They will begin building their
photography skills while taking pictures of themselves and classmates.
This initial lesson will help the students learn about each other
while developing friendships and expanding on old friendships.
Students will interview and write basic biographies to accompany
their photographs. They will also write a basic autobiography.
Together they will set up and select photos, taken through out
the year, to be used in their personal yearbook. Students will
write captions and paragraphs to support and explain their photography
selections. Their book will show the chronological order of their
improved skills and application of digital photography, multimedia,
Students will maintain a written photo journal of all the photos
they take. In the journal the students will list time, place,
subject, purpose, and a brief description for the photos taken.
The students will use digital photography to support handson
science investigations in which student inquiry is an important
goal. Technology issues, reading, writing and mathematics skills
are emphasized as integral to the instruction of science. These
objectives and projects will be accomplished during the academic
STUDENT TECHNOLOGY USE
STANDARD: 2030 - 05
Use technology tools (e.g., multimedia authoring, presentation,
web tools, digital cameras, scanners) for individual and collaborative
writing, communication, and publishing activities to create knowledge
products for audiences inside and outside the classroom.
Students will be able to effectively operate a digital
camera and manipulate the photographs.
Students will study, learn, apply and demonstrate technology
use through out the school year.
Students will work individually and in teams.
Students will take pictures of themselves, classmates,
family, fossils, rocks, minerals, weather, the surrounding mountains,
as well as plants and animals for use in displays and presentations
to demonstrate their understanding of the digital camera.
Students will prepare multimedia projects; make presentations,
and reports incorporating the pictures they take thus demonstrating
their use of technology.
Students will present their finished projects to classmates,
parents and/or the community.
1. Use Science Process and Thinking Skills
a Observe simple objects and patterns and report their
b Sort and sequence data according to a given criterion.
g Develop and use simple classification systems.
h Use observations to construct a reasonable explanation.
4. Communicate Effectively Using Science Language and Reasoning
a Record data accurately when given the appropriate form
and format (e.g., table, graph, chart).
b Report observation with pictures, sentences, and models.
c Use scientific language appropriate to grade level in
oral and written communication.
d Use available reference sources to obtain information
Digital photography will provide the students with an additional
resource through which to accomplish these objectives. Through
digital photography students will be able to provide real world
examples to support their understanding and learning. Specific
multimedia projects will address these objectives.
EXPLORING THE ELEMENTS OF WEATHER
STANDARD II: Students will understand that the elements of weather
can be observed, measured, and recorded to make predictions and
determine simple weather patterns.
II: 1 a; Identify basic cloud types (i.e., cumulus, cirrus,
II: 1 d; Compare the components of severe weather phenomena
to normal weather conditions (e.g., thunderstorm with lightning
and high winds compared to rainstorm with rain showers and breezes).
II: 2 b; Graph recorded data to show daily and seasonal
patterns in weather.
II: 3 b; Describe how weather and forecasts affect people's
Students will use the Panorama Mode of the camera to take
weather related pictures of the surrounding area. Clear days,
cloudy days, and stormy days photos will be used to support their
studies of the weather as outlined in the State CORE requirements.
These photos will also be used for prediction, compare and contrast,
as well as fact and opinion Language arts lessons.
Students will photograph various cloud formations. They
will use these photos to demonstrate their knowledge of basic
cloud types. The students will label and write descriptions to
accompany photographs of clouds they have taken. They will make
a chart to display the various altitudes the clouds are usually
Photos will be taken showing the seasonal weather in our
area. Data will be collected to accompany photos taken. Students
will maintain a photo/science journal of the seasons.
Students will write descriptive paragraphs to accompany
their photo displays.
Students will use available technology to produce multimedia
FOSSILS, ROCKS, AND MINERALS
STANDARD III: Students will understand the basic properties of
rocks, the processes involved in the formation of soils, and the
needs of plants provided by soil.
Objective 1: Identify basic properties of minerals and rocks.
III: 1 a; Describe the differences between minerals and
III: 1 b; Observe rocks using a magnifying glass and draw
shapes and colors of the minerals.
III: 1 c; Sort rocks by appearance according to the three
basic types: sedimentary, igneous and metamorphic (e.g., sedimentaryrounded
appearing mineral and rock particles that are cemented together,
often in layers; igneouswith or without observable crystals
that are not in layers or with or without air holes or glasslike;
metamorphic crystals/minerals, often in layers).
STANDARD IV: Students will understand how fossils are formed,
where they may be found in Utah, and how they can be used to make
IV: 1 a; Identify features of fossils that can be used
to compare them to living organisms that are familiar (e.g., shape,
size and structure of skeleton, patterns of leaves).
IV: 1 c; Research locations where fossils are found in
Utah and construct a simple fossil map.
Students will use the Macro Mode and Super-macro mode
of the camera to take close clear pictures of fossils, rocks,
and minerals. The students will incorporate these photos into
their reports and their presentations.
Students will prepare a photo exhibit showing their understanding
of rock classifications.
Students will construct a simple fossil map using photos
taken and found through research.
Students will describe Utah fossils and locations where
fossils are found in Utah.
Students will create a fossil, rock, and mineral Photo
Museum for study and display after a trip to the Museum
of Natural History where students will observe what a display
V: 2 a; Identify common plants and animals that inhabit
Utah's forests, wetlands, and deserts.
Students will photo common plants and animals found around
the school community. We will also visit the local Nature Center
to further research, photo, and gather information.
Students will use the Macro Mode and Super-macro mode of
the camera to take close clear pictures of plants. The students
will incorporate these photos into their reports and presentations.
The digital photography and supporting technology will facilitate
curriculum integration. These objects will be met through the
various projects. Students will realize the benefits visual representation
gives to their written work.
Standard I: Oral Language_Students develop language for the purpose
of effectively communicating through listening, speaking, viewing,
I : 2 a Identify specific purpose(s) for viewing media (i.e.,
to identify main idea and details, to gain information, distinguish
between fiction/nonfiction, distinguish between fact/opinion,
form an opinion, determine presentations accuracy).
I: 2 b; Use a variety of formats in presenting with various
forms of media (e.g., pictures, posters, charts, ads, newspapers,
graphs, videos, slide shows).
VIII: 6 a; Produce personal writing (e.g., journals, personal
experiences, eyewitness accounts, memoirs, literature responses).
VIII: 6 c; Produce informational text (e.g., book reports,
compare and contrast essays, observational reports, research reports,
content area reports, biographies, summaries).
VIII: 6 e; Produce functional texts (e.g. newspaper and
newsletter articles, e-mails, simple PowerPoint presentations).
VIII: 6 f; Share writing with others incorporating relevant
illustrations, photos, charts, diagrams, and/or graphs to add
VIII: 6 g; Publish 6-8 individual products.?
Students will use MultiMedia Lab V software to produce
whimsical prints supporting their creative writing and original
During the school year the students will present to their peers,
parents, and the community. Many of their completed projects will
be on display for study by other groups. The materials the Tool
Factory and Olympus Classroom Grant provide would enhance these
student oriented study and research projects. Students would have
learned digital applications to support their life long learning.
3 Olympus xD-Picture Card 256 MB xD Card @ 50.00 = 150.00
1 AA Quick Charger and 4 Ni-MH Batteries @ 35.00 = 35.00
3 Soft carrying cases @ 20.00 = 60.00
2 Lexmark Color Cartridges @ 35.00 = 70.00
Bus for Field Trip 90.00
Photo Paper 95.00
"The cloud section makes good connections."
Read the 5 winning