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
919-853-2347
donnajones@fcschools.net
Edward Best

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, Technology Facilitator

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 classroom’s 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 Association’s 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 are unlimited.

Judges' Comments:

"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
Jayshri Soni
Box 154 Hwy 81
McCormick, SC 29835
864-391-2131 Ext.110
sonij@delahowe.k12.sc.us
John de la Howe School

LESSON TITLE: Making Multimedia Portfolios
GRADE LEVEL: 9-10

Main Objectives:
· 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.
Other Objectives:
· Prepare slide shows to be presented during thanksgiving, Christmas and honor’s assemblies.
· Prepare pages to be put on our school’s and our science class’s website
· Prepare entries for school’s 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 season.
· 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 exams.

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 entire year.
· 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 student’s 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 student’s 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 week’s 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 to play.
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 school’s website building committee to improve our school’s 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 x 2)
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)
Total $500.00

Judges' Comments:

"Project is well thought out and involves a number of students."

"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
Joseph Schwartz
105 Summerhill Road
Spotswood, NJ 08884
732-723-2200
jschwartz@spotswood.k12.nj.us
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.

LEARNING OBJECTIVES

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
TOTAL: $485

Judges' Comments:

"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."

"Great ideas!"


Score: 4.0 out of 5.00
Kimberly Ferrier
30 McClelland Ave.
Wayne, NJ 07470
973-633-3168
KFERRIER@WAYNESCHOOLS.COM
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 opportunities.

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 curriculum.

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 answers.

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 hair.

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 grade’s 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

Judges' Comments:

"Good integration of technology with the special needs population. I like the project being carried out throughout the school year."

"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

Christine Young
9086 County Highway K
Harshaw, WI 54529
715-282-8200(School) 715-362-3948 (Home) youngchr@rhinelander.k12.wi.us
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 student’s 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 can’t name something in nature they won’t appreciate its worth.” This project will truly connect our students to their surroundings and build an appreciation for our local, natural environment.

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

Judges' Comments:

"I did a similar project as a girl scout, pre-digital. Good ideas."

"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

Angela Chavez
9377 Vena Avenue
Arleta, CA 91342
818-896-9551
ap47228@csun.edu
Vena Elementary

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 Warhol’s 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 World’s Famous Artists) by Mike Venezia- 15 copies
- $84.00
Uncle Andy’s by James Warhola (Read Aloud) - $12.00
Andy Warhol’s Art Prints (Mickey Mouse, Campbell’s Soup, Marilyn Monroe, and
Elvis reproductions) - $100.00
Compact disks (package of 30) - $12.00
Printing Services for Posters- $292.00

Judges' Comments:

"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

Jeanine Gelhaus
509 East Clark Street
Medford, WI 54451
715-748-2516
Gelhaje@medford.k12.wi.us
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, shape...
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 class.

8. Now that they understand more about matter, I would talk about the smallest possible piece of matter, and we would move on with atoms.

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)

Total $497.00

Judges' Comments:

"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

Anne Michael
264 Windsor Dr.
Elyria, OH 44035
440-284-8198
michaelanne@elyriaschools.org
Windsor Elementary

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 their future.
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 this project.
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 solutions.
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 books.
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.

Judges' Comments:

"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

Keith Forton
1150 Milliken Dr.
P.O. Box 32 Traverse City, MI 49685-0032
231-933-8536
fortonke@csh.tcaps.net
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 to:

·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 eye.
·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) and manipulation.
·Activities that illustrate the linear polarization of light and its application to common optical devices used in daily life.
·Students will also learn the scientific principles involved in the use of the linear polarizing glasses to view their projected images.
·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 planetary exploration.
·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 holograms.

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 editor’s 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.

Respectively submitted,

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 Factory)$899.99
(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

Judges' Comments:

"I find this project fascinating, but then I'm a closet science fair enthusiast!"

"What an interesting idea! Truly effective use of digital photography."

"This sounds like something that I could really get interested in if I were a student."


Score: 3.78 out of 5.00

Irene Morgan
13431 N. Outer Forty Rd.
P.O. Box 6670
Chesterfield, MO 63006
(314) 579-9610
computers@wccschool.org
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 Project

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 nests?
b. What is the bird’s 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 bird’s 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 nesting there?
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 Workshop’s 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 concerns.
d. A video DVD where the investigative team writes a script using Tool Factory’s 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 involved.

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!

Budget
30 T-shirts, imprinted with WCCS News 78 Investigative Team - 200.00
DVD’s - 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

Judges' Comments:

"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

Danielle Franc
475 East Waterfront Drive
Homestead, PA 15120
412-394-1376
danielle.franc@aiu3.net
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 below.

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 today
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 each other.

Students would take pictures of:
themselves in their home working environment (their school at home)
the person they interviewed
their families
their communities
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 a quilt)

-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 needs.
Printer-$149.99
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

Judges' Comments:

"I like the extensions mentioned for the use of the cameras and software."


Score: 3.28 out of 5.00

Julio Cortez
1235 N Canfield Dr
Ogden, UT 84404
801-737-7650
cortezj@m.ogden.k12.ut.us
Lioncoln Elementary

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, and writing.

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 hands–on 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 year.

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 observations.
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, stratus clouds).
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 lives.

• 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 found at.
• 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 presentations.

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 rocks.
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., sedimentary–rounded appearing mineral and rock particles that are cemented together, often in layers; igneous–with 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 inferences.
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 would invole.

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.
LANGUAGE ARTS
Standard I: Oral Language_Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting.
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 presentation’s 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 meaning.
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 poetry.

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
Total 500.00

Judges' Comments:

"The cloud section makes good connections."

 

Read the 5 winning applications.

 


 

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