Project 4: Digital Storytelling
Infuse your writer’s workshop with a healthy does of technology in this digital storytelling lesson plan. Inspired by this article, this activity will allow your students to create a digital story using Scratch Jr. Students will choose a cast of characters, set the stage, record their voices, and add movement to make their story come alive.
Targeted Age Group: This lesson was designed with my 1st grade class in mind but could be easily adapted for any elementary age level.
Materials Needed:
- iPads
- Paper
- Writing tools
- Projector
- Mirroring 360 (optional)
Student Learning Outcomes:
The students will write a story with a beginning, middle, and end.
The students will create a digital story with at least two characters and a setting.
The students will add movement and recorded voice to their digital story.
The students will present their digital story to the class.
TEKS
Technology
1.B.1.b create original products using a variety of resources
1.B.1.c explore virtual environments, simulations, models, and programming languages to enhance learning;
1.B.1.d create and execute steps to accomplish a task; and
1.B.1.e evaluate and modify steps to accomplish a task.
ELA
(16) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. (B) identify techniques used in media (e.g., sound, movement).
(17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas); (B) develop drafts by sequencing ideas through writing sentences; (C) revise drafts by adding or deleting a word, phrase, or sentence; (E) publish and share writing with others.
(18) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write brief stories that include a beginning, middle, and end;
Engage
Students will view the following digital story to create interest. The teacher will ask the following questions:
- Who are the characters in the story?
- What is the setting of the story?
- What happened at the beginning? middle? end?
- How did the characters move in the story?
- What did the characters say in the story?
Explore
The teacher will introduce Scratch Jr. to the students and allow time for exploration. Students can use the following activities to guide their exploration. The teacher will assign a given activity to students to extend their learning. Students will be encouraged to work together and discuss their problem-solving strategies.
Explain
Students will share their learning with the class using visual examples. The teacher can project the iPad screen on the projector using Mirroring 360. Students will be encouraged to explain their design process and share ideas with others. The teacher will ask the following questions for clarification:
- What went well in your exploration?
- What was challenging for you?
- What problems did you solve?
- Who helped you solve the problems?
Elaborate
The teacher will explain and model the activity to the students. Students will pre-write their story using traditional writing tools. Once their draft is complete and approved by the teacher, students will use Scratch Jr. to turn their story into a digital story. Students will be able to work together and collaborate. The teacher will monitor student progress and remind students of the required elements. Students will share their final product with the class using Mirroring 360 and the classroom projector.
Evaluate
Students will be evaluated on the following checklist:
___ My digital story has a beginning, middle, and end.
___My digital story has a least 2 characters and a setting.
___My digital story includes movement.
___My digital story includes recorded voice.
___ I presented my story to the class using a clear voice.
Differentiation Strategies
Enrichment: Students can be challenged to create a video of a certain length or include a particular element (send a message, move two objects together, etc.)
Plan B
If a class set of iPads is not available, students can use a limited number of iPads. Additionally, students can create a puppet show using hand made props, if technology is not available.
Additional Resources
Blog Post 12: Interactive Electronics
Creating interactive electronics takes time and money to purchase materials. Even “inexpensive” robotics projects can still add up to a lot of money when you’re buying class sets. What are some practical approaches you can take to deal with this access issue?
Some ideas include writing a grant, re-using materials, or introducing interactive electronics as an after school program. Writing a grant for materials does take time but websites such as DonorsChoose allow teachers to access donors around the country and world. Another option would be to reuse materials. Students can create multiple projects using the same materials or reuse other students materials. A final option would be an after school program. Sometimes after school programs involve a fee that could help cover the cost. Additionally, after school programs are typically smaller than your average class size, thus cutting down some of the material costs.
Reflect on tonight’s activities and discuss the various activities we explored. Also include at least one image of process and/or the artifact you created:
Sad I missed class tonight. I did try to purchase some materials before class and realized that Radio Shacks do not carry the same amount of electronic parts that they used to.
“3-2-1” formative assessment:
- 3 things you learned today:
- Radio Shacks are smaller and now combined with Sprint stores!
- My students continue to love Scratch Jr. and play with it independently in class.
- I dislike missing class.
- 2 things you want to learn more about:
- Scratch Jr and storytelling
- Scratch and coding a video game
- 1 thing that you are confused about and/or is driving you crazy.
- What activity I should lead on December 5th?
Blog Post 11: Scratch
Computer programming sounds scary to a lot of people. Though Scratch is merely a simple visual-based computer programming language, it provides a non-threatening entry point for many beginners – even young children. In what ways do you think that Scratch and/or computer programming can be integrated into your own content area and/or grade level context? Do a simple Google Search and locate some lesson activity examples to embed within your post.
I love Scratch Jr. It was easy to use and so simple to introduce to my class this week (see below). Below are some ideas to extend coding into the 1st grade curriculum using Scratch Jr.:
–Scratch Jr. and Digital Storytelling
Reflect on tonight’s activities and discuss the various activities we explored. Also include at least one image of process and/or the artifact you created:
As I mentioned above, I was able to introduce the Scratch Jr. App to my students this week. We had our one monthly iPad cart day last Tuesday. I started my showing the students how to use some of the programs features and then let them explore! Later, the students used another iPad to record…still working on not filming upside down! The students all were able to use the app with little to no assistance and even requested that I send the app to their parents. In the future, I hope to explore some of the lessons linked above with my students using the Scratch Jr. app.
“3-2-1” formative assessment:
3 things you learned today:
-All about Scratch and Scratch Jr.
-How to add more characters and move from one scene to the next in Scratch Jr.
-How to make coding accessible to young children
2 things you want to learn more about:
-Digital storytelling and Scratch Jr.
-How to record Scratch Jr. without a second iPad…is this even possible?
1 thing that you are confused about and/or is driving you crazy:
-Why are all the videos upside down?
Project 3: Electronic Creatures
Inspired by the art bots created in class, I designed this activity to engage my first grade students in cross-curricular exploration of electronics. This lesson plan will incorporate your students love of creating new things and the first grade science TEKs. Turn on your thinking caps and get ready to move!
Targeted age group/skill level: 1st grade-3rd grade students
List of materials needed (and where to get them if needed)
recyclable materials
various art supplies
batteries (coin, AA, or AAA)
iPads
Student learning outcomes:
The students will design and create an electronic creature that lights up and moves.
The students will create a setting for their electronic creature.
The students will record their creature moving on an iPad.
The student will identify the type of movement demonstrated by their creature.
Standards-based content connections:
Science
1.6(D) demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.
ELA
1.16.Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:(A) recognize different purposes of media (e.g., informational, entertainment) (with adult assistance); and (B) identify techniques used in media (e.g., sound, movement).
1.20.(B) speak in complete sentences with correct subject-verb agreement; andEngage (Create interest, Generate curiosity, Raise questions, Elicit responses that uncover what students know or think about the concept/subject)
Technology
1.B.1.b create original products using a variety of resources
1.B.1.d create and execute steps to accomplish a task; and
1.B.1.e evaluate and modify steps to accomplish a task.
Explore
Students are given already created electronic bots to explore, take apart, and re-construct. The teacher will facilitate a discussion on how they creatures were created, what materials were used, and how do they work.
Explain
Students are encouraged to share their thinking and discoveries from the exploration. After the students share the teacher will give formal definitions for: battery, circuit, vibration motor, and LED light. The teacher will lead students through a brief explanation of how the LED light and vibration motor interact with the batteries.
Elaborate
Students will create their own electronic creature using the LED light, vibration motor, batteries, recyclable materials, and art supplies. Students will be encouraged to work together. The teacher will monitor student progress and facilitate discussion to help students problem solve.
Evaluate
Students will record their electronic creature moving in at least 2 ways using the iPads. After recording the video, students will be asked to go back and add voice or labels to their video. At least 2 types of motion must be listed or stated in the audio recording.
List differentiation strategies for other age groups and skill levels:
Enrichment
-Students can add a switch to their creature that enables it to be turned on and off.
-Students can create a electronic creature that fulfills a specific job: moves an object, draws a picture, etc.
Accommodation:
-Students can work in partners or small groups.
-Students can use an already created electronic creature base. Students can decorate their creature and record their video with assistance.
“Plan b”:
If the iPads do not work, the students can orally present their two types of motion.
If the students are not able to create their own creature, they can use one of the pre-made creatures.
Additional Resources:
Don’t have batteries? Don’t worry…use your electronic toothbrush!
Assembly too hard? Use conductive dough!
Blog Post 10: Paper Circuits
Paper circuits are a very non-threatening way to introduce the concept of circuits to a variety of learners. Please describe how these paper circuit activities explore STEM (Science Technology Engineering Mathematics) concepts. How could non-STEM concepts (e.g. English Language Arts, Social Studies, Art, etc.) be integrated into these paper circuit activities?
Paper circuits allow students to explore a new concept (circuits) and build knowledge of electronics and circuits. After developing background knowledge about how circuits work, students can engineer their own circuits and even develop a circuit with a specific purpose in mind. Students can use circuits to create interactive paintings (Art) and pop-up books (ELA). Students can also use these paper circuits to create interactive displays. For example a light could light-up when you push the correct answer or push on a specific point in a poster (Math or Social Studies).
Reflect on tonight’s activities and discuss the various activities we explored. Also include at least one image of process and/or the artifact you created:
During Class 10 we created paper circuits using copper tape, LED lights, batteries, and paper templates. I really enjoyed this activity and can easily see how this type of activity could be transferred to the classroom. While circuits are not in the first grade TEKS, I could see us using this type of activity while making a pop-up or interactive book later in the year. I also hope to share this resource with the upper grades at my school.
“3-2-1” formative assessment
3 things you learned today:
-How to make a paper circuit
-That some LED lights hog all the power – switch it out if it doesn’t like to share
-Making circuits can be cheap and easy!
2 things you want to learn more about:
-How to incorporate paper circuits into bookmaking
-How other schools/teachers are using paper circuits
1 thing that you are confused about and/or is driving you crazy:
-Nothing this week!! 🙂
Blog Post 9: Electronics in the Classroom
Respond to the prompt: Electronics involve the application of a variety of scientific concepts as well as mathematics. What are some science and math TEKS that you could see these types of simple electronics lessons connecting to? In what ways do you think that other content areas could integrate these types of lessons to support innovative connections?
Below I have listed the relevant 1st Grade Math and Science TEKS. Additionally, these types of lessons could be integrated into writing, ELA, or technology:
- Students could make predicts, record their ideas, test their ideas, and record their results.
- Students could also present their findings to their peers orally or using a technology app or program.
- Students would have to justify their reasoning behind their choices or give detailed directions for their audience to re-create their electronic device.
- Students could also write a proposal for what they wanted to create, how it is educational, include the materials needed, and design a timeline to be submitted to the teacher.
1st Grade Math TEKS
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the workplace;(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution; (F) analyze mathematical relationships to connect and communicate mathematical ideas; and (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
1st Grade Science TEKS
(3) Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to: (A) identify and explain a problem such as finding a home for a classroom pet and propose a solution in his/her own words; (B) make predictions based on observable patterns; and
(6) Force, motion, and energy. The student knows that force, motion, and energy are related and are a part of everyday life. The student is expected to (A) identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life;
Reflect on tonight’s activities and discuss the various activities we explored. Also include at least one image of process and/or the artifact you created:
I enjoyed exploring with the electronics, both the pre-made kits and our own critters. This is a concept I have never explored before so at first I struggled fix problems in my circuit and design my critter switch, but given more time and advice from my peers, I prevailed!
“3-2-1” formative assessment:
3 things you learned today:
- Two different ways to integrate electronics into classrooms (one more expensive and one less expensive option)
- How to incorporate art and electronics together
- Several ideas from my peers lessons
2 things you want to learn more about:
- Electronics in the classroom – Energy is our next Science unit!
- Where do I get those batteries, lights, and motion packs?
1 thing that you are confused about and/or is driving you crazy:
- Why was it so hard to make my critter switch on and off?
Blog Post 8: 3D Printing Success!
3 things you learned today:
-How to make a 3D printer work! Yay! Thanks Kelly!!!
-I discovered a new 3D modeling app…Mickey’s Clay Maker.
-How to upload a 123D Sculpt+ model to my online AutoDesk 123 account
2 things you want to learn more about:
-I want to test out Sculpt+ with my students this week – Still need to do this!
-The new app!
1 thing that you are confused about and/or is driving you crazy:
-Why the printer works on Kelly’s computer but not mine.
3D Digifab Lesson Plan: Sculpting Adjectives
Want to explore the world of 3D printing but lack an actual 3D printer? Well, I have a solution for you! In this lesson, your students will create a 3-dimensional creation using the app 123D Sculpt+. All you need is an iPad and a wireless connection. Happy sculpting!
Inspiration: This lesson was inspired by my exploration of the app 123D Sculpt+.
Targeted age group/skill level: This lesson was designed with my first grade class in mind but could be easily adapted for any grade level or content.
List of materials needed (and where to get them if needed):
-iPads (one or a whole cart)
-wireless connection
-QR code reader app (I used Inigma)
-Printer
Student learning outcomes (e.g. objectives):
The students will create a 3-dimensional animal using the app 123D Sculpt.
The students will describe their 3D creation using at least five adjectives.
The students will view their peers’ creations using a QR code reader.
Standards-based content connections (TEKS, Common Core):
Technology
1.B.1.b create original products using a variety of resources
1.B.1.c explore virtual environments, simulations, models, and programming languages to enhance learning;
1.B.1.d create and execute steps to accomplish a task; and
1.B.1.e evaluate and modify steps to accomplish a task.
ELA
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) understand and use the following parts of speech in the context of reading, writing, and speaking:
(iii) adjectives (e.g., descriptive: green, tall);
Engage
Students will watch the following video to introduce them to 123D Sculpt+
Explore
Students will explore 123D Sculpt+ during centers. Students will be encouraged to collaborate and share ideas with others. Students will be asked to create and take a screen shot of their creations. Students will upload their creations to SeeSaw to document their learning and share their progress with their parents.
Explain
The teacher will model by sharing her creation with the students. The students will share their screen shot with their peers and talk about how they created their animal.
Elaborate
The students will return to 123D Sculpt+ during centers. This time, they will be asked to specifically create an animal. When they have completed their creation, the students will take a screenshot and upload to Seesaw. The next day, the students will be asked to describe their animal using five adjectives. The students will write their five adjectives on a piece of paper. The teacher will convert the students’ animal screenshot into a QR code. The students will glue this QR code in the middle of their adjectives.
Evaluate
The students will be evaluated on teacher observation and the following checklist:
___ The student presented their original creation to the class and described how they used 123D Sculpt to create their model.
___ The student created an animal (real or imaginary) using 123D Sculpt
___ The student used at least five adjectives to describe their animal.
List differentiation strategies for other age groups and skill levels:
Acceleration
Students compose a riddle using their five adjectives to help the audience guess their animal.
Enrichment
Students orally record their adjectives and save the audio with their screenshot.
Plan “B”
Students create their 3D model using clay or play dough. Students could also sketch their creation on paper before designing in the app.
List at least 2 additional resources:
Try Mickey’s Clay Maker instead of 123D Sculpt.
Crayon Creations– send your child’s drawing in and they will make a 3D print for you.
Blog Post 7: E for Effort
Many schools do not have reliable access to the Internet, let alone access to a 3D printer. What are some creative ways a teacher could integrate the 3D modeling process into a lesson without having access to a 3D printer (or the cost associated with outsourcing printing to a service)? How could a teacher push the limits of the free software and apps to encourage learning that connects to standards and strong learning outcomes?
I really like the idea of students using the software (especially Sclupt+) to explore to possibilities of 3D creation. Students can share their creations with parents online or teachers can display their virtual creations using QR codes in the hallway. Additionally, I created the following popplet to share some ideas:
http://popplet.com/app/Popplet_Alpha.swf?page_id=2710760&em=1
I also found an additional app for younger students called Mickey Mouse Clay Maker.
Reflect on tonight’s activities and discuss the various apps and activities we explored. Also include at least one image of process and/or the artifact you created:
I struggled again this week to make my 3D printer work. I download Repetier and changed all the settings. I plugged in the printer and it would not connect. My husband and I did some additional research and tried using Cura instead. The printer installed with Cura but was only able to print flat objects. 😦 Instead I practiced using 123D Sculpt. I tried it using my school’s wifi and it worked!
3 things you learned today:
-New and fun ways to use 3D printers in classrooms
-Ways to incorporate 3D design in classrooms without a printer
-New resources online for viewing 3D models
2 things you want to learn more about:
-I want to test out Sculpt+ with my students this week.
-How to actually 3D print.
1 thing that you are confused about and/or is driving you crazy:
Why won’t my printer work!!!!???!!
Caitlin Boyce-Brejcha 