PROJECT: HOUSE
(Helping Out Underprivileged Students
Everywhere)
Title: PROJECT: HOUSE
Objectives: Students will…
Subject: Technology
Literacy
Intended Grade Level: 8
Description: Create Multi-media Power Point slide shows; use video equipment to
produce 20 second Public Service Announcements
Narrative:
This project is a multi-disciplinary project that allows students to learn
about the power of multi-media PowerPoint presentations and about a local
charitable organization (Habitat for Humanity.) The project contains several
components (Slide Show, Brochure, PSA, Reflection Paper, Authentic Assessment
Celebration, etc.)
METS: (Grade Level Expectations Grades 6-8)
1. Basic Operations and Concepts.
a. Students demonstrate a
sound understanding of the nature and operation of technology systems.
b. Students are proficient
in the use of technology. (2, 3, 8)
2. Social, Ethical and Human interests
c. Students develop
positive attitudes toward technology uses that support lifelong learning,
collaboration, personal pursuits, and productivity. (3)
3.
Technology productivity tools.
a. Students use technology
tools to enhance learning, increase productivity, and promote creativity. (1,
2, 3, 4)
b. Students use
productivity tools to collaborate in constructing technology-enhanced models,
prepare publications, and produce other creative works. (1)
4. Technology Communication Tools
b. Students use a variety
of media and formats to communicate information and ideas effectively to
multiple audiences. (1)
5. Technology research tools
a. Students use technology
to locate, evaluate, and collect information from a variety of sources. (1, 2)
c. Students evaluate and
select new information resources and technological innovations based on the
appropriateness to specific tasks. (1)
Resources/Materials/Hardware/Software:
Ø
Microsoft
Power Point
Ø
Microsoft
Publisher
Ø
Music CD’s/CD
Rom
Ø
Digital Video
Camera
Ø
Tripod
Ø
Microsoft
Movie Maker
Ø
Headphones
Ø
Microsoft Word
Ø
LCD Projector
Ø
Large Screen
Detailed Timeline:
Week 1:
Introduce project, research Habitat for Humanity, gather facts, and begin
inserting facts into slide show
Week 2: Work
on building slides, adding formatting, finding and saving photos, inserting
photos
Week 3:
Finish informational aspect of slide shows, finish adding photos, peruse music
selections and pick a song
Week 4:
Insert music, make editing changes, and time the music
Week 5:
Show the final slide shows to the other participants begin Publisher brochure
project, turn in hard copy rough draft of design layout
Week 6: Work
on brochure or flyer, make final editing changes to the project
Week 7:
Begin talking about Public Service Announcements, students write the Public
Service Announcements, I talk about the “Seven Deadly Camera Sins” and the
students begin filming.
Week 8:
Finish filming, begin editing
Week 9:
Write Final Reflection Paper, hold Authentic Assessment
Activities/Procedures:
This is a nine-week lesson
with several components. The first part is the PowerPoint slide show. Students
start out by researching Habitat for Humanity (www.habitat.org)
and gathering facts about one specific topic about Habitat. Once they have the
facts gathered (hand-written on the Fact Sheet), they can begin to put the
information into the slides in PowerPoint. I spend some time showing students
the slide layout section of Power Point. They can only use two specific slide
layout designs (Title Only and Blank.)
After the students have
the information in the slides, they gather photos that will enhance the message
of their show. They save these photos in their S: DRIVE folder. They can then
insert the photos into the appropriate slides.
Next, they will peruse the
music selections I have placed on the S: DRIVE to find a song that will enhance
the message of their show. They will use the headphones to listen to the songs
and decide which one will work for their show. After they insert the music
file, they will make sure that the music ends precisely when the slides end.
When students are done
with their first draft of the slide show, I fill out a “Conference”, which
lists edits and changes that students should make to make the slide show
better. They have three to four days to make those changes before a final grade
is assessed.
Once the slide shows are
done, the students from other participating classes come to the
Next, I begin talking
about the brochure project. I have the students produce a hard copy rough draft
of the design of their brochure before they begin to work in Publisher.
After they have had enough
time to finish the brochure, I go over the “Seven Deadly Camera Sins” slide
show and talk about ways to avoid the pitfalls that people fall into when
filming. We then begin the Public Service Announcement component of the
project.
Once filming is done,
students learn about capturing video from a camera to the computer using a fire
wire cable. They also learn about importing video into Microsoft Movie Maker
and about editing film clips to produce final PSA’s.
The last part of the
project is to have the students write a five paragraph “Final Reflection”
paper.
Teacher Preparation:
Make sure there are enough
copies of the instructional guides that will be used. Make sure the camera
batteries are fully charged.
Prerequisite Student Skills:
Students should know how
to navigate the Network hierarchy. They should have basic knowledge of Power
Point.
Assessment/Evaluation of slide show:
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PROJECT HOUSE: |
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Criteria |
16-20 Excellent
|
12-15 Almost
There |
7-11 Needs
Improvement |
0-6 Poor |
Your Score |
|
|
Number of Slides |
Had
25-30 slides |
Had
20-24 slides |
Had
15-19 slides |
Less
than 15 slides |
|
|
|
Use of Music |
Used
music was thoughtfully selected to enhance the message of the slide show.
Music was times correctly and appropriately. Music was cited at the end of
the slide show. |
Had
music that was appropriate and timed well, but not perfectly. Music was cited
at the end of the slide show. |
Music
was okay, but not timed well. Music was not cited at the end of the slide
show. |
Had
no music or did have music but was not appropriate for the message of the
slide show. |
|
|
|
Use of Graphics (Photos) |
Graphics
and photos were appropriate and enhanced the message of the slide show. |
Some
graphics and photos were used and most were appropriate but some may not have
been so. |
Used
graphics and photos, but they were either not placed well within the slide
show or did not do anything to enhance the message. |
Didn’t
use graphics at all or very few used. If they were used, they were not
appropriate to the message of the slide show. |
|
|
|
Formatting Choices (background, font,
etc.) |
The
slide show was formatted nicely with contrasting colors used for both
background and text. Formatting was consistent throughout the entire slide
show. Text was easily readable. |
The
formats chosen were good, but may not have been consistent throughout the
slide show. |
Formatting
could have been better through the choice of background color and font colors
chosen. Formatting not consistent. |
Formatting
was not done well. Colors of background and text were too similar and this
made the text not easily readable. |
|
|
|
Content (Information used) |
The
slide show showed thorough research had been done and the information used
was powerful and accurate. |
Information
used showed that facts had been gathered and most of it was powerful. Some
information may not be accurate or may have been left out. |
Information
used showed that more research was necessary.
|
Not
enough information used. |
|
|
|
Spelling and Grammar |
The
slide show contained proper grammar throughout and had not mistakes. |
The
slide show contained just a couple of spelling or grammar errors. |
The
slide show contained several spelling and grammar errors. |
The
slide show contained too many spelling and grammar errors to count. |
|
|
|
Overall Effectiveness/ Quality |
It
was clear that the student put a lot of time and effort into creating the
slide show. No spelling errors, formatting nicely done the slide show was
both informational and inspirational. |
The
slide show was well done and showed effort was made to make it both
informational and inspirational. There were some errors and formatting
choices might have made the show better. |
The
slide show showed some effort, but because of errors or formatting choices or
not enough information, it could have been better. |
The
overall slide show showed that the student didn’t put much effort into
creating an informational and inspirational show. |
|
|
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Total |
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____/140 |
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