PROJECT: SERVE
(Students Everywhere Respect Veterans Everyday)
Table of Contents
Project Narrative
(Overview).................................................................. 3
Project Goals......................................................................................... 3
Project Objectives................................................................................. 3
Measurable Outcomes........................................................................... 3
Participating
Classes............................................................................. 4
Project Description................................................................................ 4
Resources/Materials/Hardware/Software:
............................................. 5
Detailed Timeline: ................................................................................. 5
Activities/Procedures
(Overview)........................................................... 6
Teacher Preparation:
............................................................................. 7
Prerequisite Student
Skills: .................................................................... 7
Team Planning....................................................................................... 7
Technology Literacy
Lesson Plans........................................................... 8
Team Contributions.............................................................................. 16
Resources for
Student Use.................................................................... 16
Subject: Technology Literacy
Intended Grade Level: 8
Title: PROJECT: SERVE (Students Everywhere Respect Veterans Everyday)
This
project is an interdisciplinary project that allows students to learn about the
power of multi-media PowerPoint presentations and about local non-profit
organizations (Veteran’s of Foreign Wars, American Legion and Purple Heart
Society.) The project contains several components (Slide Show, Brochure, Public
Service Announcement, Story-Corps Interviews, Weekly Reflections, Final
Reflection Paper, Authentic Assessment Celebration, etc.) and will involve
collaboration between Technology Literacy, and Social Studies students as well
as Band, Choir and Art students.
I believe teaching 21st century learning
skills are key to the success of our children and work to meet the challenges
daily of doing this in innovative ways. Therefore, the learning goals for this
project are:
1)
Collaboration
2)
Integration (of core area and encore area concepts)
3)
Making community connections and community
involvement
4)
Service Learning
5)
Authentic Assessment
1.
Students produce multi-media Microsoft Power Point
slide shows.
2.
Students create flyers using Microsoft Publisher
3.
Students create brochures in Microsoft Publisher to
market their specific topic idea about Habitat for Humanity.
4.
Students write script for 20 second long Public
Service Announcement using Microsoft Word.
5.
Students collaborate with each other to film Public
Service Announcement, using digital video cameras and equipment.
6.
Students create short “story Corps” interviews with
veterans using digital video camera.
7.
Students edit film using Microsoft Movie Maker.
8.
Students use finished slide shows as well as “Story
Corps” interviews for culminating event “Day of Honor” for local veterans.
9.
Students hold a “Day of Honor” to recognize and pay
tribute to local veterans.
10. Students
consider their involvement in the project by writing short reflections and
submit these reflections through our respective websites.
11. Students
also submit a “Final Reflection Paper” using Microsoft Word.
12. A “Day
of Authentic Assessment” will be held where students will display their work
for public viewing.
13. Social
studies students will write persuasive essays and produce skits
14. Band
students will…(fill in the blank)
15. Choir
students will…(fill in the blank)
16. All
students contribute to the success of PROJECT: SERVE by participating in the
“Day of Honor”
17.
ü
Technology
Literacy
ü
Social
Studies
ü
Band
ü
Choir
For PROJECT: SERVE, 8th grade Technology Literacy students will research the organization web sites (www.vfw.org, http://www.legion.org/, http://www.purpleheart.org/). They will learn about the various facets of the organizations, from how they help veterans, to how and if they raise funds, to how people can get involved and help out. Technology Literacy students will then produce Power Point slide shows and show them to Social Studies, Band, and Choir students. The Social Studies students will be studying Core Democratic Values and will write persuasive essays as well as producing skits. The culminating event will be a “Day of Honor” at which students and community members will recognize and pay tribute to local veterans. At the end of the quarter, all will students will participate in a "Day of Authentic Assessment" and invite parents and other classes to come and share as they showcase their work.
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
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. Answer online
reflection questions via www.colburnscorner.com.
Week 3: Finish informational aspect of
slide shows, finish adding photos, peruse music selections and pick a song.
Answer online reflection questions via www.colburnscorner.com.
Week 4: Insert music, make editing
changes, and time the music. Answer online reflection questions via www.colburnscorner.com.
Week 5: Show the final slide shows to the
other participants. All students hear a presentation from members of local
veteran’s organizations. Begin Publisher brochure project, turn in hard copy
rough draft of design layout. Social Studies students write essays, begin skit
production. Answer online reflection questions via www.colburnscorner.com.
Week 6: Work on brochure or flyer, make
final editing changes to the project. Band and Choir students begin to learn
patriotic songs for “Day of Honor.” Technology Literacy students begin filming
for “Story Corps” interviews. Answer online reflection questions via www.colburnscorner.com.
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. Film and
edit interviews in Microsoft Movie Maker. Answer online reflection questions
via www.colburnscorner.com.
Week 8: Technology Literacy students finish
filming, begin editing. Finish final products. Answer online reflection
questions via www.colburnscorner.com.
Week 9: Write Final Reflection Paper,
hold Authentic Assessment. All students turn in Final Reflection paper
submissions.
Activities/Procedures Overview:
This is a
nine-week lesson with several components. The first part is the PowerPoint
slide show. Students start out by researching Veteran’s of Foreign Wars,
American Legion, or Purple Heart Society (www.vfw.org,
http://www.legion.org/, http://www.purpleheart.org/ ) and
gathering facts about one specific topic about the organization of their
choice. 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 Student
Shared (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 Student Shared (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. In this project, students will also interview a veteran as a part of
a “Story Corps” interview process.
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 Public Service
Announcement’s.
The last
part of the project is to have the students write a five paragraph “Final
Reflection” paper. Each week (starting in week two) students will be
responsible for answering a reflection question online via my website at: www.colburnscorner.com.
Make sure
there are enough copies of the instructional guides that will be used. Make
sure the camera batteries are fully charged. Make sure you have stamina. These
nine weeks will be fun and interesting! J
Students
should know how to navigate the Network hierarchy. They should have basic
knowledge of Power Point.
The
Encore Team consists of thirteen teachers. Our classes range from different
types of Technology courses to Physical Education and Life Skills courses to a
World Language course. We are not a traditional team. Throughout the year, we
have four quarters and each quarter, we all get new students, grades six, seven
and eight. We have one common planning time that starts right after lunch each
day and lasts for forty-five minutes. Other than that, we are islands in our
own corner of the world.
I believe
that collaboration and service learning are critical keys to 21st
century learning skills and essential for all students as they make their way
in this world. To that end, I have made a decision to seek collaboration
whenever possible and to initiate such projects that will allow for the
following five goals to be met: 1) Collaboration, 2)
Integration (of core area and encore area concepts), 3) Making community connections
and community involvement, 4) Service Learning, and 5) Authentic Assessment.
For PROJECT: SERVE, the following teachers/students
will be the co-collaborators with Technology Literacy students: Social Studies,
Band and Choir. Teachers will meet once a week during regular planning time to
update each other on how the project is going, student achievement and teacher
instruction. I will initiate and lead this planning time and will look fro
teachers to share their ideas, thoughts, successes and questions during this
time.
Email correspondence and my website as well as the
school’s new Intranet (which allows for workspace for several teachers to meet)
will be utilized extensively for team planning. Through email, we can keep each
other informed of daily occurrences and questions.
Lesson One: Introduce the project.
(Inspiration)
Standards and Benchmarks: (
Standard 1: Basic Operations and Concepts
2. Use appropriate
technology terminology
3.
Use a variety of technology tools (e.g., dictionary, thesaurus,
grammar-checker, calculator) to maximize the accuracy of technology-produced
products
Standard 2: Social, Ethical and
Human Issues
3.
Discuss issues related to acceptable and responsible use of technology (e.g.,
privacy, security, copyright, plagiarism, spam, and viruses, file-sharing)
8.
Discuss possible uses of technology (present and future) to support personal
pursuits and lifelong learning
9.
Identify uses of technology to support communication with peers, family, or
school personnel
Standard 3: Technology
Productivity Tools
2.
Use a variety of technology resources, including the internet, to increase
learning and productivity
5.
Use collaborative tools to design, develop, and enhance materials, publications,
or presentations
Standard 4: Technology
Communication Tools
2.
Create a project (e.g., presentation, web page, newsletter, information
brochure) using a variety of media and formats
(e.g.,
graphs, charts, audio, graphics, video) to present content information to an
audience
Standard 5: Technology Research
Tools
1.
Use a variety of Web search engines to locate information
2.
Evaluate information from various online resources for accuracy, bias,
appropriateness, and comprehensiveness
3.
Identify types of internet sites based on their domain names (e.g., edu, com,
org, gov, au)
Standard 6: Technology
Problem-Solving and Decision-Making tools
(None)
Instructional Approach: Whole group discussion
Time needed: 30-40 minutes
Resources/Materials Needed:
ü
Inspiration
Software
ü
LCD
Projector
ü
Smart
Board
ü
Laptop
Activities/Procedures:
Start by
having students open up Inspiration. The teacher should also have Inspiration
open and projecting on the Smart Board. Have students type “Patriotism” in the
Main Bubble. Ask students to think about Core Democratic Values. What is
patriotism? What makes someone patriotic? As students respond, have them (and
teacher demonstrates) create a concept map using Inspiration. The teacher can
demonstrate quickly and easily how Inspiration works for creating links between
ideas and sub links for ideas that are parts of the main idea. After they have created many “bubbles of
ideas” ask them to think about organizations that they think might be able to
help people who have served the
The
inspiration concept map is designed to get students to think reflectively about
their community and the world. Once they
have gotten to the point of knowing a little about patriotism, have students
save their concept map to their named folder on the
Teacher
directs students briefly through the above-mentioned websites, showing them the
main areas each website. Students should then take the remaining time of the
class to peruse the website and start to get an understanding of what the
organization is, what they do, who they help, and how others can get involved.
The focus of this time is strictly perusal…and then to later decides on a topic
to narrow their focus for the slide show project.
Homework: Students should spend more time on
their own to peruse the three websites and decide on a topic. Once they decide,
they should download the “Fact Sheet” assignment found at www.colburnscorner.com and begin to
take notes. This Fact Sheet is due the next day. Remember that when taking
information from other sources, to write using your own words and to write down
the source you retrieved it from. You will sue this information to create a
“References” page on your slide show.
Assessment/Evaluation of Fact
Sheet:
|
Complete
(no facts missing) |
5 pts. |
|
Facts
are in student’s own words (not copied verbatim or plagiarized) |
5 pts. |
|
Facts
are powerful statements that will help the student to tell a story through
their use in the slide show |
10 pts. |
|
Facts
are written in complete sentences |
10 pts. |
|
No
grammar or spelling errors |
5 pts. |
|
Total possible |
35 pts |
Lesson Two: Begin PowerPoint Slide Show
Standards and Benchmarks: (
Standard 1: Basic Operations and Concepts (1, 2, 3, 13)
Standard 2: Social, Ethical and
Human Issues (6)
Standard 3: Technology
Productivity Tools (1, 2, 3, 4, 5)
Standard 4: Technology
Communication Tools (1, 2)
Standard 5: Technology Research
Tools (1, 2, 3)
Standard 6: Technology
Problem-Solving and Decision-Making tools
(None)
Instructional Approach: (Demonstration, Mini-lecture, whole group)
Time needed: 1-2 class periods
Resources/Materials Needed:
ü
Smart
Board
ü
Laptop
ü
LCD
Projector
ü
Microsoft
PowerPoint
Activities/Procedures:
Start by
opening up PowerPoint to a blank, new presentation. Have all students open
PowerPoint to a blank, new presentation. Demonstrating with the first slide,
have everyone type a title in the title placeholder. They should type “VFW”, or
“American Legion” or “Purple Heart Society” as the title and then in the
sub-title placeholder, have them type their individual topic, their name, grade
and period. Have everyone click File and then click Save. When the “Save-As”
dialog box opens take the opportunity to discuss how PowerPoint wants you to
give the file a name and a location for saving before actually saving the
presentation. Point out the blue Title Bar on the window and how after saving
the file, the name changes accordingly.
Once
students have saved the file correctly, demonstrate the two slide layouts that
they may use for this project: “’Title Only” and “Blank.” Explain that all
slides that have words on them will use the “Title Only” layout and all slides
that have pictures will use the “Blank” slide layout. Demonstrate each layout
and have students begin with a “Title Only” slide to begin telling the story of
Habitat for Humanity. Demonstrate inserting pictures into a slide as well.
Instruct
students to save their work and move away from the “click zone” for a few
minutes. This is when you will discuss the objective of the slide show, which
is to compel the viewer ultimately to take some sort of action…donate money,
donate time, raise awareness, get involved, etc. Talk about telling a story
through their choice of words and pictures and suing the story to motivate
people who might see the slide show.
Next,
show the students an example of the type of slide show they will be creating.
Ask them after watching, how they feel or what they felt while watching the
show. Engage the class in a discussion revolving around how the author’s choice
of words and pictures helped to convey the message of the show. Also talk about
the choice of background and font color as well as custom animation helped to
enhance the message. Have students begin to create their slide show…by just
putting in the words at this time…no background, no special font and no
pictures should be added at this time. The focus for the next couple of days is
strictly on the words and telling the story with words.
Assessment/Evaluation of slide
show:
|
PROJECT SERVE: |
||||||
|
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. |
|
|
|
Total |
|
____/140 |
||||
Lesson Three: Begin Publisher Brochure
Standards and Benchmarks: (
Standard 1: Basic Operations and Concepts (1, 2, 3, 13)
Standard 2: Social, Ethical and
Human Issues (3, 6)
Standard 3: Technology
Productivity Tools (1, 2, 3, 4, 5)
Standard 4: Technology
Communication Tools (2)
Standard 5: Technology Research
Tools (1, 2, 3)
Standard 6: Technology
Problem-Solving and Decision-Making tools
(None)
Instructional Approach: (Demonstration, Mini-lecture, whole group)
Time needed: 1-2 class periods
Resources/Materials Needed:
ü
Smart
Board,
ü
Laptop
ü
LCD
Projector
ü
Microsoft
Publisher
Activities/Procedures:
Begin by
opening Microsoft Publisher and having all students open it as well on their
own computers. Demonstrate how to use “Arrange/Layout Guides” for students and
have them do the same, arranging the guides to include three separate columns
on their page. Next, show them how to insert a new page and have them do this.
At this time, it is important to save the document and have them save to their
named folder on the
Next,
show students the template for a tri-fold brochure which they can find at my
website (www.colburnscorner.com).
They will use this template to create their brochure. Talk about what type of
information goes into “marketing” the topic and why it is important to think
carefully about what facts and information they choose to use in the brochure.
They are “selling” the VFW, American Legion or the Purple Heart Society, but
just as importantly, they are selling their topic. These brochures may be used
by the local organizations as real marketing tools.
Assessment/Evaluation of Brochure:
|
Complete
(no parts missing) |
10 pts. |
|
Facts
are in student’s own words (not copied verbatim or plagiarized) |
10 pts. |
|
Facts
are powerful statements that help to sell HFH and the specific topic |
20 pts. |
|
Facts
are written in complete sentences |
10 pts. |
|
No
grammar or spelling errors |
10 pts. |
|
Total possible |
60 pts |
Lesson Four: Seven Deadly Camera Sins (PowerPoint)
Standards and Benchmarks: (
Standard 1: Basic Operations and Concepts (2. 4. 7)
Standard 2: Social, Ethical and
Human Issues (None)
Standard 3: Technology
Productivity Tools (3, 4)
Standard 4: Technology
Communication Tools (None)
Standard 5: Technology Research
Tools (None)
Standard 6: Technology
Problem-Solving and Decision-Making tools
(None)
Instructional Approach: (Lecture and demonstration)
Time needed: 1 class period
Resources/Materials Needed:
ü
Smart
Board,
ü
Laptop
ü
LCD
Projector
ü
Microsoft
PowerPoint
ü
Digital
Camera
ü
Tri-pod
Activities/Procedures:
This lesson
is strictly done as a lecture and demonstration. It is a pre-designed
PowerPoint slide show about the most common errors people make when using a
video camera. The teacher will go through the slide show, while demonstrating
each aspect of the errors with a digital camera. Students have an opportunity
to ask questions throughout the presentation. Students will also write
interview questions to use when filming the “Story Corps” projects.
Assessment/Evaluation of Film
Plan:
|
Complete
(no parts missing) |
5 pts. |
|
Plan is
organized and easy to follow |
10 pts. |
|
Plan
clearly lists student filming order |
5 pts. |
|
The
location is clear and the reasons for picking said location are addressed |
10 pts. |
|
No
grammar or spelling errors |
10 pts. |
|
Total possible |
40 pts |
Lesson Five: Editing film (Microsoft Movie Maker)
Standards and Benchmarks: (
Standard 1: Basic Operations and Concepts (2, 3, 4, 11, 13)
Standard 2: Social, Ethical and
Human Issues (3, 9)
Standard 3: Technology
Productivity Tools (1, 3, 4, 5)
Standard 4: Technology
Communication Tools (2)
Standard 5: Technology Research
Tools (None)
Standard 6: Technology
Problem-Solving and Decision-Making tools
(None)
Instructional Approach: (Demonstration, Mini-lecture, whole group)
Time needed: 1-2 class periods
Resources/Materials Needed:
ü
Smart
Board,
ü
Laptop
ü
LCD
Projector
ü
Microsoft
Movie Maker
Activities/Procedures:
This
lesson will begin after group leaders have successfully uploaded raw film to
the
Once each
student has the footage opened, the teacher will demonstrate how to edit the
film, using various features of Movie Maker. Show students how to add opening
text, create transitions, titles and credits and make a final movie.
Have
students pair up to work on this project if they want to. Students may choose
to work alone if that is what they want.
Assessment/Evaluation of Public
Service Announcement:
|
PROJECT HOUSE: Public
Service Announcement Project |
||||||
|
Criteria |
16-20 Excellent
|
12-15 Almost
There |
7-11 Needs
Improvement |
0-6 Poor |
Your Score |
|
|
Content (Information) |
The
movie 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. |
|
|
|
Creativity |
It
was clear that careful thought went into filming location as care was taken
to avoid the seven common errors of filming |
Some
thought went into the design of the movie, but one or two of the seven errors
was made |
The
film was completed, but several errors detracted from the film’s creativity |
The
finished film showed a lack of thought and preparedness. Many errors were
made in regard to the filming process |
|
|
|
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. |
|
|
|
Total |
|
____/60 |
||||
Eighth
grade Social Studies curriculum covers Core Democratic Values. These include
patriotism, truth, justice, equality, common good, popular sovereignty, and
diversity. These students will write persuasive essays and produce skits as
well as interview local veterans. Band and Choir students will cover patriotic
music and will learn patriotic songs for performance at the “Day of Honor.”