Organising images for a narrative - Revision history

Bjoern at 15:19, 29 November 2012

2012-11-29T15:19:22Z

← Older revision		Revision as of 15:19, 29 November 2012
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	\|tagline=Write an essay without words		\|tagline=Write an essay without words
	\|topic= Using images		\|topic= Using images
	\|subject=Science		\|subject=Science, Maths
	\|Learning Objectives= By the end of the lesson pupils should be able to:		\|Learning Objectives= By the end of the lesson pupils should be able to:
	* outline some reasons for using diagrams and images in scientific work,		* outline some reasons for using diagrams and images in scientific work,
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	* understand ways to create a narrative with images and software.		* understand ways to create a narrative with images and software.
	\|resourcenumber= SC009		\|resourcenumber= SC009
	\|age=		\|age= Primary, Secondary

	\|content= This is a very open activity. Students use cameras to take photographs showing a science / maths process. They then use photo organiser / slideshow software to arrange their images to represent the process they need to show. They use the software to label and add notes to the images. Their aim is to describe a process without the need for significant amounts of text. The students could use Picasa or PowerPoint to do this, they might use stop-motion photography to show growth or the movement of the sun. These remarkable photos of a Japanese earthquake (http://www.abc.net.au/news/specials/japan-quake-2011/) are an example of the power of photography for narrative purposes.		\|content= This is a very open activity. Students use cameras to take photographs showing a science / maths process. They then use photo organiser / slideshow software to arrange their images to represent the process they need to show. They use the software to label and add notes to the images. Their aim is to describe a process without the need for significant amounts of text. The students could use Picasa or PowerPoint to do this, they might use stop-motion photography to show growth or the movement of the sun. These remarkable photos of a Japanese earthquake (http://www.abc.net.au/news/specials/japan-quake-2011/) are an example of the power of photography for narrative purposes.
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	* For some lesson video clips, of a Zambian lesson on classifying vertebrates, see [[Video/Eness Vertebrates\|here]].		* For some lesson video clips, of a Zambian lesson on classifying vertebrates, see [[Video/Eness Vertebrates\|here]].
	\|other=		\|other=
	\|resources= ~~N/A~~		\|resources=
	\|final=yes		\|final=yes
	}}		}}
	[[Category:Photo story]]		[[Category:Photo story]]

Bjoern at 15:18, 29 November 2012

2012-11-29T15:18:41Z

← Older revision		Revision as of 15:18, 29 November 2012
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	\|age=		\|age=

	\|content= ~~<nowiki>~~This is a very open activity. Students use cameras to take photographs showing a science / maths process. They then use photo organiser / slideshow software to arrange their images to represent the process they need to show. They use the software to label and add notes to the images. Their aim is to describe a process without the need for significant amounts of text. The students could use Picasa or PowerPoint to do this, they might use stop-motion photography to show growth or the movement of the sun. These remarkable photos of a Japanese earthquake (~~</nowiki>~~http://www.abc.net.au/news/specials/japan-quake-2011/~~<nowiki>~~) are an example of the power of photography for narrative purposes.~~</nowiki>, but other tools can work here. For example, Primary~~		\|content= This is a very open activity. Students use cameras to take photographs showing a science / maths process. They then use photo organiser / slideshow software to arrange their images to represent the process they need to show. They use the software to label and add notes to the images. Their aim is to describe a process without the need for significant amounts of text. The students could use Picasa or PowerPoint to do this, they might use stop-motion photography to show growth or the movement of the sun. These remarkable photos of a Japanese earthquake (http://www.abc.net.au/news/specials/japan-quake-2011/) are an example of the power of photography for narrative purposes.

	Suggested contexts for photography:		Suggested contexts for photography:

Bjoern at 15:14, 29 November 2012

2012-11-29T15:14:21Z

← Older revision		Revision as of 15:14, 29 November 2012
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	* For Linux operating systems see [http://linuxstopmotion.org/download.html LinuxStopMotion].		* For Linux operating systems see [http://linuxstopmotion.org/download.html LinuxStopMotion].
	\|useful information=		\|useful information=
	\|related resources= [[Classifying and organising living things using images]]		\|related resources=
			* [[Classifying and organising living things using images]]
			* [[OER4Schools/Photo story]]
			* For some lesson video clips, of a Zambian lesson on classifying vertebrates, see [[Video/Eness Vertebrates\|here]].
	\|other=		\|other=
	\|resources= N/A		\|resources= N/A
	\|final=yes		\|final=yes
	}}		}}
			[[Category:Photo story]]

Bjoern: subjects, ages, types

2012-09-28T15:37:07Z

subjects, ages, types

← Older revision		Revision as of 15:37, 28 September 2012
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	{{Rinfo		{{Rinfo
			\|type= Lesson idea

	\|attribution={{James de Winter}}		\|attribution={{James de Winter}}
	\|title= Organising images for a narrative		\|title= Organising images for a narrative
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	\|resourcenumber= SC009		\|resourcenumber= SC009
	\|age=		\|age=
	\|content= <nowiki>This is a very open activity. Students use cameras to take photographs showing a science / maths process. They then use photo organiser / slideshow software to arrange their images to represent the process they need to show. They use the software to label and add notes to the images. Their aim is to describe a process without the need for significant amounts of text. The students could use Picasa or PowerPoint to do this, but other tools can work here. For example, they might use stop-motion photography to show growth or the movement of the sun. These remarkable photos of a Japanese earthquake (</nowiki>http://www.abc.net.au/news/specials/japan-quake-2011/<nowiki>) are an example of the power of photography for narrative purposes.</nowiki>

			\|content= <nowiki>This is a very open activity. Students use cameras to take photographs showing a science / maths process. They then use photo organiser / slideshow software to arrange their images to represent the process they need to show. They use the software to label and add notes to the images. Their aim is to describe a process without the need for significant amounts of text. The students could use Picasa or PowerPoint to do this, they might use stop-motion photography to show growth or the movement of the sun. These remarkable photos of a Japanese earthquake (</nowiki>http://www.abc.net.au/news/specials/japan-quake-2011/<nowiki>) are an example of the power of photography for narrative purposes.</nowiki>, but other tools can work here. For example, Primary
	Suggested contexts for photography:		Suggested contexts for photography:

Bjoern: Adding attribution

2012-09-28T13:58:27Z

Adding attribution

← Older revision		Revision as of 13:58, 28 September 2012
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	{{Rinfo		{{Rinfo
			\|attribution={{James de Winter}}
	\|title= Organising images for a narrative		\|title= Organising images for a narrative
	\|image=Snail2201.jpg		\|image=Snail2201.jpg

Bjoern: Fixing tagging, as well as cross-curric, vocabulary, distance learning, share practice, DfE, DfEScience templates

2012-09-28T08:46:24Z

Fixing tagging, as well as cross-curric, vocabulary, distance learning, share practice, DfE, DfEScience templates

← Older revision		Revision as of 08:46, 28 September 2012
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	* In a science activity, students might photograph different stages of a measurement (visualising data).		* In a science activity, students might photograph different stages of a measurement (visualising data).
	* In a maths activity, students might photograph different stages of the 'stones investigation'.		* In a maths activity, students might photograph different stages of the 'stones investigation'.
	\|format= A lesson component, a whole lesson, a {{~~tag~~\|homework}} or self-directed task		\|format= A lesson component, a whole lesson, a {{teachtag\|homework}} or self-directed task
	\|strategy=		\|strategy=
	\|additional resources=		\|additional resources=

Caroline.jestaz at 13:15, 19 September 2012

2012-09-19T13:15:34Z

← Older revision		Revision as of 13:15, 19 September 2012
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	{{Rinfo		{{Rinfo
	\|title= Organising ~~Images~~ for a ~~Narrative~~		\|title= Organising images for a narrative
	\|image=Snail2201.jpg		\|image=Snail2201.jpg
	\|tagline=Write an essay without words		\|tagline=Write an essay without words

Caroline.jestaz at 13:12, 19 September 2012

2012-09-19T13:12:12Z

← Older revision		Revision as of 13:12, 19 September 2012
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	\|resourcenumber= SC009		\|resourcenumber= SC009
	\|age=		\|age=
	\|content= <nowiki>This is a very open activity. Students use cameras to take photographs showing a science / maths process. They then use photo organiser / slideshow software to arrange their images to represent the process they need to show. They use the software to label and add notes to the images. Their aim is to describe a process without the need for significant amounts of text. The students could use Picasa or PowerPoint to do this, but other tools can work here. For example, they might use of stop-motion photography to show growth or the movement of the sun. These remarkable photos of a Japanese earthquake (</nowiki>http://www.abc.net.au/news/specials/japan-quake-2011/<nowiki>) are an example of the power of photography for narrative purposes.</nowiki>		\|content= <nowiki>This is a very open activity. Students use cameras to take photographs showing a science / maths process. They then use photo organiser / slideshow software to arrange their images to represent the process they need to show. They use the software to label and add notes to the images. Their aim is to describe a process without the need for significant amounts of text. The students could use Picasa or PowerPoint to do this, but other tools can work here. For example, they might use stop-motion photography to show growth or the movement of the sun. These remarkable photos of a Japanese earthquake (</nowiki>http://www.abc.net.au/news/specials/japan-quake-2011/<nowiki>) are an example of the power of photography for narrative purposes.</nowiki>

	Suggested contexts for photography:		Suggested contexts for photography:

Caroline.jestaz at 13:11, 19 September 2012

2012-09-19T13:11:41Z

← Older revision		Revision as of 13:11, 19 September 2012
Line 13:		Line 13:
	\|resourcenumber= SC009		\|resourcenumber= SC009
	\|age=		\|age=
	\|content= <nowiki>This is a very open activity. Students use cameras to take photographs showing a science / maths process. They then use photo organiser / slideshow software to arrange their images to represent the process ~~that~~ they need to show. They use the software to label and add notes to the images. Their aim is to describe a process without the need for significant amounts of text. The students could use Picasa or PowerPoint to do this, but other tools can work here. For example, they might use of stop-motion photography to show growth or the movement of the sun. These remarkable photos of a Japanese earthquake (</nowiki>http://www.abc.net.au/news/specials/japan-quake-2011/<nowiki>) are an example of the power of photography for narrative purposes.</nowiki>		\|content= <nowiki>This is a very open activity. Students use cameras to take photographs showing a science / maths process. They then use photo organiser / slideshow software to arrange their images to represent the process they need to show. They use the software to label and add notes to the images. Their aim is to describe a process without the need for significant amounts of text. The students could use Picasa or PowerPoint to do this, but other tools can work here. For example, they might use of stop-motion photography to show growth or the movement of the sun. These remarkable photos of a Japanese earthquake (</nowiki>http://www.abc.net.au/news/specials/japan-quake-2011/<nowiki>) are an example of the power of photography for narrative purposes.</nowiki>

	Suggested contexts for photography:		Suggested contexts for photography:

Caroline.jestaz at 13:11, 19 September 2012

2012-09-19T13:11:14Z

← Older revision		Revision as of 13:11, 19 September 2012
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	Suggested contexts for photography:		Suggested contexts for photography:

	* How shadow lengths vary ~~duting~~ the day.		* How shadow lengths vary during the day.
	* A science investigation or everyday practical activity.		* A science investigation or everyday practical activity.
	* The germination of a plant seed over some weeks.		* The germination of a plant seed over some weeks.