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Organising images for a narrative: Difference between revisions
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Organising images for a narrative (view source)
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{{Rinfo | {{Rinfo | ||
|title= Organising | |type= Lesson idea | ||
|attribution={{James de Winter}} | |||
|title= Organising images for a narrative | |||
|image=Snail2201.jpg | |image=Snail2201.jpg | ||
|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= | |||
|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: | ||
* How shadow lengths vary | * 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. | ||
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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 {{ | |format= A lesson component, a whole lesson, a {{teachtag|homework}} or self-directed task | ||
|strategy= | |strategy= | ||
|additional resources= | |additional resources= | ||
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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= | |resources= | ||
|final=yes | |final=yes | ||
}} | }} | ||
[[Category:Photo story]] | |||
