Organising images for a narrative: Difference between revisions
m (subjects, ages, types) |
No edit summary |
||
| (2 intermediate revisions by the same user not shown) | |||
| Line 9: | Line 9: | ||
|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, | ||
| Line 15: | Line 15: | ||
* 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. | |||
Suggested contexts for photography: | Suggested contexts for photography: | ||
| Line 33: | Line 34: | ||
* 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]] | |||
Latest revision as of 15:19, 29 November 2012
Lesson idea. 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:
- How shadow lengths vary during the day.
- A science investigation or everyday practical activity.
- The germination of a plant seed over some weeks.
- A walk around the school grounds looking for animal habitats.
- 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'.
Teaching approach. The lesson encourages students to think about how to portray their knowledge through narrative(ta) - which may engage some students who would usually be less interested. The lesson encourages students to think about how to capture valuable information and ensure that key elements are highlighted while not 'overloading' the viewer with data. The lesson can be tailored to any age group - for younger pupils the task could be to take before and after photos and label them. More advanced pupils might explore time-lapse photography. Pupils should be encouraged to think about how this relates to the scientific method(ta) The task is interactive and could be conducted as a group work(ta) activity or as an element of an inquiry-based learning project. It could also lend itself to whole class(ta) dialogue(ta) and the use of ICT(i) including 'clicker' response systems for assessment(ta) and questioning(ta). (edit)
| Resource details | |
| Title | Organising images for a narrative |
| Topic | [[Topics/Using images|Using images]] |
| Teaching approach | [[Teaching Approaches/Assessment|Assessment]], [[Teaching Approaches/Dialogue|Dialogue]], [[Teaching Approaches/Narrative|Narrative]], [[Teaching Approaches/Homework|Homework]], [[Teaching Approaches/Questioning|Questioning]], [[Teaching Approaches/Whole class|Whole class]], [[Teaching Approaches/Group work|Group work]], [[Teaching Approaches/Scientific method|Scientific method]] |
| Learning Objectives | By the end of the lesson pupils should be able to:
|
| Format / structure | A lesson component, a whole lesson, a homework(ta) or self-directed task |
| Subject | [[Resources/Maths|Maths]], [[Resources/Science|Science]] |
| Age of students / grade | [[Resources/Secondary|Secondary]], [[Resources/Primary|Primary]] |
| Additional Resources/material needed |
|
| Related ORBIT Wiki Resources |
|
