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[[Category:Primary]][[Category:Science]][[Category:Image based activities]]
[[Category:Primary]][[Category:Science]][[Category:Image based activities]]
= Organising Images for a Narrative =


{{Rinfo
{{Rinfo
|title= Organising Images for a Narrative
|title= Organising Images for a Narrative
|image=Snail2201.jpg
|topic= Using images
|topic= Using images
|subject=Science
|subject=Science
|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
# Outline some difficulties with displaying such images accurately - some of the flaws of imaging technology (depending on age group)
* Depending on group age: outline some difficulties with displaying images accurately; flaws of imaging technology
# Understand some ways to show a narrative through the use of images and be aware of at least one piece of software to help them do this
* Understand ways to create a narrative with images and software
|resourcenumber= SC009
|resourcenumber= SC009
|age=
|age=
|content= <nowiki>This is a very open activity, the students are to take a series of photographs that show a process in science (or possibly in maths) with digital cameras. They they use the computer based image organisation/slideshow software to arrange these images in an order that is able to show/represent the process that they wish to show. Using the software, where possible they add labels and notes to the image. The aim is to allow them to describe a process without the need for significant amounts of text. They could use picasa to do this, or/and one of the other tools below - for example, the use of stop-motion to show growth. Other tools could also be explored, these before/after photos of the Japanese Earthquake (</nowiki>http://www.abc.net.au/news/specials/japan-quake-2011/<nowiki>) give another example of the power of photography for narrative purposes.</nowiki>
|content= <nowiki>This is a very open activity. The 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>


Suggested Contexts:
Suggested contexts for photography:
* How shadow lengths vary duting the day
* How shadow lengths vary duting the day
* Any science investrigation/practical activity that the class may be carrying out
* A science investigation or everyday practical activity
* Photographing the germination of a plant seed over time (once a day)
* The germination of a plant seed over some weeks
* Photographing a walk around the school grounds looking for animal habitats
* A walk around the school grounds looking for animal habitats
* In the science activity (visualising data) students may want to photograph different stages of the measurement
* In a science activity, students might photograph different stages of a measurement (visualising data)
* In maths, students may want to photograph different stages of the stones investigation.
* In a maths activity, students might photograph different stages of the 'stones investigation'.
|format= A lesson component, whole lesson, or {{tag|homework}}/self-directed task
|format= A lesson component, a whole lesson, a {{tag|homework}} or self-directed task
|strategy=  
|strategy=  
|additional resources= You could use Picasa to organise photos (See related resources).  You could also use time-lapse/stop-motion software or encourage students to do so for homework. See for example (all freely licensed)<nowiki>:</nowiki> [http://www.mondobeyondo.com/projects/stopmojo/ Stop Mojo], [http://toonloop.com/?q=license ToonLoop], and the [http://www.brothersoft.com/downloads/time-lapse.html Brothersoft Tools], or for Linux operating systems [http://linuxstopmotion.org/download.html LinuxStopMotion].
|additional resources=  
* Students could use Picasa to organise photos (see [[Classifying and organising living things using images]]).   
* Students could use time-lapse/stop-motion software for homework. See for example<nowiki>:</nowiki> [http://www.mondobeyondo.com/projects/stopmojo/ Stop Mojo], [http://toonloop.com/?q=license ToonLoop], and [http://www.brothersoft.com/downloads/time-lapse.html Brothersoft Tools downloads],  
* 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]]
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