Organising images for a narrative: Difference between revisions
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[[Category:Primary]][[Category:Science]][[Category:Image based activities]] | [[Category:Primary]][[Category:Science]][[Category:Image based activities]] | ||
{{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 | |||
* Depending on group age: outline some difficulties with displaying images accurately; flaws of imaging technology | |||
* Understand ways to create a narrative with images and software | |||
|resourcenumber= SC009 | |resourcenumber= SC009 | ||
|age= | |age= | ||
|content= <nowiki>This is a very open activity | |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 | Suggested contexts for photography: | ||
* How shadow lengths vary duting the day | * How shadow lengths vary duting 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 | * In a science activity, students might photograph different stages of a measurement (visualising data) | ||
* In maths, students | * In a maths activity, students might photograph different stages of the 'stones investigation'. | ||
|format= A lesson component, whole lesson, | |format= A lesson component, a whole lesson, a {{tag|homework}} or self-directed task | ||
|strategy= | |strategy= | ||
|additional resources= | |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]] | ||
Revision as of 20:31, 16 September 2012
Lesson idea. 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 (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 duting 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(i) 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 | |
| Files and resources to view and download | N/A
|
