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[[Category:Primary]][[Category:Science]][[Category:Image based activities]] | |||
= | {{Rinfo | ||
|type= Lesson idea | |||
|attribution={{James de Winter}} | |||
|title= Organising images for a narrative | |||
|image=Snail2201.jpg | |||
|tagline=Write an essay without words | |||
|topic= Using images | |||
|subject=Science, Maths | |||
|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 | |||
|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: | ||
* | |||
* | * 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'. | |||
|format= A lesson component, a whole lesson, a {{teachtag|homework}} or self-directed task | |||
|strategy= | |||
|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= | |||
|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= | |||
|resources= | |||
|final=yes | |||
}} | |||
[[Category:Photo story]] | |||
