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Organising images for a narrative: Difference between revisions
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|topic= Using images | |topic= Using images | ||
|subject=Science | |subject=Science | ||
|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 difficulties with displaying such images accurately - some of the flaws of imaging technology (depending on age group) | |||
# 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 | |||
|resourcenumber= SC009 | |resourcenumber= SC009 | ||
|age= | |age= | ||
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* In the science activity (visualising data) students may want to photograph different stages of the measurement | * In the science activity (visualising data) students may want to photograph different stages of the measurement | ||
* In maths, students may want to photograph different stages of the stones investigation. | * In maths, students may want to photograph different stages of the stones investigation. | ||
|format= | |format= A lesson component, whole lesson, or homework/self-directed task | ||
|strategy= The lesson encourages students to think about how to portray their knowledge in novel ways - 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/images. The lesson can be tailored to the particular age group - for younger pupils a simple task could encourage them to take before/after photos and label changes. Older/more advanced pupils might like to explore time-lapse photogaphy, or perhaps even the use of different photographic equipment. The task is interactive, and could easily be conducted in small groups as an element of an inquiry based learning project. | |strategy= The lesson encourages students to think about how to portray their knowledge in novel ways - 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/images. The lesson can be tailored to the particular age group - for younger pupils a simple task could encourage them to take before/after photos and label changes. Older/more advanced pupils might like to explore time-lapse photogaphy, or perhaps even the use of different photographic equipment. The task is interactive, and could easily be conducted in small groups as an element of an inquiry based learning project. | ||
|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= 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]. | ||
