This authentic learning activity gives students the opportunity to become a news anchor or journalist. Students will choose any significant scene from a story/drama and present the plot/scene as a breaking news story. This activity can be used as an after activity after reading a drama, short story, or novel. It will also work great with major events in history or discoveries in science. Students will use a graphic organizer to guide them as they create their breaking news story. Students can have voice and choice and may use any medium (newspaper article, a radio announcement, or news report) to share the details and analysis of characters.
This activity was created as a result of the ALEX Resource Development Summit.
After reading, analyzing, and discussing the article “E-Cigarettes: A Dangerous Trend” and using the hyperdoc, students will synthesize information to learn the dangers of e-cigarettes and design, create, and publish a Public Service Announcement video that explains the dangers of e-cigarettes.
The Shakespeare Pro app gives the user access to the text of Shakespeare's complete works, a concordance, a glossary, portraits, quotes, and links to other Shakespeare websites and current news regarding Shakespearean events.
This online flyer was created as a graphics resource for a digital art project. The flyer contains photos and examples that students may use when creating their digital art projects.
Make Beliefs Comix is a cartoon strip creator on which students create original cartoons.
A teacher-made rap video about genetics for a seventh grader class. The music is sung to the tune of "Forever" by Drake (featuring Kanye West, Lil Wayne, and Eminem) and includes lyrics on a black screen. Some of the lyrics include, "Listen up and listen 'bout your genes. Maybe you know how to draw, or you sing a song better than Tim McGraw, or you grow to be seven feet tall, whatever it's all about your genes....." A video to review material. (3:30)
iMovie is a moviemaking app that allows students to make beautiful HD movies anywhere with everything they need to tell a digital story through an iPad or iPhone.
As an English/digital media teacher at Henry Clay High School in Lexington, Kentucky, Jason Behler has found that his students become deeply engaged when creating their own podcasts, especially because he allows them great freedom in selecting their own genre and content. His students develop skills in collaboration and time management as well as technical and communication skills. Podcasting does not need to be confined to a class in digital media, and it does not require expensive equipment. Podcasting can be integrated into any content area to add spark to your lessons. This video has support materials that include discussion questions.
The lesson begins on page 26 of the document accessed via the resource link.
- be able to define the term "trademark".
- categorize products as generic or brand name.
- identify popular trademarks.
- identify symbols associated with the protection of trademarks.
- utilize a trademark database.
- create a custom trademark and present it to the class.
Tired of writing all the time? Would you like to express yourself through a presentation instead? During these Quests, you are going to learn how to present your ideas creatively through Google Slides or Microsoft PowerPoint. If you would like to try Prezi as an option use the Gold Quests.
When you have completed this activity you will:
know how to use online presentation tools [Empowered Learner]
understand the features and attributes of effective presentations [Creative Communicator]
know how to use a variety of media to create and collaborate on an effective presentation [Global Collaborator]
Dive into app development by exploring existing apps that may serve similar users. Each group identifies a handful of apps that address the same topic they are working on, using those apps to help refine the app idea they will pursue.
Note: You will need to create a free account on code.org before you can view this resource.
Paper prototypes allow developers to quickly test ideas before investing a lot of time writing code. In this lesson, teams explore some example apps created in App Lab, using those apps to help inform the first paper prototypes of their apps.
In this lesson, teams test out their paper prototypes with other members of the class. With one student role playing the computer, one narrating, and the rest observing, teams will get immediate feedback on their app designs which will inform the next version of their app prototypes.
Having developed, tested, and gathered feedback on a paper prototype, teams now move to App Lab to build the next iteration of their apps. Using the drag-and-drop Design Mode, each team member builds out at least one page of their team's app, responding to feedback that was received in the previous round of testing.
Teams run another round of user testing, this time with their interactive prototype. Feedback gathered from this round of testing will inform the final iteration of the app prototypes.
Using the interview information from the previous lesson, the class comes up with app ideas to address the needs of their users. To express those ideas and test out their effectiveness, each student creates and tests paper prototypes of their own.
To conclude the study of the problem-solving process and the input/output/store/process model of a computer, the class proposes apps designed to solve real-world problems. This project is completed across multiple days and culminates in a poster presentation highlighting the features of each app. The project is designed to be completed in pairs though it can be completed individually.