ALEX Learning Activity

  

Digital Disasters

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Keith George
System:Madison County
School:Madison County Board Of Education
  General Activity Information  
Activity ID: 401
Title:
Digital Disasters
Digital Tool/Resource:
Animoto App for iPad
Web Address – URL:
Overview:

Animoto helps you create extraordinary videos from your photos, video clips, words and music through an iPad or iPhone.

  Associated Standards and Objectives  
Content Standard(s):
Technology Education
TC2 (2009)
Grade: 6-8
2 ) Publish digital products that communicate curriculum concepts.

Examples: Web pages, videos, podcasts, multimedia presentations

Technology Education
TC2 (2009)
Grade: 6-8
11 ) Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize information.

Examples: locating—Boolean searches, graphic organizers, spreadsheets, databases

-  collecting—probeware, graphing calculators

-  organizing—graphic organizers, spreadsheets

-  evaluating—reviewing publication dates, determining credibility

-  synthesizing—word processing software, concept-mapping software

Technology Education
TC2 (2009)
Grade: 6-8
12 ) Use digital tools to communicate and collaborate at all levels from interpersonal to global.

Examples: instant messages, e-mail, blogs, wikis, collaborative authoring tools, online learning communities

•  Demonstrating digital file transfer
Examples: attaching, uploading, downloading

Technology Education
TC2 (2009)
Grade: 6-8
14 ) Use digital tools to generate new ideas, products, or processes.

Examples: ideas—predictions, trends

-  products—animation, video

-  processes—models, simulations

Digital Literacy and Computer Science
DLIT (2018)
Grade: 5
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce authentic artifacts using digital tools.
  • review and revise authentic artifacts using digital tools.
Teacher Vocabulary:
  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)
Knowledge:
Students know:
  • how to use a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.
Skills:
Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA standards.
  • review an authentic artifact to revise with new or additional information.
Understanding:
Students understand that:
  • everyone can be an author, producer, director, etc.
  • using digital tools.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 5
16) Use advanced features of digital tools and media-rich resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use advanced features of digital tools and media
  • rich resources .
  • communicate key ideas and details in a way that informs, persuades, and/or entertains.
Teacher Vocabulary:
  • key ideas
  • informs
  • persuades
  • entertains
  • media-rich
  • communicate
  • digital tools
  • collaborate
  • online environment
  • tutorial
Knowledge:
Students know:
  • how to use advanced features of digital tools to inform, persuade, and/or entertain.
Skills:
Students are able to:
  • design communications using advanced features of various digital tools to informs, persuades, and/or entertains.
  • locate and follow directions or tutorials for working with digital tools.
  • use media-rich features such as audio and/or video.
Understanding:
Students understand that:
  • many digital tools are available to communicate key ideas and details.
  • directions or tutorials can be located online to assist with creation.
  • there are multiple ways to communicate the same information.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 5
17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • publish organized information in different ways to make it more useful or relevant.
Teacher Vocabulary:
  • infographic
  • student created website
  • organized information
Knowledge:
Students know:
  • information can be created and published in different ways to make it more useful, easier to understand, or relevant.
  • multiple ways to create and publish information.
Skills:
Students are able to:
  • organize and publish information in different ways such as infographics, student
  • created websites, digital books, audio, video, etc.
Understanding:
Students understand that:
  • information can be organized and published in different ways using images, text, inforgraphs, websites, digital books, etc.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 6
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce a multimedia artifact.
  • review artifacts created by others.
  • revise an artifact based on peer or teacher feedback.
Knowledge:
Students know:
  • feedback is important in a design process.
Skills:
Students are able to:
  • create a multimedia artifact.
  • critique the work of others.
  • revise their work based on feedback received.
Understanding:
Students understand that:
  • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 6
16) Communicate and/or publish collaboratively to inform others from a variety of backgrounds and cultures about issues and problems.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • publish or communicate information about issues or problems in their community with groups of various cultures and backgrounds while working in groups or with partners.
Knowledge:
Students know:
  • how to use a platform to share and inform others of a variety of backgrounds about issues or problems important to them.
Skills:
Students are able to:
  • publish and communicate as creators of content and information, instead of only consumers of the same.
Understanding:
Students understand that:
  • being able to communicate effectively and disseminate that information to reach a broader audience is an important part of being a global collaborator.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce a multimedia artifact.
  • review artifacts created by others.
  • revise an artifact based on peer or teacher feedback.
Knowledge:
Students know:
  • feedback is important in a design process.
Skills:
Students are able to:
  • create a multimedia artifact.
  • critique the work of others.
  • revise their work based on feedback received.
Understanding:
Students understand that:
  • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
Learning Objectives:

Students will:

  • collaborate with others to complete a project
  • use critical thinking skills to solve real world problems
  • communicate effectively with others
  • publish a digit product worthy of sharing with a public audience.
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

  1. Challenge students to create a product to be shared with the entire community that will educate residents on what to do in advance of a disaster to minimize the effects. Inform them that they will need to create a product that can be shared easily and one that will work on a variety of devices.
  2. Introduce (or reintroduce) the Animoto app. Remind students of the processes of getting pictures into the iPad both by using the camera and saving copyright-free images from the web. For a brief, but step-by-step tutorial on the app, go to http://help.animoto.com/entries/20797098-how-do-i-create-a-video-on-the-iphone-app.
  3. Allow students to select a type of disaster, about which they wish to educate others. 
  4. Students will utilize print and electronic sources to gather and evaluate the latest information regarding the possible effects on their community in the event of a disaster of the type selected. Students will outline these possibilities and research the best preventative measures. They will identify all possible preparations that could be made to reduce the negative effects.
  5. Students will contact and interview an expert in a field related to their chosen topic. The interview could be related to background information, or could be included as part of the preparedness efforts. The research gathered will be converted into a script that could be included in a video portion of the Animoto, or used in the text content that accompanies the still photos of the Animoto project.
Assessment Strategies:

  1. Students will share the product with one other team for peer review, and evaluate the feedback provided to make improvements and/or changes.
  2. Students will produce a final copy of the product in Animoto format and share it with the teacher for electronic distribution to the community.

Advanced Preparation:

Teacher will need to ensure that the Animoto App is installed on all student and teacher iPads.

Variation Tips (optional):
 
Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: