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Home > Educator Resources > Multimedia Presentations

Multimedia Presentations

Context:
(NOTE: The term "multi-media" means many things to many people. For our purposes here, we define "multi-media resources" to include websites, PowerPoint presentations, HyperStudio stacks, KidPix projects--in short, we are focused on student projects that are develped using digital means.)

Students will be able to work cooperatively in groups and individually to complete the projects. When creating the project, students discern important information to integrate in the project. The focus of developing a multi-media project is to present information in an appealing visual mode. Students evaluate their process and final project.

Curriculum:
National Science Education Standards

Sponsored by NSTA

http://www .nsta.org/publications/nses.aspx

Content Standards for All Grade Levels

SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES STANDARDS - An important purpose of science education is to give students a means to understand and act on personal and social issues. The science in personal and social perspectives standards help students develop decision- making skills. Understandings associated with the concepts in Table 6.6 give students a foundation on which to base decisions they will face as citizens.

Standards for the English Language Arts

Sponsored by NCTE and IRA

http://www.n cte.org/about/over/standards

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
Research Categorizing information Organizing thought Use technology tools to publish knowledge products for use in and out of the classroom Individual and Group Presentation
Attachments:

None

Other materials:
  • Computers - One per student or one for a group of students (2-4 per group)
  • Multimedia presentation software such as PowerPoint, Hyperstudio, Kidpix, ClarisWorks Slideshow or webpage software such as GoLive
  • Research materials for topics selected
  • Rubrics for scoring

Instructional sequence:
  • Students will select a topic of interest and gather materials for research.
  • Give students a timeline for completion of each step in the process.
  • Students create a storyboard or outline of the details of their project. This step helps students to organize their research and it enables teachers to see who is ready to move to the computer and who may need extra research time.
  • Using a rubric, peers determine if students have included all the criteria. The teacher collects the rubrics after the groups have had the opportunity to record areas that need to be improved.
  • Teacher conferences with each group during the period to critique the rough draft and further development of the final project.
  • Students construct the presentation on the computer using the completed storyboard. This may also be a good time to teach students about displaying data in an appealing fashion.
  • Groups present to the class. Students and teacher score the presentations using a rubric. Groups/Individuals will personally evaluate their project using a rubric.

Extensions:
  • Students could contact outside persons or agencies for information and submissions to the multimedia project.
  • Buddy classes could create projects together.
  • Presentations can be recorded on CD or DVD to use at Family Night or PTA night.

Assessment:
  • Storyboard reviewed by peers and teacher using a rubric
  • Teacher holds conference with student(s) to discuss progress and modifications to storyboard
  • Rubric evaluation by peers and teacher

Literacy advancement:
  • Reading varied types of nonfiction and/or fiction for research and development of presentations
  • Exposure to vocabulary in research content area
  • Considering content validity
  • Organization of written and spoken thought

Author: Ryan, Darlene


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