SfCR4 - Creating and Presenting the Multimedia Stack
Part of Curriculum Unit:Searching for Cultural Roots
Abstract help
In this section, students use the multimedia authoring tool, HyperStudio to prepare their report. They will use all the materials they have gathered from parts 1-3, selecting the most representative of their search. Teacher first reviews a completed stack, and then demonstrates the basic tools of the program, e.g., make a new stack, add a text object, change text styles, add background color, find and insert graphics, make navigation buttons, adding sound. Teacher demonstrates how to scan photographs, take snapshots with a digital camera and copy images to their hard drive. Students work in their assigned pairs to create their presentation. A printed guide and a "How To" stack is provided for each student.
National Standards help
#4: Students adjust their use of spoken, written, and visual language effectively with a variety of audiences and for different purposes.
#5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
#7: Students conduct research on issues and interest 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 informational resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
#5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
#7: Students conduct research on issues and interest 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 informational resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
Pre-requisite Skills help
Students need to understand how to follow directions.
Teacher Information help
Teacher introduces the culminating section, and guides students in gathering their research. Teacher demonstrates the multimedia authoring tool, HyperStudio by first reviewing a completed stack, and then demonstrating the basic tools of the program, e.g., make a new stack, add a text object, change text styles, add background color, find and insert graphics, make navigation buttons, adding sound. Teacher demonstrates how to scan photographs, take snapshots with a digital camera and copying the image to their hard drive. Teacher assists students when they work in their assigned pairs to create their presentation. A printed guide and a "How To" stack is provided for each student.
Student Activity help
Lesson 4: There are 3 activities for this lesson.
Activity #1: Teacher demonstrates the multimedia authoring tool,
HyperStudio, by using an instructional stack, "How to Create a Great
Presentation Stack." Teacher demonstrates the basic tools of the
program: make a new stack, add a text object, change text styles, add
background color, find and insert graphics, make navigation buttons,
add sound. Teacher demonstrates how to scan photographs, take snapshots
with a digital camera, and copy images to the hard drive of a computer.
Students ask questions about operations.
Activity #2: Teacher and students review the contents of the stack they
will create. An electronic copy the instructional stack is placed on
all computers for student reference, and each student receives a hard
copy of "Student Guide B." Students put together their stacks. Teacher
circulates and assists students as needed. Teacher trains one student
in a single operation and announces that student as an "expert" who
must teach other students (networking).
Student Guide B:
A. Creating the Basics for your stack:
1. A title card with the name of the stack and your full names. You can
make one or use a ready-made card.
2. Your pictures. You can put them on your title card or make a new
card. You must have your first and last names below or above your
picture.
3. A menu or table of contents. You do not need to write down every
card you have in your stack. Your menu should contain these four
headings: What We Know, What We Discovered, What We Learned, and Works
Cited. There should be buttons alongside each section or invisible
buttons over each section. You can decorate your stack any way you
want—use a border, different colors, add icons, etc., but there should
be only four sections, each leading to the cards pertaining to that
section. You can also use a Ready Made card for your menu/table of
contents.
B. What you need in Part 1, What I Know...
In this section, include everything that you wrote about BEFORE you
made any searches. This includes your first essay made from your
charts, and what you learned from your interview with your relative.
Put "what I assume" and "what I imagine" in this section, as one,
single set of cards. Do not include facts that you got while doing your
search.
C. What you need in Part II, What I Discovered...
In this section you will include everything that you found on the
Internet or encyclopedia. You will add a short, written explanation for
each item that you include. Here is a list of what to include:
- Map of your country of origin, flag of your country;
- Pictures of art, architecture (famous buildings), people, dance,
customs, etc. (you can even import QuickTime movies into your stack);
- Information/pictures of sports in your country.
- Pictures of the landscape and different areas of your country.
- Information about the geography, industry, population, and any other
interesting facts.
- Information about legends, myths, or famous stories about your
country.
- Scientific information about your country, either in the present or
the past.
D. What you need in Part III, What We Learned... In this section you
and your partner will copy and paste the three essays you wrote and
saved previously: (1) your interview essays from Part I, (2) the essay
you did together called, "Essay of Discovery" and (3) the essay you
wrote called "Essay of Reflection."
E. Works cited card… Type the names and addresses of the places that
you visited on the Internet, and place them in alphabetical order. If
you don't remember a name, use your bookmarks to get you there and copy
down the title of the site.
Activity #3: Students rehearse presenting their stack. Pairs use a
prepared checklist to be sure everything is included. Students make
their presentations. After all presentations are completed, teacher
conducts a discussion on the positive and negative aspe
Activity #1: Teacher demonstrates the multimedia authoring tool,
HyperStudio, by using an instructional stack, "How to Create a Great
Presentation Stack." Teacher demonstrates the basic tools of the
program: make a new stack, add a text object, change text styles, add
background color, find and insert graphics, make navigation buttons,
add sound. Teacher demonstrates how to scan photographs, take snapshots
with a digital camera, and copy images to the hard drive of a computer.
Students ask questions about operations.
Activity #2: Teacher and students review the contents of the stack they
will create. An electronic copy the instructional stack is placed on
all computers for student reference, and each student receives a hard
copy of "Student Guide B." Students put together their stacks. Teacher
circulates and assists students as needed. Teacher trains one student
in a single operation and announces that student as an "expert" who
must teach other students (networking).
Student Guide B:
A. Creating the Basics for your stack:
1. A title card with the name of the stack and your full names. You can
make one or use a ready-made card.
2. Your pictures. You can put them on your title card or make a new
card. You must have your first and last names below or above your
picture.
3. A menu or table of contents. You do not need to write down every
card you have in your stack. Your menu should contain these four
headings: What We Know, What We Discovered, What We Learned, and Works
Cited. There should be buttons alongside each section or invisible
buttons over each section. You can decorate your stack any way you
want—use a border, different colors, add icons, etc., but there should
be only four sections, each leading to the cards pertaining to that
section. You can also use a Ready Made card for your menu/table of
contents.
B. What you need in Part 1, What I Know...
In this section, include everything that you wrote about BEFORE you
made any searches. This includes your first essay made from your
charts, and what you learned from your interview with your relative.
Put "what I assume" and "what I imagine" in this section, as one,
single set of cards. Do not include facts that you got while doing your
search.
C. What you need in Part II, What I Discovered...
In this section you will include everything that you found on the
Internet or encyclopedia. You will add a short, written explanation for
each item that you include. Here is a list of what to include:
- Map of your country of origin, flag of your country;
- Pictures of art, architecture (famous buildings), people, dance,
customs, etc. (you can even import QuickTime movies into your stack);
- Information/pictures of sports in your country.
- Pictures of the landscape and different areas of your country.
- Information about the geography, industry, population, and any other
interesting facts.
- Information about legends, myths, or famous stories about your
country.
- Scientific information about your country, either in the present or
the past.
D. What you need in Part III, What We Learned... In this section you
and your partner will copy and paste the three essays you wrote and
saved previously: (1) your interview essays from Part I, (2) the essay
you did together called, "Essay of Discovery" and (3) the essay you
wrote called "Essay of Reflection."
E. Works cited card… Type the names and addresses of the places that
you visited on the Internet, and place them in alphabetical order. If
you don't remember a name, use your bookmarks to get you there and copy
down the title of the site.
Activity #3: Students rehearse presenting their stack. Pairs use a
prepared checklist to be sure everything is included. Students make
their presentations. After all presentations are completed, teacher
conducts a discussion on the positive and negative aspe
Assessment help
Lesson 4 of 4:
1. One ongoing progress check of stack.
2. Completed stack criteria: The stack is complete, neat, and contains
all the requirements listed in the Student Guide.
3. Presentation criteria: Presentation is rehearsed and not thrown
together; there is evidence of organization. Clip art, sounds, and how
pictures and sound are related to the project is explained.
Presentation is taken seriously, is entertaining and to the point; is
not drawn out or boring. Presenters speak clearly and can be heard,
presenters make eye contact with audience, are polite to the audience.
1. One ongoing progress check of stack.
2. Completed stack criteria: The stack is complete, neat, and contains
all the requirements listed in the Student Guide.
3. Presentation criteria: Presentation is rehearsed and not thrown
together; there is evidence of organization. Clip art, sounds, and how
pictures and sound are related to the project is explained.
Presentation is taken seriously, is entertaining and to the point; is
not drawn out or boring. Presenters speak clearly and can be heard,
presenters make eye contact with audience, are polite to the audience.
Enrichment / Alternative Activity help
Students create web pages of their research, preparing them for posting on the school’s web site. Students adhere to all copyright laws concerning text, sound, and graphics. Students learn how to get permission to use the work of others.
Technology Requirements/Integration help
Students use their word processing files to copy and past into their multimedia stacks. Students search the Internet for graphics and text to import into their stacks. Students use LCD projector to make their presentations.
Networked computers, word processing and web browser applications, multimedia authoring tool, scanner, digital camera, and LCD projector.
Networked computers, word processing and web browser applications, multimedia authoring tool, scanner, digital camera, and LCD projector.