Presentation on theme: "Making Movies: The Science Myth Busters Jan Harding, Chippewa Valley Schools Teacher, Technology Curricular Leader, and MACUL grant winner 2008-09"— Presentation transcript:
Making Movies: The Science Myth Busters Jan Harding, Chippewa Valley Schools Teacher, Technology Curricular Leader, and MACUL grant winner
If you kick a bowling ball in space, it HURTS. Blue light is always at the bottom of a rainbow. It gets hotter in the summer because the earth is closest to the sun. When waves meet, they bounce off each other and head back in the opposite direction. You can’t make a sound in space, because sound is a mechanical wave. A penny dropped from a tall building could kill a pedestrian. The primary colors for light are red, blue, and yellow. Some kinds of electromagnetic waves are damaging to human tissue. Myth or Fact?
About Me Teacher, Chippewa Valley Schools; Seneca Middle School Seventh grade science and social studies Technology Curricular Leader, CVS Attendee MACUL 2008: Making Movies with Joe Brennan Teacher, MISD summer technology camp (first testing ground for “Making Movies: The Science Myth Busters”) MACUL grant recipient MACUL Technology Integration Champion team member, MACUL Technology Integration Champion coach,
MACUL Grant: Project Goals integrate the use of technology into the science curriculum create videos using a variety of media and formats evaluate information from internet sources use multiple sources to evaluate the strengths and weaknesses of “scientific” claims communicate and defend findings of investigations and observations
Science GLCEs S.IA.M.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations. S.IA Evaluate data, claims, and personal knowledge through collaborative science discourse. S.IA Use multiple sources of information to evaluate strengths and weaknesses of claims, arguments, or data. S.RS.M.1 Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society. S.RS Evaluate the strengths and weaknesses of claims, arguments, and data. S.RS Describe limitations in personal and scientific knowledge. S.RS Identify the need for evidence in making scientific decisions. S.RS Evaluate scientific explanations based on current evidence and scientific principle P.EN.M.3 Waves and Energy-Waves have energy and transfer energy when they interact with matter. Examples of waves include sound waves, seismic waves, waves on water, and light waves.
The Myth Busters! Students work in groups of 2-4 Pretest students on a list of myths and facts Select “myth” or fact from this list to study Research online and in texts “Bust” or validate the “myth” Develop a script Shoot video Use Windows Movie Maker to produce video Have a movie premiere party and evaluate
Sample mythbuster videos Videos not currently available for viewing; please contact presenter for more information.
Science Misconception sites (note: check all myths for age appropriate material)http://www.livescience.com/bestimg/?cat=myths Misconceptions podcasts: Myths in science textbooks:
Storyboards and Scriptwriting Storyboard: simple boxes with lines nearby to write ideas for filming (example from AFI) Script: narrative with who says what
Ready to film? teach camera use and equipment responsibility first use tripods and/or monopods quiet on the set: essential! expect outtakes and giggles optional but nice: teach camera shots and angles optional but nice: lighting suggestions (see AFI or other materials)
Where to find Windows Movie Maker Standard on most Windows based computers Download Windows Movie Maker: Download Windows Movie Maker for Vista: 068fc0f80cfc&displaylang=en Cool extras: %20XP&DisplayLang=en#
Using Windows Movie Maker VIDEO: Getting started with Movie Maker, and sample movies VIDEOS: Using Movie Maker How to save, send, etc. your movie General how-tos, not in video form
American Film Institute Optional resources FREE to Discovery Streaming users Videos that describe filmmaking process Teacher’s Guide –Fantastic resource for student handouts –Describes shots –Provides storyboards –Glossary of film terms –Lighting suggestions –Parent release forms –Can use for beginner or advanced filmmaking –Great for clubs or a video “class”
Sample taken off one page of the AFI teacher’s guide.
Working with Movie Maker Download the software that comes with the cameras (takes very little time) Let kids “practice” and “play” at first Understand the difference between a “project” and a “movie”— avoid “Red X Syndrome!” Upload videos to a file folder (and remove camera) before opening Movie Maker.
Saving your work PROJECT: Allows further editing of your video Save videos before starting a project Make sure you know location of videos Can add music, audio (voice), images, transitions, and effects when reopened MOVIE: Renders video as a final project No further editing (possible, but harder) Creates an WMA file; can be converted Movie can be “dropped” into a new project.
Equipment used RCA EZ200 Small Wonder Cameras (10) Tripods and Monopods Kodak 68" "Go Anywhere" Professional Monopod Tripods from Sunpak –one for each camera Rechargeable batteries and battery chargers Video carrying case for storage Vidpro VID-200 OPTIONAL: mini SD cards for additional storage All materials purchased through the REMC bid and Amazon.com
Can you do with less?? Absolutely! Cameras and tripods are inexpensive! You can build a collection gradually. One camera/one tripod ideas: Class project: each group prepares a section Rotate camera use through groups After school “video clubs” Possible equipment checkout for student use Substitute student owned equipment –Cell phones –Home video cameras –Digital cameras Apply for a MACUL (or other) grant!
Costs Grant total: $1364 Cameras: approx. $80-90 each (10) Tripods: approx. $10-30 each (10) Monopods: approx. $10-15 each (4) Camera bag: $30-40 (1) Rechargeable batteries w/charger $16-18 (4) Mini SD cards optional
Is video worth the time? Time needed decreases with practice Hits the standards in several areas Using multiple modalities for learning Creative endeavors = better long term learning Video can be posted/archived for review Involves both “underdogs” and “overachievers” Intrinsically motivating Integrate subjects to cover multiple objectives Plus, it’s FUN!
ISTE Standards addressed Standard 1: Creativity and Innovation “create original works as a means of personal or group expression” Standard 2: Communication and Collaboration “interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media” “Contribute to project teams to produce original works or solve problems” Standard 3: Research and Information Fluency “Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media” “Evaluate and select information sources and digital tools based on the appropriateness to specific tasks” “Process data and report results” Standard 4: Critical Thinking and Decision Making Standard 5: Digital Citizenship Standard 6: Technology Operations and Concepts This project hit all six ISTE standards in at least one category!
Assessment Pre and post survey –Survey Monkey –Zoomerang –Blackboard Rubric for video production
Created by Jan Harding, Chippewa Valley Schools May be reproduced as credited
Publication options Classroom websites Blogs Wikis (pbwiki.com; wikispaces.com)pbwiki.comwikispaces.com NINGs Blackboard or Moodle Teacher Tube or School Tube ; Classroom learning celebrations Parent nights/Open House
A Little Advice for Beginners… Start small (see “Easy Ideas”, next slide) Train a handful of students to be “technicians” Central storage place Have check in/out procedures Devote one class period to camera instruction Use rubrics for grading Have due dates along the way Consider alternate times for videotaping Enforce proper equipment use (contracts) Expect “speed bumps”; build in extra time
Easy ideas for starting with video Act out the definition of a vocabulary word Videotape a lab for absent students Do a weather forecast or class news Tape students giving presentations; post on your website Jigsaw and videotape for the “big” picture Game show “reviews” Video interviews (biography research, living history, etc.) Video surveys (ex.: current event questions, opinions, etc.) Field trip work Record steps in a procedure (classroom procedures, science, etc.) Other digital storytelling activities
Other Ideas for Video Windows Movie Maker Project ideas Introduce your class with Windows Movie Maker Classroom ideas Resources Sound effects Royalty free music, images, etc.
Lights, camera, action… HAVE FUN!! Jan Harding Seneca Middle School Chippewa Valley Schools (Making Movies)