5+D+1+Animation+or+Video+Project

=Directions: Please read to make sure you followed directions and then post your finished product link in the table at the bottom of this page.= ===If you choose to use [|Animoto]follow these directions:=== ===If you chose to use [|Xtranormal]use these directions:===
 * 1) Pick a topic (either a new topic or the same one you used for Learning Activity 4-A-1) that you will work on when you create your Animation or Video project. The topic should be something authentic that educates your audience in some way. Here are some ideas of possible topics:
 * Web 2.0 tools in education (either in general or pick a specific tool)
 * Benefits of IMPs in education
 * A local issue of importance (school referendums, new community buildings, land use, etc.)
 * How to support diversity in education
 * Highlights from local history (such as profiles of local veterans or the history of a local organization)
 * 1) Check out these free online tools for animation: [|Animoto]and [|Xtranormal]. Choose one you would like to use for your project. Note: only the free features of these tools are required for this project.
 * 1) For [|Animoto], you need to find a few images you can use to help communicate your message about your chosen topic. Plan for 7-10 images total, including text images if used. The images can be a photograph, screenshot, or illustration, as long as the file is saved as a .JPG or .GIF file.
 * 2) You can take photos with a digital camera.
 * 3) You can use photos or images from [|Flickr]or another online source. Be sure to note the source of any images you download so you can give proper credit.
 * 4) You can use [|Picnik]or PowerPoint to edit or adapt your image so it will be more effective in communicating your message. You may add text, place "stickers" to draw attention or tell a story, or use the effects to change the mood of your image. However, remember that with Animoto that each image will only be seen for a few seconds.
 * 5) Save your edited file as a .JPG using a different file name than your original image file.
 * 6) If desired, create some purely text images in either Picnik or PowerPoint. Again, remember that each image or slide will be seen for just a few seconds, so limit the text to something that can be read quickly.
 * 7) Sign up for a free account with [|Animoto]and follow the directions create your animated short video. If you do not like the first version, you can remix it as many times as you like and Animoto will save each version.
 * 8) Write an explanation of how you created your finished product, what standards it meets, and how your students could use this tool.
 * 9) **In our class Wiki, submit all three parts of this project:**
 * **The link to your animated video.**
 * **Citations for any images or other sources used.**
 * **An explanation of how you created your finished product, what standards it meets, and how your students could use this tool.**
 * 1) On the discussion tab on the wiki, give feedback to two others in PQP format. Be sure to identify which project you are replying to.
 * 1) Sign up for a [|free Xtranormal account]//**.**//
 * 2) To get an idea of what kinds of videos you can create check out [|Facts about Hunger in Children.]
 * 3) Write a script for your animation with either 1 or 2 characters.
 * 4) Next, create your video:
 * Set your video in the free access world The Playgoz. You can select 1 actor or 2 actors.
 * Follow the Xtranormal directions to create your animation. Type your script in the correct box for your actor(s).
 * 1) In our class **Wiki**, submit all three parts of this project:
 * 2) On the discussion tab on the wiki, give feedback to two others in PQP format. Be sure to identify which project you are replying to.


 * ~ == In a separate row of this table, please post your name, link, citation, and explanation of how you created it, what standard it met, and how your students could use it. == ||


 * = Sherry's animation: I decided to build background of animals in the west so that students could gain an understanding of what settlers might have faced. I chose the children and the classroom setting because there were no "old west" type characters or animals to use. It was really interesting to do this, and I could always adjust it. The animation, along with other related activities, will meet this Maryland State Standard for Social Studies: Explain why and how people adapt to and modify the natural environment and the impact of those modifications. link: [|http://www.xtranormal.com/watch/6135119/] ||

[|http://animoto.com/play/Mr51n1KKtQ0dFtZNqVZ1JA]
 * = Vicky's animation: I decided to focus back on my original IMP which was focused on keeping body systems healthy. I used animoto to create a 30 second PSA that focused on how to keep the skeletal system healthy. This fits perfectly into the IL state goals 25 "understand human body systems and factors that influence growth and development" and district objectives for 8th grade Health. I did use the classroom textbooks for my factual information. I picked general pictures from the internet and used the text feature that is built into the program. I also used powerpoint jpegs to: add additional inform to an image, create a collage of words, and my citation page.

Here are my citations • [|http://zoominlocal.com/pub-files/123636397049b16ac2ec670/pub/Wilmington-Star-News-02-25-2009/lib/123644697649b2af00d9b80.jpg] • [|http://www.teensexercise.com/970801_1646_1027_oslp.jpg] [|http://i.ehow.com/images/GlobalPhoto/Articles/5339203/329814-main_Full.jpg] • [|http://www.longevityforyou.com/a25.jpg] • Glencoe: Teen Health – Course 3 © 2009 • Meeks Heit: Totally Awesome Health © 1999 ||


 * = Corri's animation: Being the practical one interested in public relations and marketing, I decided to try something a little different. I'm doing an internship right now with the marketing director of our local short track (and LOVING it, might I add). We are having Dave Blaney participate in a special event race in July, and I think I could use Animoto to create an awesome vide to highlight the event. It could appear on our facebook and myspace pages, as well as our website. I used this project as a sample to show Kristen what we could try.

Part 1: Here is a link to my video: [|http://animoto.com/play/rVOjl1q1fOn6Uui0ue9Shg] Part 2: Citations for the images I took from flickr include: [|http://www.flickr.com/photos/racecarphotos/26567868/], [|http://www.flickr.com/photos/jebdraper/3060496956/], [|http://www.flickr.com/photos/jebdraper/3060498422/in/set72157610056311379/], and [|http://www.flickr.com/photos/special_k_/64676597/] Part 3: To create the video, I utilized my own images of Dave Blaney (he is a NASCAR driver, for those of you who don't know, but he also grew up about an hour from me, and his family owns another local short track, so I have met him on several occasions), images I found on flickr of sprint cars (that is what he will be racing at our event), and I created a few text slides to explain the who, what, where and when of the event. When I was looking at a standard to tie to this project, I looked at NETS for teachers. I feel my project falls under standard #3. Model Digital-Age Work and Learning. This is the type of project I have created in the past (my students are well aware of my passion for motorsports, so they expect my examples to incorporate racing) to demonstrate to students what I am expecting in a project they create. This example would not only provide a sample product for students but also validate to them that I am able to **demonstrate fluency in the technology systems and the transfer of current knowledge to new technologies and situations, communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats, and model and facilitate effective use of current and emerging digital tools to locate analyze, evaluate, and use information resources to support research and learning,** all of which are components of standard #3 **. My students could use this tool in numerous ways within the classroom. They could create mini-videos to demonstrate understanding of stories, to tell them from a different point of view, etc. The applications, like so many others today, are limited only by my creativity. ** ||


 * < Chad's Animation Video Part 1 Link: []

revision: []

Part II: Citations: Google Images

Part III: Explaination: I chose to create a animation video highlighting WEB 3.0. My IMP is to create a research multi media project using an e-Portfolio platform to showcase their work for the project. This video really had nothing to do with my project but I felt that focusing on Web 3.0 is an important topic due to how much we are going to utilize Web 2.0 and now Web 3.0. I did use picknik to change the last picture on the slide show. I chose pictures that I felt would create excitement and intrigue about Web 3.0. The only downfall was that I feel that some may not know what Web 3.0 or even Web 2.0 is. Due to this being a 30 second video clip, I couldn't fully explain it. I would have had more freedom doing a non-linear powerpoint. I didn't choose Xtranormal due to me not wanting my video being so robotic.

Technology Standards:

**Creativity and Innovation:** **Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.**

**Research and Information Fluency:****Students apply digital tools to gather, evaluate, and use information.**
 * Communication and Collaboration:****Students use digital media and environments to communicate and work collaboratively, including at a distance,**
 * to support individual learning and contribute to the learning of others.**
 * Critical Thinking, Problem Solving, and Decision Making:****Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make**
 * informed decisions using appropriate digital tools and resources.**
 * Digital Citizenship:****Students understand human, cultural, and societal issues related to technology and practice legal and ethical**
 * behavior.**
 * Technology Operations and Concepts:****Students demonstrate a sound understanding of technology concepts, systems, and operations.

Florida State Standards:** LA.910.6.1.3: The student will use the knowledge to create a workplace, consumer, or technical document. LA.910.6.3.2: The student will ethically use mass media and digital technology in assignments and presentations, citing sources according to standardized citation styles. LA.910.6.4.2: The student will routinely use digital tools for publication, communication and productivity. LA.910.6.4.1: The student will use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, digital technology)


 * Animoto is a great tool to allow students to create digital storyboards or use videos to represent central themes within units.**  ||


 * = __**// Linda Atwood //**


 * Part 1: Link to my animated video**__


 * __[|http://animoto.com/play/7C607VN4gsEj1sREin0uYQ]__**

 [|www.leboat.com/destination/france/lorrainealsace]Map of Alsace Lorraine [|flickr.com/photos/7984969@N04/2129316323]Photo of Nazareth historical plaque
 * __Part 2: Citations__**


 * __Part 3: Explanation__**

I chose to work with my primary IMP about tracing family roots. To a degree, I used my own lineage. Items that were not cited were from family photographs. This, of course, is only a small part of a final project. I'm thinking maybe the introductory portion. I used Picnik to do some editing which worked out pretty well. I touched on several Pennsylvania standards for History which would be expanded upon in the final project.

PA 7.1.9.B Explain and locate places an regions. PA 8.1.9.AThe students will analyze chronological thinking PA 8.1.9.B The students will analyze and interpret historical sources through the use of maps primary sources and secondary sources.

Animoto has a collage type of presentation that would work well for presentation of some the following as related to my IMP: Chronological photographs of an individual Grouping of related items....census record, map, house, residents Maps showing the routes of family migration

||
 * __**Susan Miele-Motyka**__ 5-D-1 Animoto Project

Part 1: Here is my Animoto Video Link:[]

Part 2: Citations: I used my own photographs that I took as well as Microsoft clip art images to represent what the photos would look like in my actual Animoto school project.

Park 3: IDEA CREATION AND HOW THE STUDENTS WILL USE IT: I got my idea this week as we celebrated the 100th day of school at our elementary school and in looking at different Animoto videos that people have made. One of the big milestones for our Kindergarten students is learning to count to 100 and we use the 100th day of school celebration to mark that success. Every day the ESL Kindergarten teacher (my roommate in our school) counts with the children from the first day of school until the 100th day of school, adding a little person with the next consecutive number to the bulletin board in our classroom. They practice this counting at the beginning of every day in ESL class. For the 100th day celebration, they bring in 100 of something (Cheerios, coins, paper clips, crayons, stickers, etc.) and they make a collage of it. They also draw and color a picture of their school. My idea is to have the Kindergarten children work on their collages together in pairs or small groups, have them photograph each other with their collages and school drawings/colorings (most of them already know how to use a digital camera!), and the other ESL teacher and I will, along with the students, make an Animoto video of this to be played at the 100th day assembly. We will make several different versions (running the information several times in Animoto) and letting the students vote on which version should be the final one.

This will showcase the Kindergarten students to make them feel so very special and important, and also very proud of their accomplishments. The Kindergarten students don't get that much of an opportunity to work in pairs or groups on big projects like this involving technology and I would love to foster that project based learning process at a very young age! I think it will be a great and very "advanced" and "forward thinking" project for the Kindergarten classes.

The standards that would be met are:


 * 1. ** **Creativity and Innovation**

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues.
 * 2. ** **Communication and Collaboration**

Students use digital media and environments to communicate and work collaboratively, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems
 * 4. ** **Critical Thinking, Problem Solving, and Decision Making**

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions.
 * 5. ** **Digital Citizenship** Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning.

The photographs in my Animoto were ones I created at home but the actual project will contain the students' work. The Microsoft clip art of the school buildings represent the students' drawings/colorings of their school. Both the collage and the drawing/coloring of each student will have their name on it when it is photographed, as well as typed in with the Animoto text option. This is a project I plan on doing next year for our 100th Day of School celebration!

-- The End --- || Jazz Education The video is a prelude to my earlier idea of a jazz performance recording combined with a historical timeline. In this video, three major jazz artists were used: Louis Armstrong, Duke Ellington and Count Basie. The students will use this tool to comprehend and more importantly create a video and performance recording of a particular genre of the jazz art form. This will lead to a greater understanding and appreciation of the form as well as those artists that have come before them. In conjunction, students will begin to comprehend why history plays an important role in various arts forms including jazz. PA Arts and Humanities Standards: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. The ISTE National Educational Technology Standards (NETS•S) and Performance Indicators for Students Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: AGaramondPro-Regular;">Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: MyriadPro-Semibold;">a. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: AGaramondPro-Regular;">interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: MyriadPro-Semibold;">b. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: AGaramondPro-Regular;">communicate information and ideas effectively to multiple audiences using a variety of media and formats. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: MyriadPro-Semibold;">c. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: AGaramondPro-Regular;">develop cultural understanding and global awareness by engaging with learners of other cultures. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: MyriadPro-Semibold;">d. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: AGaramondPro-Regular;">contribute to project teams to produce original works or solve problems. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: AGaramondPro-Regular;">Students apply digital tools to gather, evaluate, and use information. Students: <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: MyriadPro-Semibold;">a. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: AGaramondPro-Regular;">plan strategies to guide inquiry. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: MyriadPro-Semibold;">b. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: AGaramondPro-Regular;">locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: MyriadPro-Semibold;">c. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: AGaramondPro-Regular;">evaluate and select information sources and digital tools based on the appropriateness to specific tasks. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: MyriadPro-Semibold;">d. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: AGaramondPro-Regular;">process data and report results. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: AGaramondPro-Regular;">Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: MyriadPro-Semibold;">a. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: AGaramondPro-Regular;">identify and define authentic problems and significant questions for investigation. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: MyriadPro-Semibold;">b. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: AGaramondPro-Regular;">plan and manage activities to develop a solution or complete a project. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: MyriadPro-Semibold;">c. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: AGaramondPro-Regular;">collect and analyze data to identify solutions and/or make informed decisions. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: MyriadPro-Semibold;">d. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: AGaramondPro-Regular;">use multiple processes and diverse perspectives to explore alternative solutions. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: AGaramondPro-Regular;">Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: MyriadPro-Semibold;">a. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: AGaramondPro-Regular;">understand and use technology systems. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: MyriadPro-Semibold;">b. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: AGaramondPro-Regular;">select and use applications effectively and productively. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: MyriadPro-Semibold;">c. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: AGaramondPro-Regular;">troubleshoot systems and applications. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: MyriadPro-Semibold;">d. <span style="color: black; font-family: Garamond; font-size: 10pt; mso-bidi-font-family: AGaramondPro-Regular;">transfer current knowledge to learning of new technologies. ||
 * **__ Ryan’s Animoto __**
 * __ Link to the video __** : http://animoto.com/play/qBybJ9Is9Q86io7LnjwvKw
 * __ Citations for Images __** : [|www.flickr.com]
 * __ Explanation __** :
 * 9.1.12.K: ** Analyze and evaluate the use of traditional and contemporary technologies in furthering knowledge and understanding in the humanities.
 * 9.1.12.B: **
 * 9.1.12.D: ** Demonstrate specific styles in combination through the production or performance of a unique work of art (e.g., a dance composition that combines jazz dance and African dance).
 * 9.1.12.E: ** Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques.
 * 9.1.12.F: ** Analyze works of arts influenced by experiences or historical and cultural events through production, performance or exhibition.
 * 9.2.3.D: ** Analyze a work of art from its historical and cultural perspective.
 * 9.2.3.E: ** Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas)
 * 9.2.3.F: ** Know and apply appropriate vocabulary used between social studies and the arts and humanities.
 * 1. Creativity and Innovation **
 * 2. Communication and Collaboration **
 * 3. Research and Information Fluency **
 * 4. Critical Thinking, Problem Solving, and Decision Making **
 * 6. Technology Operations and Concepts **