Students will: 1.Use the school’s digital cameras to take photos of each other for their memoir title page. 2.Demonstrate an understanding of composition principles. 3.Upload and Edit photos using fotoflexor.com or Microsoft photo editor 4.Add edited photos to typed memoirs as a title page.
Curricular Connections: (IEP/Local or National Standards)
National Standards of Technology: 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. d.identify trends and forecast possibilities. 2.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. 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. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a.understand and use technology systems. b.select and use applications effectively and productively. c.troubleshoot systems and applications. d.transfer current knowledge to learning of new technologies.
Assessment:
Teacher Assessment (Students received a Rubric when the project was introduced) Post-test
Technology Connections:
Digital Cameras Portable Laptop Classroom (The Rock) Fotoflexor.com or Microsoft Photo Editor (depends on what the computers will do that day) LCD cart (The cart contains an LCD projector and a laptop)
Materials:
Digital Cameras Computers LCD Cart Pre-Test “Tips For Taking Good Digital Photographs” worksheet “Quick Reference Guide To FotoFlexer” worksheet Post-Test
Procedures: Describe in sufficient detail so a substitute teacher could follow
Whole Class 1.The students’ teacher will go over the directions for this particular part of their assignment. The students have been working on their memoirs and this is the photography part of their assignment. 2.The instructor will give students a pre-test to see what they know about digital photography before further instruction begins. 3.Once students are finished, the instructor will display the two digital cameras that are available for student and teacher use. 4.The instructor will pass out the “Tips To Taking Good Digital Photographs” worksheet and will go over it with the students. Small Group 1.In pairs, the students will be instructed to take photos of each other for their memoir title page. 2.Since there are only two cameras, students will have to rotate using the cameras. Those students who are not using the cameras will type their memoirs on the laptops from the portable computer lab cart in the classroom. 3.Once the students have taken their pictures, they will upload them to their laptop in order to edit the following day. Whole Class 1.Once all students have taken an uploaded their photos, the instructor will discuss how to edit their photos using either www.fotoflexer.com or Microsoft Photo Editor. 2.The instructor will use the LCD cart to show the YouTube Video “Fotoflexer Overview.” The video shows a quick view of what they can accomplish using fotoflexer editing. 3.The instructor will show the students a few things they can do in addition to what the video shows. The instructor will also show the students how to safe their photos and insert them into word. After showing the students how to do this, they will also provide the students with the “Quick Reference Guide to FotoFlexer” worksheet. 4.Following the completion of their memoir, the Instructor will provide a Post test for the students to take in order to measure any learning that has taken place.
Classroom Management:
Technology Management:
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The students will each receive a laptop computer to use for the duration of the project. They will have to sign their name next to their computer number on the “Student Laptop Sign Up Sheet” which is provided to the teacher.
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Students will share the two digital cameras located at the school.
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Students will be monitored by the instructor and teachers while using the equipment to make sure they are very careful.
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At the end of the period, students will be instructed to safe their work properly, shut down their laptop properly, and place their laptop on the correctly numbered shelf (matching their computer number) located on the laptop cart.
Instructional Groups:
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The students will use the laptops individually to type their paper and to edit and insert their photographs.
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The students will use the cameras to take appropriate photographs to use in their memoirs.
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The instructor uses the LCD cart to demonstrate how to edit their photos and insert them into their document.
Photo Taking and Editing Pre-Test 1.Have you used a digital camera?YesorNo 2.Do you know how to take quality photographs?YesorNo 3.Have you uploaded a picture from a digital camera?YesorNo 4.Have you used any photo editing software?YesorNo 5.Do you know how to save a picture to a flash drive or your number?YesorNo 6.Do you know how to open a picture to edit it?Yesor No 7.Have you heard of FotoFlexer?YesorNo 8.Have you inserted an image into a word document?YesorNo 9.Do you know how to adjust an image in a word document?Yes or No 10.In a couple of sentences, explain what you hope to gain from this lesson. _ Photo Taking and Editing Post-Test 1.Do you feel you have a better understanding of using a digital camera? Explain._ 2.Explain how to upload a picture from the camera. 3.Using FotoFlexer, how do you crop an image? 4.How do you insert an image into a word document? 5.What did you like best about this lesson? __ Tips for Taking Good Photographs Camera Basics: vMake sure you know how to turn the camera on (If you don’t know, ask!). vBe aware of the different settings that are available on the camera. For example, these cameras can be set to “Portrait” for taking portrait photographs. vIf you change a setting, make sure you change it back to the original settings for the next person. vThe camera does not have a viewer box. The screen shows you what you will take a picture of. vUse a tripod or a steady surface to take the photos to avoid blurring. Composition Principles: vMake sure your photos only have one idea, topic, or center of focus that the viewer will be drawn to. Other items in the photo can be distracting. vBe cautious in the placement of the subject in the photo. Don’t cut off their nose or their forehead. Make sure their placement is appropriate for the image you want to capture. vKeep your photos simply. It is easier for the viewer to understand your idea or theme of the photo if the photograph is simple. vBe aware of the angle of the camera when you take the picture. Avoid unflattering angles. vPay attention to the lighting of the room or area where you are taking a photograph. Lighting can greatly affect the look of the photo and may not be very flattering when taking portrait photographs. vBe aware of the background when taking a photo. Make sure it isn’t distracting and won’t overshadow your subject. Quick Reference Guide to FotoFlexer How to upload your photo: {Pull up the website, www.fotoflexer.com and login. {Click on “Easy Start” from the left hand menu. {Click on “Edit from my computer.” {A new window pops up so you can choose where the photo comes from. You will open the photo either from your student id number or your flash drive. {Once you have found your photo, click “Open” Basic photo editing: {If you want a quick fix, click “Auto fix” {You can fix red eye by clicking “Fix Red Eye” {To crop your photo, click “Crop” and adjust it any way you want {You can resize your photo by clicking on “Resize” {You can also rotate or flip you image by clicking on “Rotate” or “Flip” oPhoto Effects: §There are several effects you can add to your photograph to make them more fun. Click on the “Effects” tab at the top and you will see several examples of what you can do. In order to add an effect, click on the one that interests you to see what your photo will look like. You can apply the effect or cancel it and choose another. oBeautify: §You can edit photos to remove wrinkles or fix blemishes by clicking on the “Beautify” tab at the top. This allows you to fix anything about a photo that may not come across as very attractive. How to save your photo: {Once you are ready to save your work, you simply click “Save” at the top of the page. {Once it is done, click the button “Click Here to Continue” {Click “Save to My Computer” {Choose where you want to save the photo, name it, and click “Save” Analysis of Lesson Presentation My original plan was to teach this lesson to 9th grade Literature students as they were working on the memoirs they had been writing for their class. I had discussed with the teacher how adding photos to their memoirs could greatly improve the quality of student work because it would be more entertaining to the students. I think the students could have created a collage of various photos of themselves as the cover to their memoirs and I had planned on printing out and binding their work. Unfortunately because of time, I was not able to teach this lesson to the students. I decided to go ahead and teach it to the teachers in hopes of them using the idea next year because I am trying to get the teachers to incorporate technology into their lessons. I taught this lesson to five Ninth Grade Literature teachers, including co-teachers and paraprofessionals. The teachers came to the media center so they could have access to computers instead of using the portable lab. I began by introducing the lesson idea and explained that I was going to show them how to use the editing software more than anything else. I asked them to complete the pre-test to see what level they were at. All of the teachers were quite familiar with using a digital camera and uploading images from the camera to edit. However, none of the teachers had heard of FotoFlexer. This was good because it provided me with an opportunity to teach them something new. I wanted them to see the introduction video of the online photo editor so I asked them to pull up YouTube on the computer and watch the video. I then walked the teachers through the process of editing photos with FotoFlexer using the LCD projector. I encouraged them to follow along with what I was doing on the screen in order to see all the possibilities with the program. However, just like with students, some of the teachers decided to go on their own. This was fine because I printed the supplemental materials for them to use while they learned about the program. At the end of the lesson, I gave the teachers the post test to see if any learning took place. Because of the pre and post-tests I created, it was hard to determine a number value of what they learned. What I mean by that is I cannot say that a teacher increased their score 20 points because the tests are not the same and they are not designed to measure that way. My main goal with the teachers was to see if they learned anything about the editing program. Fortunately, each teacher was able to correctly answer the first four questions on the test. The last question “What did you like best about this lesson?” was mainly answered with the idea that the program was easy to use and that the changes made to photos was not completely permanent until you saved it. I feel this lesson went quite smoothly considering the situation. I am very disappointed that I did not get the change to work with the students on their assignments because I really miss that part about not being in the classroom. I encouraged the teachers to plan this into their lessons for next year and asked them to consider photography as a way to enhance their future assignments. Overall, I believe I helped the teachers see how valuable photography can be when used in the right way in their classrooms.
Instructor Name(s):
Lesson Plan
Subject Area:
Performance Objectives:
1. Use the school’s digital cameras to take photos of each other for their memoir title page.
2. Demonstrate an understanding of composition principles.
3. Upload and Edit photos using fotoflexor.com or Microsoft photo editor
4. Add edited photos to typed memoirs as a title page.
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.
d. identify trends and forecast possibilities.
2. 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.
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.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
Post-test
Portable Laptop Classroom (The Rock)
Fotoflexor.com or Microsoft Photo Editor (depends on what the computers will do that day)
LCD cart (The cart contains an LCD projector and a laptop)
Computers
LCD Cart
Pre-Test
“Tips For Taking Good Digital Photographs” worksheet
“Quick Reference Guide To FotoFlexer” worksheet
Post-Test
Related URLs:
http://www.youtube.com/watch?v=lZgo7_uc2Qo&feature=related Fotoflexer Overview
http://photoinf.com/General/NAVY/Photographic_composition_Balance.htm Basic Photography Techniques
http://www.colorpilot.com/comp_rules.html Rules of Photography Composition--Your Photo As A Story
http://www.goshen.edu/art/ed/Compose.htm Composition and Design Principles
Procedures:
Describe in sufficient detail so a substitute teacher could follow
1. The students’ teacher will go over the directions for this particular part of their assignment. The students have been working on their memoirs and this is the photography part of their assignment.
2. The instructor will give students a pre-test to see what they know about digital photography before further instruction begins.
3. Once students are finished, the instructor will display the two digital cameras that are available for student and teacher use.
4. The instructor will pass out the “Tips To Taking Good Digital Photographs” worksheet and will go over it with the students.
Small Group
1. In pairs, the students will be instructed to take photos of each other for their memoir title page.
2. Since there are only two cameras, students will have to rotate using the cameras. Those students who are not using the cameras will type their memoirs on the laptops from the portable computer lab cart in the classroom.
3. Once the students have taken their pictures, they will upload them to their laptop in order to edit the following day.
Whole Class
1. Once all students have taken an uploaded their photos, the instructor will discuss how to edit their photos using either www.fotoflexer.com or Microsoft Photo Editor.
2. The instructor will use the LCD cart to show the YouTube Video “Fotoflexer Overview.” The video shows a quick view of what they can accomplish using fotoflexer editing.
3. The instructor will show the students a few things they can do in addition to what the video shows. The instructor will also show the students how to safe their photos and insert them into word. After showing the students how to do this, they will also provide the students with the “Quick Reference Guide to FotoFlexer” worksheet.
4. Following the completion of their memoir, the Instructor will provide a Post test for the students to take in order to measure any learning that has taken place.
Classroom Management:
Photo Taking and Editing Pre-Test
1. Have you used a digital camera? Yes or No
2. Do you know how to take quality photographs? Yes or No
3. Have you uploaded a picture from a digital camera? Yes or No
4. Have you used any photo editing software? Yes or No
5. Do you know how to save a picture to a flash drive or your number? Yes or No
6. Do you know how to open a picture to edit it? Yes or No
7. Have you heard of FotoFlexer? Yes or No
8. Have you inserted an image into a word document? Yes or No
9. Do you know how to adjust an image in a word document? Yes or No
10. In a couple of sentences, explain what you hope to gain from this lesson. _
Photo Taking and Editing Post-Test
1. Do you feel you have a better understanding of using a digital camera? Explain._
2. Explain how to upload a picture from the camera.
3. Using FotoFlexer, how do you crop an image?
4. How do you insert an image into a word document?
5. What did you like best about this lesson? __
Tips for Taking Good Photographs
Camera Basics:
v Make sure you know how to turn the camera on (If you don’t know, ask!).
v Be aware of the different settings that are available on the camera. For example, these cameras can be set to “Portrait” for taking portrait photographs.
v If you change a setting, make sure you change it back to the original settings for the next person.
v The camera does not have a viewer box. The screen shows you what you will take a picture of.
v Use a tripod or a steady surface to take the photos to avoid blurring.
Composition Principles:
v Make sure your photos only have one idea, topic, or center of focus that the viewer will be drawn to. Other items in the photo can be distracting.
v Be cautious in the placement of the subject in the photo. Don’t cut off their nose or their forehead. Make sure their placement is appropriate for the image you want to capture.
v Keep your photos simply. It is easier for the viewer to understand your idea or theme of the photo if the photograph is simple.
v Be aware of the angle of the camera when you take the picture. Avoid unflattering angles.
v Pay attention to the lighting of the room or area where you are taking a photograph. Lighting can greatly affect the look of the photo and may not be very flattering when taking portrait photographs.
v Be aware of the background when taking a photo. Make sure it isn’t distracting and won’t overshadow your subject.
Quick Reference Guide to FotoFlexer
How to upload your photo:
{ Pull up the website, www.fotoflexer.com and login.
{ Click on “Easy Start” from the left hand menu.
{ Click on “Edit from my computer.”
{ A new window pops up so you can choose where the photo comes from. You will open the photo either from your student id number or your flash drive.
{ Once you have found your photo, click “Open”
Basic photo editing:
{ If you want a quick fix, click “Auto fix”
{ You can fix red eye by clicking “Fix Red Eye”
{ To crop your photo, click “Crop” and adjust it any way you want
{ You can resize your photo by clicking on “Resize”
{ You can also rotate or flip you image by clicking on “Rotate” or “Flip”
o Photo Effects:
§ There are several effects you can add to your photograph to make them more fun. Click on the “Effects” tab at the top and you will see several examples of what you can do. In order to add an effect, click on the one that interests you to see what your photo will look like. You can apply the effect or cancel it and choose another.
o Beautify:
§ You can edit photos to remove wrinkles or fix blemishes by clicking on the “Beautify” tab at the top. This allows you to fix anything about a photo that may not come across as very attractive.
How to save your photo:
{ Once you are ready to save your work, you simply click “Save” at the top of the page.
{ Once it is done, click the button “Click Here to Continue”
{ Click “Save to My Computer”
{ Choose where you want to save the photo, name it, and click “Save”
Analysis of Lesson Presentation
My original plan was to teach this lesson to 9th grade Literature students as they were working on the memoirs they had been writing for their class. I had discussed with the teacher how adding photos to their memoirs could greatly improve the quality of student work because it would be more entertaining to the students. I think the students could have created a collage of various photos of themselves as the cover to their memoirs and I had planned on printing out and binding their work. Unfortunately because of time, I was not able to teach this lesson to the students. I decided to go ahead and teach it to the teachers in hopes of them using the idea next year because I am trying to get the teachers to incorporate technology into their lessons. I taught this lesson to five Ninth Grade Literature teachers, including co-teachers and paraprofessionals.
The teachers came to the media center so they could have access to computers instead of using the portable lab. I began by introducing the lesson idea and explained that I was going to show them how to use the editing software more than anything else. I asked them to complete the pre-test to see what level they were at. All of the teachers were quite familiar with using a digital camera and uploading images from the camera to edit. However, none of the teachers had heard of FotoFlexer. This was good because it provided me with an opportunity to teach them something new. I wanted them to see the introduction video of the online photo editor so I asked them to pull up YouTube on the computer and watch the video. I then walked the teachers through the process of editing photos with FotoFlexer using the LCD projector. I encouraged them to follow along with what I was doing on the screen in order to see all the possibilities with the program. However, just like with students, some of the teachers decided to go on their own. This was fine because I printed the supplemental materials for them to use while they learned about the program. At the end of the lesson, I gave the teachers the post test to see if any learning took place. Because of the pre and post-tests I created, it was hard to determine a number value of what they learned. What I mean by that is I cannot say that a teacher increased their score 20 points because the tests are not the same and they are not designed to measure that way. My main goal with the teachers was to see if they learned anything about the editing program. Fortunately, each teacher was able to correctly answer the first four questions on the test. The last question “What did you like best about this lesson?” was mainly answered with the idea that the program was easy to use and that the changes made to photos was not completely permanent until you saved it.
I feel this lesson went quite smoothly considering the situation. I am very disappointed that I did not get the change to work with the students on their assignments because I really miss that part about not being in the classroom. I encouraged the teachers to plan this into their lessons for next year and asked them to consider photography as a way to enhance their future assignments. Overall, I believe I helped the teachers see how valuable photography can be when used in the right way in their classrooms.