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EVALUATION
Individual position statement will be graded according to the statement rubric. Final group paper will be graded with project rubric for clearly stating the position taken, providing details and support, and acknowledging the opposition as well as basic presentation including grammar and voice.

Lesson 3 - Digital Storytelling in the Content Areas
Kathryn Clark
October 24th
Education has taken a turn towards standardized testing. More often than not, our students feel that what they are learning at school will help them pass the test at the end of the year. The value in education is lost because children can’t apply it to their lives. Digital story telling is a strategy that can be implemented to bring excitement back into learning. It allows students to be creative and to apply the skills and knowledge they are learning on a personal note. Cennamo, Ross, and Ertmer (2009) explained that digital stories help students reflect and communicate what they know. Students should have opportunities to share their knowledge in different ways than bubbling in.
Lesson Description and Standards
In the following lesson, my sixth grade students will continue working towards achievement of standard M6N1g – solve problems involving fractions, decimals, and percents. In previous lessons, students have used math skills to plan a meal for their parents and plan refreshments and decorations for a middle school dance. In this final activity, students will continue adding and subtracting amounts of money as they create a digital story. Each student will write a short script about how they would spend a birthday gift of ten dollars. Students will be instructed to choose three places to spend their money, and they must spend at least nine of the ten dollars. Teachers will assist students through the script writing process, but students will be responsible for finding the prices of items and working the addition and subtraction problems. Students will receive assistance from a peer buddy in a technology class as they begin searching for images and putting together their digital story.
Step-by-Step Process
Step 1 – The teacher will read Alexander who Use to be Rich Last Sunday to the class. This book tells the story of a boy who receives money for his birthday. He trades coins with friends, spends money at the candy store, and goes to a yard sale. In the end, he realizes he is broke.
Step 2 – The teacher and students will discuss Alexander’s decisions and decide if they would have spent money in the same or different ways.
Step 3 – The teacher will give the students an envelope with a ten dollar bill and a registry form in it. The teacher will explain the directions for spending the money.
Step 4 – Students will use the internet and sales flyer to decide what items they will spend their money on. Next the students will complete the math problems necessary to show their expenses.
Step 5 – Students will work with a teacher to create a short script for their digital story. Their script will detail how and where they spent their money.
Step 6 – Students will be paired with a peer buddy from a technology class. Together the students will search for image and record the script onto the computer.
Step 7 – Students and their peer buddies will present their final product – a digital story.
Diverse Learners
This lesson allows a lot of room for differentiation. Although ten dollars is a challenging amount of money to spend for most of my students, I have a couple that could handle a little bit more. To keep the project challenging, I will up their amount of money to thirty dollars. This will also increase the number of math problems they complete. Students that struggle to complete math problems with decimals will be allowed to use a money calculator. Students have the option to press the bills and coins to implement money or the numbers. Peer buddies will be a great asset to my students. Although many of them are capable of using a computer, creating a digital story is more advanced. Peer buddies allow the students to form relationships as well as learn communication skills that will be needed through-out their lives.
Assessment
Students will be with a rubric that closely resembles the rubric from their last assignment. It is shown below.
Exceeded
Met Expectations
Did Not Meet Expectations
Correct examples of addition and subtraction were present.
Examples of addition and subtraction were presented with few errors.
Students did not show evidence of addition and subtraction problems.
Students worked independently as well as with teachers and peer buddies to complete assignment.
Students worked with teachers
and peer buddy to complete the
assignment.
Students worked with teachers only to complete the assignment
Students used text, pictures and audio clips to create their digital story.
Students used text and pictures to create their digital story.
Students used pictures only to create their digital story.
As students have the opportunity to participate in projects such as digital storytelling, their enthusiasm for learning will come alive! Students will be able to relate to the skills and knowledge they are mastering and understand why it is useful to know. Authentic applications like the lesson above is the future of education. To continue reaching our learners today, we must teach them in the way they will learn best.
References
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

Digital
Digital Storytelling LessonLesson 3
Robert Cuevas
Walden
Walden University Instructor
Instructor Dr. Judith
EDUC-6713D-1
Integrating Technology Across the Content Areas
10-28-2010 Grade
Grade level and is Health. A
A brief description the lesson In
In this lesson healthful living. By usingSoftware downloaded free of charge from the freely available software the studentsinternet will allow students to be able to enhancerecord voice, still images, and music, and then mix both the video and audio recordingsenhance their production into a project is completecompleted, it will first be presented in the classroom and then it will the Lesson . The
The students will content knowledge. In the initial step, each grouped pair of students will meet to discuss and create a general outline for their project. The next step will be for the students to begin taking the still photos that they will include in their project. The majority of photos will probably be taken off of school grounds, during non-school hours. The students will be given a two-week period of time to complete this part of the project, this also includes the selection of photos to be used in their presentation. The next phase will be using Audacity for mixing in the sound elements, the students will have one week to complete this portion of the project. Windows Movie Maker will be used to bring all elements together into their final product. They will also have one week to complete the final step of this project.
What digital tools will be used?
The students will or if neccessary,necessary, I can students will usebe using the software Photo-brush, which is a freeallows image editing, enhancing and a color correction program, it is relatively simple to learn, and the tutorial program is easy to follow, it is available at http://www.mediachance.com/digicam/. For the audio enhancer, Audacity is available for freeaudio, both voice and music, familiarity with Audacity makes it does convertthe logical choice, live audio is easily converter into digital recordings, thereas is recorded music. There are also at http://www.hongkiat.com/blog/25-free-digital-audio-editors/.
TheWindows Movie Maker will also be used; it is free and easy to access.
The learning outcomes, will address
National Health Education Standards
nph-h.9-12.1NPH-H.9-12.1 Students will comprehend concepts related to health promotion and disease prevention.
nph-h.9-12.5NPH-H.9-12.5 Students will demonstrate the ability to use interpersonal communication skills to enhance health.
nph-h.9-12.6NPH-H.9-12.6 Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health.
community health. How
How student learning of this lesson. Studentlesson
Student learning will on the studentsstudent’s rubric will be loosely enforced.Moreenforced. More importantly, the show and it'sits originality, the my evaluation.
How
How you will the digital stories.Asstories
As there are school wiki.

nph-h.9-12.5NPH-H.9-12.5 Students will demonstrate the ability to use interpersonal communication skills to enhance health.
nph-h.9-12.6NPH-H.9-12.6 Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health.
community health.
How How student learning this lesson.
Student Student learning will the digital storiesstories.As there are only two classroom computers the students will work on their projects on a rotating basis until all projects have been completed. Once completed the projects will first be presented in the classroom and then be posted onto our school wiki.

nph-h.9-12.5NPH-H.9-12.5 Students will demonstrate the ability to use interpersonal communication skills to enhance health.
nph-h.9-12.6NPH-H.9-12.6 Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health.
community health. How
How student learning this lesson. Student
Student learning will be loosely enforced.
Moreenforced.More importantly, the will manage this activity in your classroom the development and sharing of the digital stories

Integrating Technology Across the Content Areas
10-28-2010 Grade level and subject area
school wiki. To provide additional guidance for the students, a teacher created rubric will be given to the students. On this rubric I will list the evaluative criteria which will be used for assessment and adherence to the stated standards.
The Steps of the Lesson . The students will work in pairs to create a 3 - 5 minute presentation on the process of staying healthy as they mature. The presentation will consist of a series of still photos with narration providing details of living a healthy lifestyle from your youth to your retirement, with music if desired. In working through and completing this problem-based learning project the students will be showcasing their ability to demonstrate the acquisition of content knowledge. The students will be allowed to use their cell phone cameras, or if neccessary, I can loan out a digital camera. The students will use the software program Photo-brush, which is a free image editing, photo retouching, enhancing and color correction program available at http://www.mediachance.com/digicam/. For the audio enhancer, Audacity is available for free and it does convert live audio into digital recordings, there are also many other similar programs that are freely available at http://www.hongkiat.com/blog/25-free-digital-audio-editors/.
The learning outcomes, skills, and content area objectives or standards the lesson will address
nph-h.9-12.5NPH-H.9-12.5 Students will demonstrate the ability to use interpersonal communication skills to enhance health.
nph-h.9-12.6NPH-H.9-12.6 Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health.
community health.
How How student learning this lesson.
Student Student learning will by monitoring their actionsthe students as they digital tools will beare being used by the students, so the criteria for adherence to the listed objectives and standards on the students in a classroom assignmentrubric will be loosely enforced.
More importantly, and it's originalityoriginality, the combination of narration, and music. The final product is whatmusic, the majorityoverall enjoyment of the gradepresentation will be based on,a strong factor in my evaluation.
How you will manage this activity in your classroom

nph-h.9-12.7NPH-H.9-12.7 Students will demonstrate the ability to advocate for personal, family, and community health.
How student learning will be assessed as a result of this lesson.
their presentation. The process of using newly introducedThis is the first time digital tools will be used by the students in a constructive, cooperative manner. Moreclassroom assignment
More importantly, the the slide show, theshow and it's originality combination of
How you will manage this activity in your classroom

EDUC-6713D-1
Integrating Technology Across the Content Areas
10-28-2010
Grade Grade level and is Health.
A A brief description
The Steps of the Lesson . The students will work in pairs to create a 3 - 5 minute presentation on the process of staying healthy as they mature. The presentation will consist of a series of still photos with narration providing details of living a healthy lifestyle from your youth to your retirement, with music if desired. In working through and completing this problem-based learning project the students will be showcasing their ability to demonstrate the acquisition of content knowledge. The students will be allowed to use their cell phone cameras, or if neccessary, I can loan out a digital camera. The students will use the software program Photo-brush, which is a free image editing, photo retouching, enhancing and color correction program available at http://www.mediachance.com/digicam/. For the audio enhancer, Audacity is available for free and it does convert live audio into digital recordings, there are also many other similar programs that are freely available at http://www.hongkiat.com/blog/25-free-digital-audio-editors/.
The learning outcomes, skills, and content area objectives or standards the lesson will address
nph-h.9-12.5NPH-H.9-12.5 Students will demonstrate the ability to use interpersonal communication skills to enhance health.
nph-h.9-12.6NPH-H.9-12.6 Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health.
community health. How
How student learning of this lesson Howlesson.
Student learning will be assessed initially by monitoring their actions as they work through the process of creating their presentation. The process of using newly introduced digital tools in a constructive, cooperative manner. More importantly, the presentation of the slide show, the combination of still photos, narration, and music. The final product is what the majority of the grade will be based on,
How you will

EDUC-6713D-1
Integrating Technology Across the Content Areas
10-28-2010 Grade
Grade level and is Health. A
A brief description
The Steps of the Lesson . The students will work in pairs to create a 3 - 5 minute presentation on the process of staying healthy as they mature. The presentation will consist of a series of still photos with narration providing details of living a healthy lifestyle from your youth to your retirement, with music if desired. In working through and completing this problem-based learning project the students will be showcasing their ability to demonstrate the acquisition of content knowledge. The students will be allowed to use their cell phone cameras, or if neccessary, I can loan out a digital camera. The students will use the software program Photo-brush, which is a free image editing, photo retouching, enhancing and color correction program available at http://www.mediachance.com/digicam/. For the audio enhancer, Audacity is available for free and it does convert live audio into digital recordings, there are also many other similar programs that are freely available at http://www.hongkiat.com/blog/25-free-digital-audio-editors/.
The learning outcomes, skills, and content area objectives or standards the lesson will address
nph-h.9-12.5NPH-H.9-12.5 Students will demonstrate the ability to use interpersonal communication skills to enhance health.
nph-h.9-12.6NPH-H.9-12.6 Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health.
community health.
How How student learning this lesson
How How you will your classroom