Technology and Differentiation

Grade	3
Subject Area	Social Studies and Writing
Curriculum Standards	Common Core Language Arts – Writing W.3.7. Conduct short research projects that build knowledge about a topic. W.3.8. Recall information from experiences or gather information from print and digital sources;  take brief notes on sources and sort evidence into provided categories. ISTE Student Standards Research and Information - Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1,2)
Lesson Summary	This lesson is part of our exploration of Africa as we move from continent to continent to learn about the people, places, animals, and traditions that are unique to each area.  Students will be selecting an animal that lives in Africa to research and share in a multi-media presentation.
Materials	Flip Camera and green screen i-Pad Facejack App - http://itunes.apple.com/us/app/facejack/id407918065?mt=8 iMovie computer version images from Discovery Education Student Animal Research page Student KWL Research Sheet
Web Resources	Make It Happen!:  The I-Search Unit - http://www2.edc.org/fsc/mih/i-search.html I Search -  http://projects.coe.uga.edu/epltt/index.php?title=I-Search Our Website - http://ricky.verona.k12.wi.us/iWeb/Huttner/ourworld/Our_World/Africa_Research.html Discovery Education - http://www.discoveryeducation.com/?CFID=11445617&CFTOKEN=21745943 Qwiki - http://www.qwiki.com/reference World Book - http://www.worldbookonline.com Example - http://blog.discoveryeducation.com/khuttner/2012/01/28/african-animal-technology-style/
Lesson Activities	Step 1: We started out by having each child pick an African animal that they are interested in. They had to find book resources as well as internet resources to research their animal. They are using two student sheets – the KWL Research Sheet and the Student Animal Research Sheet. Step 2: Next each student went to Discovery Education and found a close-up image of their animal and the citation for the image. We used iPads for this part but a computer would also work. Step 3: Each student FaceJacked their image to reply to the six questions that they had posed. Many students changed their voices to make it sound like the animal was talking.  We then sent all of the Facejack images to the students email address since the final stage of the project would necessitate using a computer. Step 4: Using our green screen and flip camera on a tripod, each student recorded their questions one at a time for easy manipulation later in the project. Step 5: Day 1 in the computer lab (about 45 mins.). We took all of the resources that had been collected – 7 green screen video clips (including 6 questions and an introduction), 6 facejack video clips, and one citation page and put them into iPhoto. Students also found one more image on DE to use for their background image and citated that image. Now we had all the parts. Step 6: Day 2 in the computer lab (1 hour) – putting all the pieces together. Using iMovie, students designed their title page. Next the facejack video were pulled into the project area in order. Between each facejack video, students placed their background image with 2 images at the beginning for the introduction and the first question. I showed students how to check the length of the green screen video clip and match the image timing to the video clip. Lastly each green screen video clip was dragged on to the image corresponding to the space before each answer. With the advanced settings enabled, a choice for the green screen would show when the video hovered over the already placed image.
Technology Activity Options	This lesson is a fully integrated technology lesson.
Differentiation/ Extension	For students who are struggling, less questions can be posed. For enrichment, students can pose more questions or add a video element to their work.
Evaluation	Use rubric for evaluation

Student Animal Research Page

Student KWL Research Sheet

Evaluation Rubric

Category	4	3	2	1
Research Effort	Stays on task 90% - 100% of the time to complete research and project.  Very self-directed	Stays on task 80%-89% of the time.  Focuses on what needs to be done most of the time.	Stays on task 70%-79% of the time.  Needs prodding from teacher.	Stays on task only 60%-69% of the time.  Doesn’t complete all necessary research.
Content	Shows an excellent understanding of the topic.  Includes all required information, which is accurate.	Shows a good understanding of the topic.  Includes all required information, which is accurate.	Shows a good understanding of the topic. Includes all required information, but lacks accuracy in all information.	Shows some understanding of the topic but lacks some key information or contains inaccurate information in several parts.
Design	Excellent integration of high quality green screen questions with high quality animated animal response.	Excellent integration of good quality green screen questions with good quality animated animal response.	Good integration of good quality green screen questions with good quality animated animal response.	Integration of low quality green screen questions with low quality animated animal response.
Final Product	Includes a quality title page, 6 key questions in a logical order integrated with accurate responses, and citations.	Includes a good title page, 6 key questions in a logical order integrated with accurate responses, and citations.	Includes a good title page, 6 key questions in a non-logical order, and citations.	Includes a title page, 6 key questions in random order, and citations.