This is a three day lesson series that allows students the opportunity to teach protein synthesis through an StopMotion video app on our school issued iPads. This could also be done in a more tradition video format that students most likely have access on their personal devices.
On Day 1, student groups brainstorm their video, choose materials, assign roles, and investigate the app.
On Day 2, students work together to film their videos.
On Day 3, students view each other's videos and complete a peer evaluation for each other's work.
Students are incredibly engaged throughout the process and often arrange to come in during lunch multiple times in order to create the video they envisioned in our brainstorming session. They are proud to show their unique way of showing the process of protein synthesis and protein processing and are supportive of each other's approaches during the peer review and large group debrief. Because this unit involves an abstract, multi-step, complicated process that students typically have never heard of before, I find that this video creation piece really helps to build upon the work we've done through video clips, drawings, and our simulation lab to ensure that every student understands the flow of genetic information and gene expression from start to finish.
1. Ask students to take out their StopMotion Brainstorm document from yesterday's session.
2. Remind students of the location of our supplies for the video session and the technology check in/out process using our computer sign out sheet.
3. Review our classroom studio session expectations.
4. Ask for clarifying questions about their project work.
4. Tell students to check out their iPad, collect their materials, and move to their lab tables to get to work!
5. After you have checked out devices to each student pair, observe and circulate between the lab groups.
Note: As always, I try to be an observer more than a rescuer during this session. Most groups will be able to problem solve effectively if given the opportunity. If a student group seems to be laboring over a small point, I begin to intervene by asking questions that might prompt them to come up with their own solution. If there are specific tech gurus in the class, I bring them over to the team to discuss logistics related to the app or device. Some typical prompts I use are:
6. As the class session proceeds, listen closely to the content students are drawing, making with materials, or narrating onto their film so that you can intervene with guiding questions or references to content support materials such as the Protein Synthesis Check with sample answers.
7. As the class session goes on, you will observe many aspects of project design:
Enjoy every bit of what you observe! Your students are functioning independently on a complex task involving detailed conceptual knowledge and are doing so collaboratively and with focus and energy.
1. Collect devices and remind students to return materials either to the shared area or, if they are ones specifically created by/for the group, to the labeled class bins.
2. Remind students when/if the materials and devices will be available outside of class hours. Be sure to tell them that no matter where they are in the process of video creation now that they need to have their completely finished by our due date. Let students know that they need to check in with you immediately if issues arise that makes this challenging so that together you can brainstorm ways to make it work.
3. Tell students that they will be sharing their videos and giving feedback on each other's work at our next session.
Now on to Day 3!