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. Tell students they have 5 minutes to get their device and set up their device on their lab tables with their movie set up and open on the screen ready to view. Ask them to sit back down at their desks when this step is completed.
2. When students are seated, pass out the StopMotion peer feedback document. Review the process with students.
1. Remind students of our gallery walk/peer feedback protocols:
2. Tell students that they will spend the rest of the class session looking at each video with their movie partners, discussing the work they see, and completing their joint feedback documents for each video project.
3. While students are viewing the class videos, you can also use this time to evaluate each video using the form that student groups are using for their peer feedback activity.
4. Check out some examples of student video work below. The first sample is a high level project overall. Each of the other projects have some strong elements but also contain one or two areas in need of correction, clarification, or editing.
5. Check out this student work sample for the feedback document that goes with SW movie 4. I felt the student comments were in line with my grading and that their comments were positive and helpful.
1. Ask students to close out their videos but leave the devices at their lab tables for the next class. Have them return to their desks for our last wrap up activity.
2. Ask student groups to discuss the following prompts:
What stood out to you most about the videos you watched? Were there any surprises?
After watching the videos, what do you now understand about protein synthesis and protein processing that you didn't before?
Alternatively, you could focus this conversation more on the video creation process with prompts like these:
What challenges did you face making your video? How did you overcome them?
After making your video, what do you now understand about protein synthesis and protein processing that you didn't before?
3. Using the spokesperson protocol, share out group responses. Students will share responses similar to the following:
4. Address any enduring misconceptions/uncertainties if there is time. If there isn't time to address any specific question, make note of them to follow up on the following day.
5. Congratulate students on their work and remind them to make sure they have delivered their videos to you for further viewing in whatever way that you initially agreed upon. In my classroom, students upload their work to our shared biology class folder on Google drive.