Archive Research to iPads
Lesson 8 of 10
Objective: SWBAT create a collage of photos that include captions of facts to explain one of the Archaic Native American groups in Arizona.
This lesson is the part two to the lesson on creating notes called archives to teach the class about a section of text from their history book. This lesson can be the sequel to any research project and is a fun way for students to report on what they have learned.
To begin, I ask the class to get back into their archive groups and do a check in. They are checking to see that each member of the group has a complete understanding of the Archaic Native American group they studied. They also need to make sure that the each of them has a complete set of archives or notes to use.
This check in is the opening to the goal of today's lesson and these things need to be in place to be successful.
In order to ensure that students are successful in creating their research presentation piece I need to make the expectations clear. I ask them all to return to their desks and only have out their archives.
As they sit, I am getting my iPad hooked up to the document camera. You could also use Air Server or an Apple TV to broadcast the screen. I begin by telling the class that instead of writing a report they will be creating a collage to explain the group they researched. I ask the class if anyone can explain what a collage is. We discuss this briefly and I add that they will be doing a mixture of pictures and facts to create their collage.
The best part of the collage is that they will be creating it on the iPads! This brings up the level of excitement. To explain the expectations for the collage I ask them to listen to how I am going to be grading them. I do not use a rubric because the expectations are simple for their first one.
The most important two things are: they need to find four pictures that are as accurate as possible to use in their collage, and they also need to have four accurate facts they rad from their text book. They are only allowed to use their notes for the collage so that they are kept from copying information right out of it. These two expectations are what I will use to judge their history portion of the assignment.
To help model for students how to get pictures for their collage. I am going to use my iPad that is hooked up to the document camera. The first step is modeling how to use Safari to get onto the internet. I model how I search for pictures that are relate to one of the groups. I add the name to the search engine and then click on images to search pictures.
It is important to not only show them how to search for the actual pictures, but also how to click on a picture and read the caption. The caption will tell them if that picture is relevant to their topic. Once they have clicked on the picture and read the caption they are ready to save the picture to their camera roll.
To save a picture to the photo library, students need to hold a steady finger onto the picture. Once they have it held some options will pop up. Out of these options I model how to choose the one that says "Save to Camera Roll." After I model this twice I remind them that they need to save at least four pictures to the camera roll.
Now that they can load pictures it is time to give a tutorial on PicCollage. This is the app they will use to create their collage. On the hooked up iPad I make sure that the class sees which app is the one they will be using. Sometimes the app name is hard to read and so showing the app icon is important.
I click on the app and model each piece and explain as I go. On the first screen it asks to tap anywhere to begin. Once I do this a blank collage is ready. I start by showing them how I hold my finger down on the background and a tool box pops up. Inside are options to changing the background. I choose one as my model.
I then walk through how to add my pictures from my photo library. I then demonstrate how I can move, change the size, and orientation of the pictures. I then use the same tap motion of adding pictures to add text. The text piece has the capital T to help them find it. I then add some text onto my collage. i model this twice. The first time I add text to show how to caption one of my pictures. On the second text box, I add my notes but model how it is just tied to the topic not a picture. I explain that they can do both of these types of facts on their collage.
It is now their turn to create and work. I hand out iPads and remind them to start with the gathering of pictures. When they have four to five they can then move to creating their collage. This will take some time. I wonder the room and trouble shoot any issues. I help students who are not as strong in writing also.
This part of the lesson might need to conclude on a different day or time. With the length of the collage process, I moved the presentations to later in the week. Each student will hook their iPad to the document camera or share using Air Server.
The will read their facts and explain what they learned. There is no need to talk about the pictures because they are the visual piece only. Students will be given about 1 minute to present. My idea is to have a half of my class present over the next two days at the end of the day. So half and half each day. This will help with the focus of the audience.