Twin Falls School Distric
Area Objectives Addressed: Students will be able to create a classical
Japanese form of Poetry called Haiku.
Students will be able to:
1. successfully use a digital camera
2. use file management techniques to save work
3. use photo editor to manipulate pictures
4. create a slide in PowerPoint including inserting graphics and text
5. use internet to research and gather information on Haiku (address provided to ensure safe environment)
6. assist teacher in compiling slides into one PowerPoint presentation
What was the process that your students went through to complete this lesson?
students first had to learn about the digital camera.
We then learned about the Poetry form of Haiku. The students were shown examples of Haiku along with pictures or photos. They were given time to practice their own creations.
lesson on File Management proved valuable.
Most were clueless.
students then needed to go and take a digital picture of an object.
This took some time as they needed to check their photo and see if the
quality was acceptable. Retakes
were often necessary.
I think they had the most fun doing the next part- Photo editor. They really liked manipulating the picture. A few came up with some wild ideas.
students had to insert the picture into a PowerPoint slide and write text next
The students worked in groups. These included searching the Internet for information on Haiku, and taking digital pictures of everyone for opening slide. We are still amateurs as you can see from the presentation!
slides were compiled into one PowerPoint Presentation and shown to the students.
did you monitor student progress?
I observed students while working and viewed individual disks.
much time did you dedicate to this project?
Total – 17 ½ hours
was the final product presented?
was the audience for the final product?
The classroom was the audience.
prior knowledge was required on the part of the students in order for them to be
successful in this project? (include curriculum and technology knowledge)
Students needed to know differences between narrative stories and poetry form.
I naively expected the students to at least have been exposed to file management and PowerPoint. This was not to be the case. We spent time learning how to care for disks and how to save data.
was the student to computer ratio?
Four computers for 27 students
did you schedule your students’ computer time?
I frequently used a time when my class was split. One day a week half of my class goes to Library. The other half stays with me. Later in the day the other half goes to Computer, leaving half with me. This provided a manageable amount of students and allowed for feedback and follow-up.
was the location of the computers and other technology equipment used by
Four computers are located in my room. I also used four computers from a neighboring class for one session. These were used for Internet research purposes.
How would you suggest beginning teachers obtain computer resources for their students? (Knowing some of your strategies would be valuable for our pre-service teachers.)
the level of access for students to use computers/other technologies as they
needed --high, medium, low
the level of supervision required for students during the project, specifically
for computer and other technology use –high, medium, low
Medium for the majority This varies with the age and composition of the class.
hardware was required for your project?
PC- Four worked out o.k.
Smart Board- not necessary, but nice
software was required for your project?
kind of assessment did you use for this project? (Include a copy if you can.)
I used their individual disks and the finished PowerPoint Presentation
categories did you assess? (I.e.: content,
screen design, depth/breadth, etc.)
Correct form of Poetry
does the product that you submitted
compare with other students’ products for this same project?
The quality of each individual slide depended on the ability of the student.
did you like best about this project?
I really liked the amount of computer technology each child received. They appeared to truly exemplify the saying, “Knowledge is Power!”
did the students like best about this project?
I would have to say they enjoyed learning how to use the digital camera. Not one student knew how to take digital pictures prior to this project.
the level of student involvement in this project –high, medium, low
the level of student interest in this project –high, medium, low
you teach this lesson again?