Inquiry-Based Video Demonstration Using Flip Cameras
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| Keywords: Flip Cameras, video, Inquiry-based learning, scientific investigation, writing, reading, social studies |
| Subject(s): Video, Social Skills, Technology, Life Science, Writing, Reading, Earth Science, Information Skills, Biology, Social Studies, English/Language Arts, Spelling, Grammar, Science, Journalism, Drama, Chemistry, Physics, History |
| Grades 5 through 9 |
NETS-S Standard: - Creativity and Innovation
- Communication and Collaboration
- Research and Information Fluency
- Critical Thinking, Problem Solving, and Decision Making
- Digital Citizenship
- Technology Operations and Concepts
View Full Text of Standards |
| School: Mire Elementary School, Rayne, LA |
| Planned By: Crystal DeMoura |
| Original Author: Crystal DeMoura, Rayne |
Anticipatory Set: Find various end products from past student projects that have been recorded using a Flip camera (or equivalent) to show students what a video commercial or demonstration looks like, its length, etc. (If you don't have any of your own, Google search "student video commercials" or "science demonstrations." Discuss and brainstorm ideas. Allow many ideas to be listed, no matter how outlandish. Let the students know that this will be their performance-based assessment. Handout the rubric for grading the video and discuss.
Objectives: 1. TLW use flip cameras to record the product of their scientific investigation, reading inquiry project, or social studies inquiry project.
2. TLW write the script for said project using a rubric for guidance and expectations.
3. TLW work collaboratively in groups, using equally responsible roles, in order to produce a finished product. (i.e.: writer, producer, researcher, videographer, etc.)
4. TLW present the finished product to the class, using technology and speaking skills to bring the message of the video to their classmates.
5. TLW conduct a question and answer session afterward to clarify their presentation or teach more on their topic.
Procedures:
Ideallly, assign students in groups of 4. Give a handout with the following guidelines that you set:
1. Length of video
2. Roles to be fulfilled
3. Tasks for each role.
4. Deadline for project.
5. Schedule for camera use. (this depends on how many cameras you have)
6. List of materials that are acceptable for use (props, lab materials, costumes, etc).
Set aside an amount of time daily or weekly that students will work on their project. Help them stay on schedule by giving them a timeline to write on their handout. Give them plenty of time for research, writing the script, practicing with props, then the final videofilming.
Materials: science: lab materials, lab format observation sheet, science safety equipment and Flip camera. Inquiry for Reading and Social Studies: student costumes and props, Flip camera. Computers, USB cables, Internet for research, Flip cameras, IWB or projector and screen, art supplies, makeup, etc.
Conclusion: Have a Unit Celebration Day(s) where all videos will be shown. The students will be asked to listen and write questions for the Q & A session for each video.
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