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5th grade students recently created Stop Motion movies based on their favorite social studies topics for the year. Students used the MacBook cart to create their first videos using iMovie with support from teachers and the Stop Motion website. Throughout the year, students used the National Geographic Global Issues curriculum to learn about how people
impact the economy, society and the environment through the lenses of Migration, Habitat Preservation, Pollution, Water Resources and more. To summarize and synthesize their learning, students worked together to write a script, take 100+ photographs and then edit their movie. Students were engaged throughout the process and enjoyed watching everyone's videos.
Students also practiced ethical use of others' creative work by providing appropriate credits for the images they used in their presentations. Locating and crediting sources of media are important skills that students are hoping to master by the end of the year. Students were motivated to create and present in this project because they had the freedom to choose a topic that excites them.
Students in 7th grade social studies taught each other about the dynasties of China recently. Students collaborated in small groups to become experts in a specific dynasty. Then they created a Google Slide presentation and taught the rest of the class important aspects of that dynasty including social, political and technological characteristics.
Throughout this project, 7th graders practiced their information literacy skills by locating reliable websites and citing the sources of their information and images properly. They also practiced good presentation design using short statements and lots of images.
Students were motivated to learn from their peers because after all the presentations were over, students created timelines about all of the dynasties using their notes. With an online tool, each student demonstrated what they learned by creating a timeline with information and images about each dynasty. This unique way of assessing learning required students to process what they learned and summarize it in their own words.
Then students used their information literacy skills to find reliable websites with the data they needed for their graphs. They compared the information they found on multiple sites in order to determine the best way to present the information. When they had enough data, students created a graph and wrote a conclusion to help their audience understand the answer to their question. Students were engaged in this project because they had freedom to design their question and investigate a topic they wanted to know more about. See the relationship of trash and recycling or sea level and temperature in these reports. Learn about the black rhino population or how human activity affects animal endangerment.
In addition to learning how to create attractive websites, the 7th graders learned the importance of making their sites easy-to-navigate and read. Students were motivated to create attractive sites that reflected their personality and style. Background images were required to have citations, reinforcing the information literacy lessons that have been a key component of the Middle School curriculum this year.
how their location celebrates the holiday. Students used their information literacy skills to find reliable sources and cite their information and images. Working in a team required students to organize and collaborate in order to produce high quality work. This project engages and motivates students by providing the opportunity for creativity and fun.
Pasos de la investigación:
1. Selección del tema
2. Buscar información sobre el tema
3. Registrar tanto la información encontrada como el sitio de consulta
4. Comparar y parafrasear la información de acuerdo a los textos consultados
5. Justificar los sitios consultados.
6. Realizaron un rostro Azteca.
Los estudiantes utilizan el video Art Attack: Rostro Azteca para aprender cómo hacer los rostros aztecas. Vea a continuación un ejemplo de trabajo de los estudiantes.