Landau Elementary, Palm Springs, CA
Teachers: Linda Reynolds and Sarita Oglesby

Tree Frogs - A Living Book

1. Learning Outcomes:

 The Tree Frogs book contains factual information about White's Tree Frogs.  It explains   basic care and handling of Tree Frogs.  It also demonstrates that young students can create a multimedia project including graphics, photos, video, text, and narration.

2.  Curriculum Connection:

 The students involved in creating Tree Frogs were attending an Intersession Reading   Program for students at risk of being retained in the 5th grade.  They attended a three-  week class during their off-track time (equivalent to summer time) at our year-round   school.  The students used all of the reading and writing skills they had been working on to create a project.  They were taking care of a pair of Tree Frogs in their classroom.   They chose the subject, did research, wrote the book, drew illustrations, and completed the project by creating the 'Living Book' on a computer using a multimedia authoring   software program.  The project has direct connection to the California reading and writing standards for both grades four and five.

California Standards: Grade 4 and 5 (Reading and Writing)

3.  Process:

     a. When did the students work on the project?

 The students attended class 4 days a week in the afternoon with the Intersession    teacher.  They worked on the book in class and did research for homework.  The technology component was accomplished during a three week session, two hours per   week.   Some students also came in during recess to work on the computer.

     b. How did they divide the responsibilities?

 Each child was responsible for one page of the book.  The students brainstormed the different areas that the book would cover and assigned each student a particular topic.  The students wrote their books 1st on paper and edited them. Then each student typed   their page into the computer.  The students worked in pairs to input the narration for each page.  Each student drew a picture that illustrated their page.  Then they scanned   their picture into the computer and placed it on their page.  The videos were taken in the  classroom.  The students took turns using the camera.

     c. How did you work with students who continued their project at home?

Students took home books to read each night and wrote a summary of the information.  The next day they shared what they had learned with the rest of the class.  Some students did research on the internet and shared that information.

     d.  Describe difficulties or barriers you encountered and tell how you overcame them.

The work was all done on one computer in the classroom.  This took time for each student to type their information. The other students worked on their writing, editing, or drawings while one student was typing on the computer.  The video editing, creation   of the mPower® program and narration was done on one computer in the computer lab.  Students came in during recess to do their narration.  Students were familiar with the word processor, but had not used the other software.  We used the 'just-in-time' method   to teach them how to use the multimedia and video editing software.  I would show them just what they needed to know in order to complete the task for that day.

     e. Please attach any rubrics or handouts you used.

We used the rubrics from Multimedia Mania to evaluate and assess the project.  The project was watched and critiqued by the students and teachers.

     f. What was your role?

I was there to help the students complete the technology aspect of the project as well as   teach them the skills necessary to create the presentation.  I worked with the students typing and writing, doing the narration, creating the video production, and putting it all   together within the multimedia program. I worked closely with the Intersession teacher, Sarita Oglesby.  My role as the Technology Specialist is to help teachers integrate technology into the curriculum in order to affect student learning.  The emphasis of all of our projects is on curriculum, not technology.  We feel that technology is a wonderful tool that can be used to motivate students and allow them an exciting way to demonstrate knowledge.

    4.  Accomplishments:

The students were highly motivated to complete the project.  It was a practical example of how they could use the skills they were working so hard to master.  They practiced their oral skills which has given them confidence.  Many of these children do not speak English as their 1st language.  Being able to present the project to other students has been wonderful for the students.  It was a real boost in self-esteem.  A copy of the written book is now in our school library and the electronic version is on the computers in our lab.  All of the students in other classes that have seen the book now want to create their own books and many of the teachers are now working on class books for their students.  The students have been honored at the School Board Meeting and invited to present their project at the California Student Showcase.  This was one of the first times many of these students have had the opportunity to shine.
 
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