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Home > Media /Technology > Story Pictures

Story Pictures

Story Pictures is a project I completed for CI3750. To view this project, go to:

http://www.taskstream.com/ts/dillard3/Storypictures.html

 
NC- North Carolina DPI Elementary Education Specialty Area Standards
Standard: Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.
Indicator: Indicator 5: Teachers know and understand that reading is taught as a process of constructing meaning through the interaction of the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation.
Standard: Standard 5: Elementary teachers have an understanding of the major concepts of healthful living.
Indicator: Indicator 1: Teachers understand the foundations of good heath and help students understand the benefits of a healthy lifestyle.
Indicator: Indicator 2: Teachers are alert to major health issues related to children.
Standard: Standard 13: Working alone, or with healthful living specialists, elementary teachers create opportunities for student development and practice of skills that contribute to good health.
USA- ISTE: National Educational Technology Standards (NETS) for All Teachers
copyright © 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved. For more information about the NETS Project, contact Lajeane Thomas, Director, NETS Project, 318.257.3923, lthomas@latech.edu. Reprint permission does not constitute an endorsement by ISTE or the NETS Project.
Standard II: Planning And Designing Learning Environments and Experiences. Teachers plan and design effective learning environments and experiences supported by technology
Performance Indicator A: Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
Standard IV: Assessment and Evaluation. Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.
Performance Indicator A: Apply technology in assessing student learning of subject matter using a variety of assessment techniques.
Performance Indicator C: Apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning,communication,and productivity.
Standard V: Productivity and Professional Practice. Teachers use technology to enhance their productivity and professional practice.
Performance Indicator B: Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
Standard VI: Social, Ethical, Legal, and Human Issues. Teachers understand the social,ethical,legal,and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice.
Performance Indicator D: Promote safe and healthy use of technology resources.
Performance Indicator E: Facilitate equitable access to technology resources for all students.

Rationale for NETS-T and DPI for Story Pictures Activity

Context

In my Media and Technology class during Block II, my classmates and I created an activity called "Story Pictures" to use in a third grade classroom.  I made a web page as a resource for teachers to tell how to best teach Story Pictures. My address is: http://www.taskstream.com/ts/dillard3/Storypictures.html

Throughout the course of this project, I learned how to use a digital camera to take pictures of the food groups.  Then my classmates and I uploaded these images onto the computer and used Adobe Photoshop to edit them.  Then I pasted them into a Word document and created a worksheet to go along with my lesson which is appropriate for a third grade health class.

Impact

When I teach, I can use this activity to integrate technology and health.

I might also have the students open this activity from the web page I created and do it on a computer.

My goal is for students to enjoy this activity while learning how to use a digital camera to take photos of real foods.

Alignment

I have met competency IVA and IVC because I included questions that the teacher can ask while teaching this lesson.  I also included competencies from the NCSCOS and I made a rubric using TaskStream.
 
I met competency VIE because I gave ideas on how to teach this lesson with only 1 computer or with a limited amount of computers.
 
I have met competencies IIA and VID because I provided ideas on how to teach Story Pictures to different ages and to various populations, such as students who have English as a second language.
 
I have met competency VB because I added a reflection to my web page after I taught this lesson.
 
I have met DPI standard 1, indicator 5 because I made a web page and designed a project called story pictures.  I can use this web page and the activities I created with it to teach my students to construct meaning about nutrition. 
 
I have met DPI standard 1, indicator 6 by emphasizing the importance of reading, writing, and literacy development.  A major part of an elementary curriculum is literacy and understanding the meaning of language.
 
I have met DPI standard 5, indicator 1 by emphasizing the foundations of good health based upon eating healthy foods.
 
I have met DPI standard 5, indicator 2 by showing my understanding of the high consumption rates by children of foods from the fats, oils, and sweets section of the food guide pyramid.
 
I have met DPI standard 13 by creating this photoessay on the food guide pyramid.  This activity provides an opportunity for student development and practice of skills that contribute to good health.
File Attachments:
  1. Reflection Reflection
Author: Lori M. Dillard
Last modified: 11/15/2006 2:59 PM (EST)