8/10/2019 iPad Investigation Lesson Plan
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Food Patriots Video Making Event
Presented by Creative Communications Academy
District 149 Back to Scoo! Carniva! "#1$
Project Description: Students followed up previous class
discussion with an investigation o
healthy food and lifestyle habits using photography and video
media skills. The project addressed various skills and supported
participation by a diverse
selection of students. The project embedded collaboration and
discussion, iteration, and inquiry through each activity and step.
Below are various
common core standards that are aligned to this project some
apparent in the event, some that could be built upon more in scope
of a unit
%&VES'%(A'%)& %& F%E*D +%', %PADStudents worked in
small groups to first document healthy food and lifestyle choices
using still photography,
and then to record interviews based on student-generated
questions related to the theme.
- !"ST.#$.%.
&onduct short research
projects to answer a question
'including a selfgenerated
question(, drawing on several
sources and generating
additional related, focused
questions that allow for multipleavenues of e)ploration.
* +.%.%: &ompare and
contrast a te)t to an audio,
video, or multimedia version of
the te)t, analy-ing each
mediums portrayal of the
subject 'e.g., how the delivery
of a speech affects the impact
of the words(.
* +".#$.%. ntegratevisual information 'e.g., in
charts, graphs, photographs,
videos, or maps( with other
information in print and digital
te)ts
C)**AB).A'%)& %& C*ASS.))M 'EAMSStudents then worked in
groups to evaluate their images and videos to select the ones that
best captured the
story of healthy choices analyzing their created te)tsfor
connections to intended ideas.
* S/.#.0. 1ngage
effectively in a range of
collaborative discussions 'one
onone, in groups, and teacher
led( with diverse partners on
grade # topics, te)ts, and
issues, building on others2ideas and e)pressing their own
clearly.* /.#.#. 3cquire and
use accurately grade
appropriate general academic
and domainspecific words and
phrases4 gather vocabulary
knowledge when considering a
word or phrase important to
comprehension or e)pression.* +".#$.$. 5istinguish
among fact, opinion, and
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reasoned judgment in a te)t.
* +.#.0. &ite te)tual
evidence to support analysis of
what the te)t says e)plicitly as
well as inferences drawn from
the te)t.
* +.%.6: 3naly-e thestructure an author uses to
organi-e a te)t, including how
the major sections contribute to
the whole and to the
development of the ideas.* +.#.%. ntegrate
information presented in
different media or formats 'e.g.,
visually, quantitatively( as well
as in words to develop a
coherent understanding of a
topic or issue.* S/.#.7. nterpret
information presented in
diverse media and formats
'e.g., visually, quantitatively,
orally( and e)plain how it
contributes to a topic, te)t, or
issue under study.
P.ESE&'A'%)& ') +,)*E C*ASSStudents presented their
selections to the whole class, explaining ideas and context of
each, while generating
whole class discussion around the topics.
* +.#.%. ntegrate
information presented in
different media or formats 'e.g.,visually, quantitatively( as
well
as in words to develop a
coherent understanding of a
topic or issue.* +.%.0: &ite several
pieces of te)tual evidence to
support analysis of what the
te)t says e)plicitly as well as
inferences drawn from the te)t.* S/.#.8. 9resent
claims and findings,
sequencing ideas logically and
using pertinent descriptions,
facts, and details to accentuate
main ideas or themes4 useappropriate eye contact,
adequate volume, and clear
pronunciation.* S/.#.6. nclude
multimedia components 'e.g.,
graphics, images, music,
sound( and visual displays in
presentations to clarify
information.
* S/.#.#. 3daptspeech to a variety of conte)ts
and tasks, demonstrating
