Math with TAPS: "Talk About Problem Solving"

           STEPS:

 1.    PT - What is the "Problem Type" 

 2.      F - What are we trying to "Find"

 3.      G - What are we "Given"

 4.      T - What type of "Tricks" can we use

 5.      S - "Solve" the problem

PBL: Building a Project

Autobiographical Portfolio Project

Subjects: Math, Humanities, Art, Computer Science

Grade Level:2nd/3rd

Duration: 3 to 5 Weeks

School: Juan Diego Academy

Project Details

• Title:  Autobiographical Portfolio Project
• Author:  Steve Smith
• Content Area: Humanities, Art, Computer Science
• Essential Question:  How does the student perceive “who they are” as a family member and what family

            relationships nurtured this perception.

Summary:   The Autobiographical Portfolio Project is designed for any level of school instruction.  This interdisciplinary unit will engage each student with writing, directing, and production of an autobiographical multi-media personal reflection. Each student will be asked to write a script about the influential people in their lives.  Each student will create a web based narrative page that consists of photos, text, and a single short film.  The entire process of building this autobiography will be done via the technology used at school.  This unit will highlight their writing skills and feature their multi-media computer skills.

What Will Students Be Able To Do:  

• Students will begin the unit working in pairs.  They will write and re-write their personal narrative as a team. Once the narrative has been refined, they will move into the next phase of the project which includes the story boarding of their video narrative.  
• They will be using numerous software applications to complete this section of the project (Adobe Photoshop, Microsoft Word, Microsoft Excel, WeVideo,etc.)
• Each student will be building out thier own online blog and create a biographical short movie.
• Each student will be required to interview a mentor in their lives and from this interview they will create a paragraph that defines who they are as successful students.

What Will Students Know:  

• Students will learn how to create a complete multimedia project that is web based.

Student Deliverables:  

• 1 page written autobiography
• Online Blog:  Featuring written biography, multiple photos, and video narration of text
• 1 – 2 minute video narration with story board of content

Project Documents:

• Blogsite template
• WeVideo tutorial
• Photoshop tutorial
• Project Check-In List
• Student Created Presentation Rubric

Method of Instruction:

0 – 30 min Description of project and preview of deliverables

30 – 180 min Tutorials of software utilized during web work and video editing

180 – 360 min   This will be when the students pair up and write their narratives and review each others content.  

They will be responsible for providing photos for their web page and they will be scanning these items into their presentations.  All layout work will begin as soon as they complete their check-in list.

360 – 540 min Video editing will begin and story boards will be created prior to shooting.  The entire class will approve the content during a critiquing session that will last for approximately one hour.

540 – 600 min Video editing seminar with WeVideo tutorial.  Demonstration of WeVideo using students work as a sample for the lesson.  Professional video editor will be brought in to instruct the class on the proper terms and usage of media.

600 – 900 min Final presentations begin and all students will be graded by student created presentation rubric.  This will be the final project and will be graded as 20% of the entire grade for the semester.

Visual Arts Content Standards:

1.2 Identify and describe scale (proportion) as applied to two-dimensional and three-dimensional works of art.

Analyze Art Elements and Principles of Design:

1.3 Identify and describe the ways in which artists convey the illusion of space (e.g., placement, overlapping, relative size, atmospheric perspective, and linear perspective).

1.4 Analyze and describe how the elements of art and the principles of design contribute to the expressive qualities of their own works of art.

Skills, Processes, Materials, and Tools

2.1 Develop increasing skill in the use of at least three different media.

2.2 Use different forms of perspective to show the illusion of depth on a two-dimensional surface.

2.3 Develop skill in using mixed media while guided by a selected principle of design.

2.4 Develop skill in mixing paints and showing color relationships.

Derive Meaning

4.1 Explain the intent of a personal work of art and draw possible parallels between it and the work of a recognized artist.

4.2 Analyze the form (how a work of art looks) and content (what a work of art communicates) of works of art.

Make Informed Judgments

4.3 Take an active part in a small-group discussion about the artistic value of specific works of art, with a wide range of the viewpoints of peers being considered.

4.4 Develop and apply specific and appropriate criteria individually or in groups to assess and critique works of art.

4.5 Identify what was done when a personal work of art was reworked and explain how those changes improved the work.

 

JDA 2016: Harmony Training