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Integrating Video Technology in the Middle School Science Notebooking Process


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Keywords: Video, Science Notebook, Literacy
Subject(s): Video, Journalism, Chemistry, Physics
Grade 8
NETS-S Standard:
  • Creativity and Innovation
  • Communication and Collaboration
  • Critical Thinking, Problem Solving, and Decision Making
  • Technology Operations and Concepts
View Full Text of Standards
School: East Middle School, Erie, PA
Planned By: Carol Fay Hadaway-Nelson
Original Author: Carol Fay Hadaway-Nelson, Erie
I. Purpose
To integrate technology into the science note booking process for middle school students.

II. Goals
a.) Students will create a video record of project-based science instruction in the middle school classroom.
b.) Students will use video footage to create movies for sharing science learning experiences with younger students.
c.) Student videos will be shared as “video notebook records” with the science work study group at the district level.

III. Objectives and Expectations
1.) Students will be instructed in the appropriate use of the Flip cam and its software.
2.) Students will record video of hands-on science inquiry.
1. Groups will record the process of the inquiry and provide narration explaining the steps, apparatus, and data recording associated with the investigation.
3.) Students will use Flip Cam software to “trim” video and sequence at least one movie per lab group as a “Video Lab Report”.
4.) Movies will be shared with younger students as a transition activity between grade levels.
5.) Archived movies and video records will be made accessible to teachers within the district as examples of video science note booking.

IV. Time
Minimum required time will be one full quarter or eight (8) weeks to allow for recording, revision and movie production for each class.

V. Set up/Preparations
Classes use project-based inquiry kits (FOSS and NSRC) as curriculum for eighth grade physical science. Since most of the instruction involves the inquiry process and construction of concepts, students manipulate quite a bit of equipment and record observations and data as they gain experience with the experimental process. The Flip camcorder requires no special equipment. Students will need instruction on the use and handling of the Flip cam.

VI. Materials
Science equipment provided through FOSS/NSRC kits, Flip cams, science notebooks, pens, pencils, markers, net books, blank CD/DVD



VII. Assessment/Follow-Up
As each lab group completes video documentation of instruction in the classroom, students will be given the opportunity to review, trim, and assemble video segments to create a single 5 – 10 minute movie as a collaborative project. Each lab group’s video record and movie will be archived and exported as Windows Media Files and burned to a CD/DVD for sharing in classrooms and with other teachers within the district.
Comments
Using Flip cams to record the science inquiry process can assist at-risk students in the urban classroom as they build scientific literacy. Students can refer to actions during science labs and review the experimental process as they use reading and writing in the science notebook to maintain a record.
Cross-Curriculum Ideas
Students are also required to complete lab reports as well as essays and drawings to explain fundamental science concepts and build written communication skills. Students are also encouraged to take part in the science inquiry process on a different level through participation in the Pennsylvania Junior Academy of Science. Students can design, implement and ppresent the results of individual science research projects at the regional and state levels annually.
Materials: Video Cameras, Flip Video, Camera/Video Accessories, Flash/USB Drives, Tripods, Memory Cards, CDs and DVDs