FLIP OUT WITH FLIPS

Flip Out with Flips
5th Grade: Video Lesson

SUMMARY
The purpose of this lesson is to have the students use video technology to create a video program that teaches a particular aspect of Language, Math, History, Science or Public Service Topics.
 
GOAL AND OBJECTIVE
Students will be able to use their knowledge of all aspects of video production to create a video program demonstrating their command of Language, Math, Science, Social Studies, or Environmental Topics.

MATERIALS AND EQUIPMENT
• Flip Video Camera
• Microphone
• Props/costumes (optional)
• Lighting equipment
• Green Screen
• Adobe Premiere Elements 8.0 Editing software

LESSON DESCRIPTION
1) Initiate a discussion with students about Making Movies. Break the class into small groups to form Movie Production Companies.

2) Ask students to create a video presentation on topic off of the Movie Theme List.

3) Ask students about the programs they have seen on television. Generate a list of the types of programming they have seen (Talk Show, News Program, Sit-Com, Drama, Cartoon, etc….) Discuss these different styles and the techniques used in them that inform and entertain the viewing audience.

4) Explain to students that they will use what they know about informative techniques to make a video program on a topic of their choice and a video program style that they will eventually share with the rest of the school through a published broadcast.

5) The students need to analyze the topic they choose and create a video production that does a great job of teaching the audience the most important elements/facts/rules about their chosen topic.

6) A successful video production is one that teaches the audience something.

7) Pre-Production
Hold pre-production meetings to discuss and create the following
• Select the topic of their movie
• Brainstorm a list of ideas for style of programming
• Create a storyboard for the program
• Create a Script
• Assign actors
• Practice performing their parts
• Plan & Schedule filming

8) Filming
Take turns performing various video production tasks such as running the camera, direction, performance. (Ideally) Each student should have an opportunity to run the camera, set up shots, explore camera angles, direct the scene, and perform in front of the camera.

9) Post-Production
• Upload raw footage to computers
• Learn and Use editing software to edit their student film
• Utilize elements of composition, lighting, good storytelling, etc to create a final product for viewing.

10) Meet with each of the production companies periodically to make sure that their preproduction process is going well and that they are moving toward the actual filming of their videos. Assist the students in the filming process where necessary. Also, assist the students as they learn to edit their videos in the post-production process.

11) Review the skills necessary, to prepare for successful filming, audio integration and editing. Pay special attention to the Camera Technique in order to cover how the camera angles and shot types can be utilized to send messages, convey meaning, and to evoke a mood. Explain the role of music and special effects to instill feelings in the viewer.

**This process will take a substantial amount of time for students to complete. Once video programs are ready for viewing, students show their videos to the class and then to the school.

NOTES:
Breaking the class into specific groups is very helpful. It is important to give the groups enough guidance in the beginning, that as the students find “extra” time on their hands, that they can move their group’s movie projects forward by continuing to work some specific task that needs to be done individually for their production company (example: running lines, drawing storyboards, preparing props or costumes, learning how to use the editing software, etc.) To prepare students for the assignment, it may be beneficial to show some film or television examples in class. Be aware that this is an involved time consuming process. It might be helpful to have independent work that students can work on as they await their turn to use equipment or the editing software on their projects.

MOTION PICTURE IDEAS

LANGUAGE ARTS WRITING
IDENTIFYING NOUNS
PLURAL NOUNS
PRONOUNS
VERBS
PUNCTUATION
COMPLETESENTENCES
QUOTATION MARKS, APOSTROPHES
USING A DICTIONARY
TIME AND ORDER WORDS
CLASSIFYING
SUFFIXES
EXACT WORDS
ORGANIZATION
DIALOGUE
SUSPENSE >CLASSIFYINGAND CATEGORIZING
MULTIPLE MEANINGS
KINDS OF SENTENCES
FIGUARTIVE LANGUAGE
PERSUASIVE WRITING
EXACT WORDS
TRANSITION WORDS
ORGANIZING A DESCRIPTIVE PARAGRAPH
PLOT
SUPPORTING DETAILS
SENSORY DESCRIPTION
LANGUAGE ARTS READING
DRWAING CONCLUSIONS
MAKING INFERENCES
CONTEXT CLUES
SEQUENCE
COMPARISON AND CONTRAST
AIM / PURPOSE/ AUDIENCE
MAIN IDEA AND DETAILS
AUTHOR’S PURPOSE
CAUSE AND EFFECT
FACT AND OPINION
POINT OF VIEW
MATH
PLACE VALUE
LONG DIVISION
MULTIPLICATION
FRACTIONS
AREA/PERIMETER
VOLUME
GRAPHS
POLYGONS
DECIMALS
PRIMENUMBERS
MEAN (AVERAGES)
FUNCTION TABLES
FACTORIZATION
ORDER OF OPERATIONS
DISTRIBUTIVE PROPERTY
TRIANGLES /ANGLES
EXPONENTS
INTEGERS
PERCENTS

U.S. HISTORY
Exploration, Colonization, Causes of REvolutionary War, Statehood, Government, etc.....
SCIENCE
Life, Physical or Earth Sciences
Environmental Themes
Public Service Announcements....etc