Andrea M. Coleman

Student-Centered Multimedia Project

Intention Outline

Project Title: Cancer/Cell Cycle Multimedia Project Presentation

General Project Goal for StudentsThe general project goal for students is to gain a deeper understanding of cell growth, the cell cycle, and mitosis by researching and creating a multimedia presentation about disruptions in these cycles (cancer).

Specific Outcomes: Know:Reasons why people get cancer and that we are all susceptible to this disease. Understand: People get cancer due to various genetic mutations, risk factors, and

changes to DNA sequences (caused by carcinogens, cancer causing agents, and/or environmental factors).

Different treatments currently used or being tested to help those with cancer.

 Do:1. Accurately answer all questions with supporting facts.2. Use several forms of multimedia (graphics, videos, animations,

hyperlinks, etc. to present research information in an organized, easy to follow, informative, and interesting way.

Audience (describe the students who will complete the project)The students who will complete this project are 9th/10th grade regular Biology students.

Content Outline (See pages 3 through 7)

Lesson Title: Cancer and the Cell Cycle

Grade Level: 9th/10th grade

Lesson DescriptionAfter learning about cell growth, the cell cycle, and mitosis students will gain a deeper understanding of these concepts by researching how

Andrea M. Coleman

the cell cycle can cause cancer. Using driving, essential, and topic related questions to guide their research; students will collaborate in groups to produce a presentation that addresses these questions using various forms of multimedia. Timeline: 7 (5 days to work on project/2 days for presentations) Day 1 (Decide Phase) e

1. Students will be introduced to the Cancer/Cell Cycle Multimedia Project

2. Students will be placed into groups and asked to determine cooperative learning roles/group assignments. Once roles have been established, students will complete and turn in the group assignment list.

3. Students will then brainstorm various types of cancer for their presentation using lab computers. As students brainstorm, they will complete their group-brainstorming chart.

4. Groups will use their brainstorming chart to collectively decide on a topic for their presentation.

5. Once their topic has been selected, groups will be given a copy of Driving, Essential, and Topic Questions for their project. They will then utilize lab computers to conduct research to gather information that addresses these questions required for their presentation

6. Groups lastly will make sure that their Checklist for Decide Phase has all the required signatures and is turned in.

7. Students will complete a journal entry detailing their accomplishments, problems, and next day’s goals (Journal Entry Log/Journal Entry Rubric)

Day 2 (Design Phase) e

1. Students will be given Design Expectations, a Project Outline (Task, Goal, Role, Audience, Product/Performance/Purpose, and Standards/Criteria for Success), Project Grading WS, copies of the Cancer Multimedia Project Rubrics to further establish expectations, and view the Copyright Law Presentation.

2. Students will be shown exemplary/poor examples of projects. 3. Once this information has been gathered, students will use it to

develop a flowchart to illustrate the sequence of their presentation. Each person in the group will fill out a section of the Flowchart for Design Phase.

4. Students will complete a journal entry detailing their accomplishments, problems, and next day’s goals (Journal Entry Log/Journal Entry Rubric)

Andrea M. Coleman

Day 3 (Design/Develop Phases) e

1. Students will choose a platform for their presentation (use Software Resources), determine the look and feel of the screens (template, theme, etc.) to be used for the project, and determine the primary functional areas for their presentation (placement of titles, text, graphics, and icons or navigational options) by creating a storyboard using the PowerPoint Template for Design Phase.

2. Students will find/create audio, visuals, graphics, animations, etc. for their presentation.

3. Students will complete a journal entry detailing their accomplishments, problems, and next day’s goals (Journal Entry Log/Journal Entry Rubric)

Day 4 (Develop Phase) e

1. Students will author their presentation by incorporating their research information, audio, graphics, visuals, and animations into their chosen platform.

2. Students will complete a journal entry detailing their accomplishments, problems, and next day’s goals (Journal Entry Log/Journal Entry Rubric)

Day 5 (Develop Phase) )

1. Students will author their presentation by incorporating their research information, audio, graphics, visuals, and animations into their chosen platform.

2. Students will complete a journal entry detailing their accomplishments, problems, and next day’s goals (Journal Entry Log/Journal Entry Rubric)

Day 6 (Evaluate Phase) e

1. All individuals/groups must turn in their Student Self Assessment, Individual Participation in Group Work, Group Work Check List, Student Peer Group Work Evaluation, and Journal Entries (all included in Cancer Multimedia Project Rubrics) at the beginning of class.

2. Group Presentations (teacher evaluation)- before presentations begin students will be given one index card for

Andrea M. Coleman

each of the other groups in class. For each group presenting, each student must write down one question/concern they have about the group’s presentation. Students will be called upon at random to ask their question of the group presenting.

Day 7 (Evaluate Phase) e

1. Group Presentations (teacher evaluation)- before presentations begin students will be given one index card for each of the other groups in class. For each group presenting, each student must write down one question/concern they have about the group’s presentation. Students will be called upon at random to ask their question of the group presenting.

Content Outline I. Decide Phase .

TEACHER Standards/Goals

TEKS B.5A-describe the stages of the cell cycle, including deoxyribonucleic acid (DNA) replication and mitosis, and the importance of the cell cycle to the growth of organism.B.5C-describe the roles of DNA, ribonucleic acid (RNA), and environmental factors in cell differentiationB.5D-recognize that disruptions of the cell cycle lead to diseases such as cancer

Students will develop a multimedia presentation about how disruptions in the cell cycle can cause cancer.

Students will work cooperatively. Students will follow copyright laws for multimedia.

Multimedia Project Using driving, essential, and topic related questions to guide

their research; students will collaborate in groups of 4-5 members to produce a presentation (PowerPoint, Prezi, Google Presentation) that addresses these questions using multiple forms of multimedia (PowerPoint, Prezi) (graphics, videos, animations, hyperlinks, etc.).

Assessing Prerequisite Skills Encourage students to choose programs that they are already

familiar with or would only require minor assistance from

Andrea M. Coleman

teacher. Software Resource links provided to help students. Show students how to save research and presentations to school

student drive. After viewing copyright law presentation, students should know

how to properly cite sources/follow copyright law.

Grouping Method Groups will be assigned using stratified random assignment

(categorize class by ability and then randomly select a member from each group to form a mixed team). Students will determine cooperative learning roles (Leader, Monitor, Presenter, Reporter) and group assignments (Data Collection x 2, Image Collector, Audio/Music, Project Compilation)

Computer Time One lab computer per group is available during class time and

before/after school upon appointment.

Assessment Techniques Teacher, Individual and Group Evaluations:

-Brainstorming Chart-Checklist for Decide Phase-Journal Entry Template-Journal Entry Rubric -Flowchart for Design Phase -PowerPoint Template for Design Phase-Teacher observations during task (Project Grading WS)-Project Rubric -Student Self-Assessment Rubric-Individual Participation in Group Work Rubric-Group Assignment List-Group Work Checklist Rubric-Student Peer Group Work Evaluation Rubric

STUDENTGroup Assignment List (See p. 8)

In their assigned groups, students must determine the following roles for group members and turn in the group assignment list sheet to the teacher.

Cooperative Learning Roles: Leader: Project Organizer/InformerMonitor: TimekeeperPresenter: Will Present Project Reporter: Completes Journal Entries

Andrea M. Coleman

Group Assignment List: Student 1-Data Collection (Desired/Essential Questions)Student 2- Data Collection (Desired/Essential Questions)Student 3- Image CollectorStudent 4- Audio/MusicStudent 5- Project Compilation-put resources together into a final

product

Brainstorming Chart (See p. 8) Students will brainstorm various types of cancer and develop a

list of possible topics for their presentation. After brainstorming, groups will decide collectively on a topic.

Conduct Research

Students will conduct research to answer Driving, Essential, and Topic questions.

Checklist for Decide Phase (see p. 9) Groups will complete the Checklist for Decide phase, making

sure all sections are signed, and turn in the completed form. Journal Entry Template (see p. 10)

Students will use the journal entry template to log journal entries detailing their accomplishments, problems, and next day’s goals.

Students will consult the journal entry rubric provided when completing their entries (see p. 10).

II. Design Phase

TEACHER Provide students with Design Expectations, Project Outline,

Project Grading WS, Rubrics, and Copyright Law Presentation (see p. 11-12).

Provide students with a copy of the Flowchart for Design Phase and PowerPoint Template for Design Phase (see p. 12-13).

Show exemplary/poorly designed projects to students. Perform observations/give feedback. Approve flowcharts and storyboards.

STUDENTDraw Flowcharts

Students will use the Flowchart for Design Phase to illustrate and outline the sequence of their presentation.

Andrea M. Coleman

Specify Screen Design Students will choose a platform for their presentation

(PowerPoint, Prezi, Google Presentation-See Software Resources p. 14)

Students will determine the look and feel of the screens (template, theme, etc.) to be used for the project.

Students also need to determine the primary functional areas for their presentation (placement of titles, text, graphics, and icons or navigational options).

Create Storyboards Students will create storyboards using the PowerPoint Template

for Design Phase.

Journal Entry Template Students will use the journal entry template to log journal entries

detailing their accomplishments, problems, and next day’s goals. Students will consult the journal entry rubric provided when

completing their entries.

III. Develop Phase .

TEACHER Continue group observations, circulating the room, monitoring

progress. Troubleshoot technology/resource issues as students search for

and save multimedia resources. Remind students of design expectations and copyright law as

they incorporate resources into their projects. Provide assistance as groups develop their final presentation.

STUDENT Audio, Visual, Graphics, Animations

Students will gather and develop multimedia aspects (must include multiple forms) of their project that are appropriate for the topic chosen.

Students will save images to student drive.

Author Program Students will incorporate information, audio, graphics, visuals,

and animations into chosen platform using their storyboard as a guide.

Journal Entry Template

Andrea M. Coleman

Students will use the journal entry template to log journal entries detailing their accomplishments, problems, and next day’s goals.

Students will consult the journal entry rubric provided when completing their entries.

III. Evaluate Phase

TEACHER Teacher evaluation of projects (Project Rubric-See p. 12) Total grades will be calculated using the Project Grading WS

(See p. 12) Reflect on project success and revise for future use.

STUDENT

Students will double check their presentation using the Project Rubric

Students will complete the following individual and group evaluations (See p. 12): Student Self-Assessment RubricIndividual Participation in Group Work RubricGroup Work Checklist RubricStudent Peer Group Work Evaluation Rubric

Project Resources

Group Assignment List e

Group Assignment List

Brainstorming Chart e

Andrea M. Coleman

Checklist for Decide Phase e

Do you have a…? Check when complete(Teacher will check off)

Cooperative Learning Roles Assigned?

Andrea M. Coleman

Group Assignments Established?

Group Assignment List Turned In?

Brainstorming Chart Completed?

Topic…Write your topic here_______________________________

Driving, Essential, and Topic Questions answered?

Checklist for Decide Phase Completed?

Journal Entry Template e*Students will have access to paper and electronic versions of template.

Andrea M. Coleman

Journal Entry Rubric e

Journal Entry Rubric Design Expectations e

Andrea M. Coleman

Project Outline e

Project Outline

Project Grading WS w

Andrea M. Coleman

Project Grading Worksheet

Rubrics e

Project RubricStudent Self Assessment RubricIndividual Participation in Group Work RubricGroup Work Checklist RubricStudent Peer Group Work Evaluation Rubric

Copyright Law Presentation e

Copyright Law Presentation

Flowchart for Design Phase e*Students will have access to paper and electronic versions of template.

PowerPoint Template for Design Phase e*Students will have access to paper and electronic versions of template.

Title of Slide Slide #

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Andrea M. Coleman

Slide ContentImage(s)

Image CreditText

Video

Audio/Music/Narration

LinksTiming Rubric for Design Phase e *See Project Rubric in Rubrics Section (p. 12)

Andrea M. Coleman

Rubrics for Evaluate Phase e

Peer Evaluations*See Group Work Checklist Rubric and Student Peer Group Work Evaluation Rubric in Rubrics Section (p.12)

Self Evaluations*See Student Self-Assessment and Individual Participation in Group Work Rubric in Rubrics Section (p.12)

Software Resources e

Prezi Supporthttps://youtu.be/ArGh6FurR0Q

PowerPoint for Beginnershttps://youtu.be/xsNHJzz09QE

How to Use Google Presentationhttps://youtu.be/8i8tKOgOKPs

Textbook Resource e

Ivers, K., & Barron, S. (2006). Multimedia projects in education. Westport, CT: Libraries Unlimited.