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Stop Motion using Google Slides

5th graders using Google Slides to create stop motion videoI was lucky enough to receive some stop motion animation cameras from DonorsChoose.org to use in my classroom.  I was so very excited to use them, so I immediately opened the packages and began exploring.  I was loving what was happening with my camera, so I began to research ways to teach my students whole scale how to do stop motion.  Since I only had 4 cameras, I wanted a way to be a bit more whole group with my lessons.  So I posted on Instagram and a few people mentioned using Google Slides as a way to teach stop motion.  My kids are very familiar with Google Slides, so I was on board immediately!

To be honest, this was WAY easier than I thought it was going to be.  Here are the basic steps I taught my students.

1.  Open up a Google Slide.
2.  Insert clip art or a shape.  (I showed my students using a plain square from the shapes tool.)
3.  Duplicate the slide.
4.  Move the shape just slightly.
5.  Duplicate the slide again.
6.  Repeat this process over and over until you have moved the shape to where you eventually want it.

After lots of duplicating and moving the pictures on the slides, the students have a basic movie.  They use the arrow keys on their keyboard to check the progress.  Just holding down the down arrow will move through the slides very quickly so that the kids can see what their movie looks like.

upper elementary students create stop motion using Google Slides

As the students are checking their movies, they can see that if dialogue is added, they must duplicate that slide 4 or 5 times so that the dialogue can be read.  They also can see that if the shape is moved more than just a few centimeters, it looks like the shape is jumping all over instead of smoothly "walking".  

My students were given 50 minutes in our introductory session to work on their movie.  I gave them no real direction other than showing them how to duplicate the slides, move the pieces, and give some simple suggestions of how to add in a few different shapes.  Their creativity was astounding!  They kids caught on very quickly and came up with very creative movies.  Here are some screenshots of one of my student's videos.  He discovered that inserting a background would make it more interesting and came up with the storyline on his own.  :)  

We discovered that QuickTime has an option to record a screen capture so for my next lesson, we will use that to record the movies as they hold down the down arrow key.  Here is an example of one of the QuickTime movies I created as a sample using one of my student's Google Slides Stop Motion video.


So, now what?  Where do we go from here?  Eventually, we are going to be learning how to use those stop motion cameras that I mentioned at the beginning of this post.  Using Google Slides was a good way to introduce the idea of multiple slides/shots for keeping something on the camera for a longer period of time and for getting them used to moving things in small increments.  I have already started having them create a more focused movie (about the Day in the Life of a Pilgrim) where they have to create a narrative story based on our content area.  After they complete that, we will move on to claymation or other types of stop motion using our cameras.  

All in all, though, Google Slides was a very good introduction to stop motion.  

Have you ever used it in this way?  What tips and tricks do you have?

Displaying Digital Work Using QR Codes

My students do a lot of work on the Google Apps and other online platforms.  A LOT.   And while that is all fine and dandy (believe me when I tell you that I wouldn't have it any other way), it leaves my bulletin boards a bit, shall we say, lacking.

I mean, I can print things out to post on a board, and I do.  But when the students are using an amazing interactive program like Thinglink, which requires the viewer to click on various items the student input, a flat 2-D version of it, without all the interaction, just doesn't show off how awesome the final product really is.  Or when they create a multi-page Slide presentation with links to outside websites, a printed version just doesn't translate well to a bulletin board.    Something invariably gets lost when it goes from computer screen to printer paper.  Additionally, because the kids are doing so much online, it just isn't feasible, or preferable, to print every.single.thing out. So, while my students are completing an incredible amount of work, the average visitor walking in has no idea it all even exists.

To combat this, I taught my students how to make QR codes.  They are super easy to create.  All it takes is a free QR code creator program (there are SO many available online, I used QR Encoder and added it to the iMacs in the computer lab.)  Using that creator, the students needed to copy and paste the link to their work and then a QR code was created.  They then downloaded the code as a png into their Google drive or just copied it to the clipboard.

Obviously this would be your kids' work, not my store ;)
*  One note here:  my students had to change the permissions on their Google docs and slides so that anyone with a link could view.  It previously had been set for the district to see it only.  Sharing with parents and administrators necessitated this.  Just check the permissions on your students' work as well if you plan to do this. *

Next, the students created a Google Slide.  I had them take a selfie first and place that in the center of their slide.  Next, the kids started adding in the QR codes.  The kids played around with the sizes of the codes, labeling them, choosing the fonts, etc.   I let them be pretty free form with this.  I only required that they had somewhere between 6 and 9 codes on the sides of their selfie.  
After, I had them print these out, we backed them and hung them on the wall.  Then, anyone who walked into our room could whip out their phones (or the iPad I had placed next to the display) and see the work.  It had the added benefit of just looking cool hanging in the room.   Every few months the students would revisit their codes and update them with new work they wanted to show off.  I reprinted them and added those on top of the existing display. 

I included a pic of my example one because I didn't want to share my students' (with their pics and work on them) however, if you imagine mine with a kid and backed, that is basically what it looked like :)  

And that was it.  This did take a while to finish, as kids don't really copy and paste links all that fast ;)  However, I find the time to be very worth it!  

Christopher Columbus: Truth and Bias

When I am teaching my history standards, I really like to teach the students to look at both sides of a situation.  Rarely is history cut and dry and I want the students to see that, just like the world we live in now, there are a lot of ways to look at a situation.  Last year, I wrote about how I did this with the Boston Massacre, but this year, we started early on this topic when discussing Christopher Columbus and his role in not only US/World history, but in our culture at large. 

I asked the students what they knew about Columbus.  Many knew the old tale, "In 1492, Columbus sailed the ocean blue."  They knew there was a day dedicated to him and that he was an explorer who discovered America.  One even said he was the first person to ever set foot in America.  So....they didn't know much.  Overall, they did seem to have a pretty positive view of them man (I mean, he has a day named after him so he must be great!) so I wanted to try and challenge them to think a bit more critically at Columbus the man and what he actually did while he was alive.

Discussing Columbus using primary documents in fifth grade.We began by talking about bias and how when discussing historical events and people, sometimes there is quite a bit of bias that takes place when looking at the information presented.  People sometimes have agendas when writing historical pieces, or declaring celebration days, so I wanted to set out right away the difference between what is actual historical fact and what isn't.  We created this anchor chart detailing fact, opinion, and bias and discussed how they all play a role when looking at documents.  

After the discussion, students were given an article from a book called "Great Explorers". (which is a super old book that I have had for 20 years...and is nowhere to be found on Amazon. :/ ) I asked them to think critically about the *word choice* in the article.  What was the article's bias?  Based on the word choices, does this author think Columbus is a hero or a villain?  Why?  The students and I made notes on our papers, finding words that would make us, as a reader, feel a certain way about Columbus, and noting why.

Then, I read the students the book Encounter (Voyager Books) by Jane Yolen. (my affiliate link will take you to Amazon to buy the book.)  This is a book about a Taino boy who is there the say Columbus arrives on his island.  Again, we looked for biased words that would make us, as a reader, feel one way or the other about Columbus.  Again, I asked why the author might be wanting us to think this way.  The kids really got into this discussion.  They very much felt for the main character of the book and could see WHY he felt the way he did.  Putting themselves in his shoes, they were able to empathize with him and did not see Columbus in the same light as they did after the first article.  We discussed how word choice when presenting facts makes all the difference in how the reader reacts to the information.  

Since we had two very different accounts of Columbus, I created a brainstorm chart to start housing our information.  I specifically wanted them to find words that lead us to believe that Columbus was either a hero or a villain.  Using both the article and the book, the students went through and helped me list those words.  

Next, the students watched the BrainPop video on Columbus. This presented both positive and negative information about Columbus' impact on the world at large and the people he encountered along the way.   Students made note of this information as well, adding it to our brainstorm chart.  

Finally, I presented the kids with a proclamation from President Lyndon B. Johnson given to commemorate Columbus day.  Again the students looked for words that slanted towards Columbus being a hero or a villain.  Most words definitely slanted towards him being a good guy who set off into the world and explored.  He was adventurous and brave.  We then discussed WHY Johnson would want to make Columbus out to be a hero.  You see, in this particular address, Johnson likened Columbus to all Americans. He wanted a feel good speech that would pump up the American morale....and saying Columbus pillaged villages, taking their inhabitants as slaves, doesn't really jive with that message.    Again, they added the words to the brainstorm chart.

Then, once all of the information was presented, I asked the students to form their own opinion based on the facts presented in the articles.  Was Columbus a hero or a villain?  They needed to choose their own idea and then back it up with information from the articles we read and videos we watched, keeping in mind the bias imbedded in all of them.  (you can grab a copy of the POTW form I used for my students to write this paragraph here  

All in all, this took about a week to complete.  I think by the end of the week, the students really were able to see that when looking at historical documents taking in bias and word choice is very important to help sort out fact from opinion.  

Have you studied Columbus in your class?  What are some ideas you have to add to this lesson to make it even more fact-based and critically thoughtful?

Snapshot Stories: Capturing a Narrative Writing Moment

4th and 5th grade students use candy to help them narrow down their focus when writing.These past few years, I spent a great deal of time honing in on the students' narrative writing skills.  Of course we have been using Paragraph of the Week since school started, and throughout the year they really did get good at basic writing structure, but teaching them to tell a story, with a beginning, middle, and end, in a way that is exciting and engaging for the reader, is a whole different story.

Most of my students were writing "bed to bed" stories, where they would tell me every.single.detail about their entire life when they really are trying to tell me about what happened last Christmas Eve.  This just isn't a great way to tell a narrative.  Sure it encompasses the actual event they are trying to tell, but I would fall asleep in the midst of trying to find out about that event ;)  So I had to do something to get the kids on track.  What better way to do that then to use candy!

Now, I will say right off the bat, this wasn't the cheapest route to go (as I had to buy all the candy stuff myself) but it was fun, memorable, AND helped my students to really focus on the small moment I wanted them to!  Win-win for everyone involved!

Helping the students to narrow down their focus when telling a story.We began the "unit" (and I use that term loosely) by discussing narrative writing and how the author really is just trying to get a snapshot of what is happening to put on paper for the reader.  It isn't everything that author ever thought of, just those important, interesting, and focused details.  Together, we created this anchor chart.

Then, I handed each student a piece of gum.  Before I even let them put it in their mouth, we brainstormed everything that we were thinking.  These kids were so excited that I was going to let them chew gum in class, there were a great deal of thoughts, emotions, and ideas coming from them.  I wrote everything down in a class chart.  Then, I told them to unwrap it and put the gum in their mouths.   Again, while they were chewing I asked them to tell me what they were thinking.  What was happening during that time that they could describe vividly?  All of their thoughts went on our chart.  Finally, to audible groans, I asked them to throw the gum away and describe their thoughts after the experience was over.  When our chart was filled in, I then recounted the gum chewing experience aloud, using the chart we made.

The next day, I wanted to do the same thing but hand off more responsibility for the narrative to the kids.  So I gave them a recording sheet similar to the chart we had used previously, and a pack of Pop Rocks.  Now, here, I must say...my students were stunned.  Some had never had popping candy before and were terrified.  Others were flabbergasted I even thought to give them candy in the first place.  With stunned looks on their faces, I asked them to write all of their ideas down on paper.  Then I followed the same steps as with the gum, this time without creating a class chart.

When the popping candy experience was over, I asked the kids to recount their story to their neighbor.  This oral rehearsing was perfect for them to really get the narrowed down account, using only the adjectives and feelings from their brainstorm chart.  Then, I asked them to write the experience down using a sentence frame.  Again, only giving them enough space to recount just the before, during, and after of the candy eating helped them to focus in on what was important and not on what they were wearing that day.

The next lesson (which was a few days later because writing the last account took a bit of time), I broke the kids into groups and told them they were going to play Bean Boozled.  If you thought the Pop Rocks uproar was big, well, this was just too much for some of them.  They were all sorts of excited!  Using the same format as before, I asked the kids to think a bit harder while playing the game.  Not only did they have to describe what was going through their head before, during, and after the game as a whole, but they had to ALSO do it for their turn to spin on one bean.  They were going to narrow their focus even more, essentially telling a story within a story.

The kids played, and had the best time!  While they were playing, I could hear each of them reminding their partners to write down the experiences AND they were helping them to get the vocabulary necessary to adequately describe how gross some of the beans were!  It really was a lot of fun.  When it was all over, the students then wrote two paragraphs, describing the game as a whole and their experience with one bean.

Using this method really helped my students to see that a narrative that is focused on one specific event and is narrowed down is much more engaging and exciting to read.  They also had an amazing time (which helps when writing a narrative too ;) )  If you would like all of my lesson plans and the printables I used in my class, click here.

What have you done to help your students learn to narrow down their focus a bit more?  I would love to hear your ideas!

Reading Check-In on Google Forms

I have made a concerted effort to get away from reading logs in my classroom.  I know, I know.  So many people use them and love them, but honestly, I just didn't.  Years ago, I did get away from the "mom sign this" reading log by creating a more content based log (that I still use as in class assignments) but that just wasn't working for my students anymore.  Tracking them down on a daily basis to see if they did their reading wasn't creating readers and it wasn't making me very happy as a teacher.  I created my Reading Bookshelf (that I LOVE LOVE LOVE, and highly recommend to all of you...not that I am biased or anything.) but I found that I just wanted a little bit more formal information from the kids.  So this year, I played around with Google Forms, and came up with something that I am really happy with.  Since it was working so well, I thought I would share with you. 

Great way to get the kids to record their reading in a non-pressure filled way.The first thing I did was create a very simple Google Form to capture the basic reading information.  I didn't want to overwhelm the kids and really, all I want to know is that they *are* reading and the types of books they like.  So my form included the book title, author, genre, and a one sentence summary.  You can access my form here to copy and use in your classroom. 
As you probably know, if you assign this form to your students at one time by just giving them the same link, all of their responses will go to one spreadsheet.  Now, that is fine if you are going to do this once.  I, however, wanted this link to be something the kids would be using 2 to 3 times a week so I had an ongoing record of their reading. If the responses were on one spreadsheet, I would never be able to sort them.  Instead I wanted the forms to generate responses to different sheets that, if I clicked on, would be an ongoing record of the books, as shown below.
Student A's Book Record

Student B's Book Record

Above are two different reading records for two different students.  Every time they log onto their Google Form, a new line generates on their reading record with a new set of information.

The steps to do this require a bit of organization and patience ;) 

I had to make a copy of that original form for EACH student in my class.  I created a new folder on my drive to house all of the forms in so they weren't cluttering up the entire drive, and named each form with the student's name. I blotted out the names on the picture, but you get the idea.

Then, on Google Classroom, I assigned the forms ONE BY ONE to each student.  Since GC has that great feature where you can assign something to individual students, this wasn't super hard.  It was time consuming though, and it got a bit repetitive.  Just make sure you are organized.  I had a list of all my students next to me and was checking them off as I assigned the form.

Now, as you probably know, all of these forms will get their own spreadsheet to record the information being input.  I didn't want that either.  I wanted the forms to be linked.  Here's how I did that.

1.  When I went to create the spreadsheet for student #1, I named the spreadsheet "Reading Record for Room 6".

2.  For student #2, instead of generating a new spreadsheet, I LINKED it to an existing spreadsheet.  When I clicked on "Select response destination" , it took me to "Select existing spreadsheet."  Once I click on that, my drive comes up.  The Sheet "Reading Record for Room 6" will be near the top and you can click that one.  

Then, once you have select this section, your drive will come up.  Choose the "Reading Record for Room 6" spreadsheet every time.  That will create a new tab on the spreadsheet.

3.  The tabs will be generated and named "Form Response".  Right click and you can choose to rename it.  I renamed the tabs to match the student #, but you can add the student names there if you wish.

4.  I repeated this over and over for all 33 of my students.

I did make myself a reading log to link as well, so that I could try it all out (as you really should try out the sheets to make sure they link properly before you disseminate them to your students.)  But now, every time I want my kids to submit a reading check in, they just go to their GC feed and click on that same form.

One word of warning.  The GC feed will mark it as submitted the first time the kids do this.  That is ok.  The next time they want to do a check-in, they just have to open the link.  There is no problem with doing that.  The kids will freak out a bit and tell you that it is already turned in.  Just assure them that it is ok ;)  

So there you have it.  A way to keep the kids reading records in one place, organized, and easily accessible.  I have my students do this 2-3 times per week (or when I remember, if I am to be really honest.)   It takes them about 3 minutes to fill in the form and gives me a glimpse into what they are reading.  

Have you used Google Forms in this way?  What questions do you have for me about the reading record?

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