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THIS IS THE LIFE!
MASTER TEACHER Debra Duffy
GRADES 6 - 8
OVERVIEW
Though this lesson focuses on science, it can be adapted to
virtually any field of study. For schools with limited access to Internet and
other technology, traditional tools of education (books, encyclopedias, pens,
paper) can be employed.
This project can be done in a concentrated block of time, taking
only a few days, or it can be spread out as time permits, even into a six-week
long or semester-long project. This project encourages positive peer pressure
and teamwork, since one student not doing his/her part affects the performance
(and grades) of all. Each student will have specific individual duties, as well
group responsibilities, to ensure that one or two students do not carry the
load.
Essentially, students will research famous and some
not-so-famous scientists. They will use the Internet to gather preliminary
information, first viewing a tape about biographies to become acquainted with
the required material. They will then prioritize the scientists' importance in
order of contributions, selecting those that will be explored in greater depth.
Students will script an outline to order the presentations, as well as method of
presentation (biographical or autobiographical). These presentations will be
videotaped, allowing students to explore and develop potential skills areas.
ETV SERIES
Club Write- #102 - Biography and Autobiography
LEARNING OBJECTIVES
Students will be able to:
* select various sources, including electronic and print, to
locate information
* recognize common cultural traits
* collect and organize data
* present organized reports using visuals and other media to
support meaning
* produce cohesive and coherent texts by
organizing ideas
* produce communications using appropriate technology
* define the literary forms of autobiography and biography
* organize a script
* design a project, both individually and as a component
of a greater whole
* devise appropriate grading criteria
MATERIALS
(each student)
Guidelines for project sheet
Internet computer for each student
Materials necessary to portray the scientist of choice (props,
clothing, etc.)
(each class)
Video camera
Videotape
Large bed sheet or other material for appropriate background
PREVIEWING ACTIVITIES
In the computer lab, have the computers already "on"
the following: Microsoft "Word" and access to the Internet. Have each
student open a new file. Write the question, "What is the difference
between magic and science?" on the board. Have the students write this as a
title for their document. Read the question aloud, then say, "You have one
minute to write your thoughts and ideas about this question. Write your response
in your document." After one minute, tell the students to stop writing.
Through class discussion, the students contribute their responses, which the
teacher can write on the board. Choose one of the most likely responses as a
transition to the next idea. Explain that many changes in science have resulted
from thinkers taking great risks, or going against the accepted thinking of
their environment, in order to pursue their quest for knowledge. Tell
students that they will find information about specific scientists, some
well-known and some who are not well-known, who have helped to change the world.
Say, "Unlike a typical report, you will not hand in a two-four page paper
for me to read and then file away. Instead this will give you an
opportunity to acquire some new skills. For those of you who are thinking about
drama and acting, here is your chance! For those of you who are interested in
other areas, there are other important jobs for you too. Everyone will be able
to take part in this project. The only written materials that you will turn in
are a resource list and a project evaluation." Next, have the
students focus on the computer. Tell students to move their cursor to the edit
command on the top of the screen, click on the edit command, and highlight the select
all command. Have the students use the delete button to
clear the screen. When this has been done, have students go to the minimize
button on the right side of the document, and then to minimize the file. Next,
have the students go to the left on the new screen to the File
command, and click on that. Highlight and double click new.
Highlight and double click the blank document icon.
Immediately a blank page will appear. Instruct students to type the form on the
board onto the blank files. When finished, highlight the entire text by going up
to the Edit command and highlighting select all.
Then move the cursor to the edit command again, this time highlighting the copy
command. Now have students move the cursor down to the bottom of the screen and
click on the maximize button. A blank page will appear. Place the
blinking cursor at the top left of the blank page, then have students go to the edit
command on the top of the screen. Select the paste command.
The student will then have two copies of the same document, and be able to
switch easily back and forth from one to the other.
FOCUS FOR VIEWING
To give the student a specific responsibility while viewing, say,
"You will be watching a videotape about a famous person who helped to
change America and the rest of the world. Though he was not a scientist, he has
had very significant and lasting effects. We will be completing one of these
forms while watching this videotape, so that when it is time for you to search
for information on your own, you will know what to do. While viewing this first
segment, be sure to listen for the meaning, along with the root word and suffix,
of biography."
VIEWING ACTIVITIES
Insert cued-up Club Write videotape. Begin
with boy saying, "Writing Club has been working on biographies and
autobiographies for the past month." Pause when a picture of
young Elvis is shown and the boy says,"... so biography tells the story of
a person's life." Have students type the meaning of biography in the
appropriate place. Resume the tape, pause when the boy says,
"Elvis became the ambassador of a new kind of music called rock and
roll." Say, "On your form, where would we put this?"
(accomplishment) Students record answer. Resume tape. Pause
where the man says, "He managed to rise above that poverty and fulfill his
dream of becoming an international superstar." (Note: the picture will be
of one of Elvis's Vegas costumes). Say, "Where would we put the fact
of Elvis's poverty?" (obstacles) Have students type that information.
Resume. Pause where the curator says, "because he didn't
always want to bring attention to himself; he wanted to help those in
need." Say, "Where would you put the facts that he sold
billions of records and gave to many charities?" (achievements)
Students type information in appropriate place. Resume. Pause tape
where the curator says, "that he had encountered." Ask, "Where do
these facts go?" (personal facts) Have students type this information. Resume
tape. Pause where boy says, "_and died of a heart attack at the age of
42". Ask, "Where does this information go?" (death,
personal information, etc.) and have them fill in the blanks. Fast
Forward tape past students planning the biography, including graphics
showing brainstorm, rough draft, revise and final copy, to where the girl in
blue shirt is reading to the class. Stop tape. Say, "What we
just saw was a biographical approach to Elvis's life. Now, we will watch for the
difference between an autobiography and biography." Begin with the
teacher saying, "Those were wonderful biographies...." Resume. Stop
the tape after the boy says, "... and to make sense of their life
experiences." Say, "If we were watching an autobiographical
approach, what would be the difference?" (Elvis would be telling the story)
Explain that the scientist project will be flexible enough to allow the students
to decide whether they wish to show the selected scientists through
biographical, autobiographical or a combination approach. Next, explain
that the video camera will be used to record this project. (Note: since most
schools cannot afford video switchers or other more sophisticated equipment, the
work will probably need to be done using one camera, in a very easy-to-follow
sequence) Rewind the tape to where the girl in blue is
speaking. Play tape, saying, "This is the type of shot which we will
need to use." Stop and eject tape. (Note: this could
also be used in another way. Hook up a video camera or videotape various shots
of volunteers in the class to demonstrate some basic shots and limitations of
the videotape). Next, tell the students to find the print command on the
computer. Have them print the sheet that they have just completed
on Elvis. After they have printed their form, have them delete the
Elvis information. Have the students access Internet. When the
address line appears, have the girls type the address: www.astra.ua.edu. Say,
"Most of you have probably heard about Marie Curie, but most women
scientists aren't that famous. The University of Alabama has developed a site to
help you learn more about women in science. Boys, because there is more
information about male scientists, please type in biography.com."
Meanwhile, the teacher distributes to each student slips of paper with the
name(s)of scientist(s), (depending upon the time and familiarity of students
with the Internet). Tell the students that they can find preliminary information
about the scientist(s) that they have been assigned; they will not be expected
to complete the entire form, but it is imperative that they locate the
scientists' greatest accomplishments(s). They can either type the information,
or if so inclined, cut and paste it to the file. The students will continue to
work on this research until five minutes before class ends, at which time they
should print out their results. Say, "Students, this is a group
effort; you are locating information about specific scientists, but this does
not necessarily mean that this is the scientist that you will do. You will pool
your information. Tomorrow, you will decide which specific jobs that you wish to
do, and then you will need to determine, based upon the preliminary information,
which scientists merit portrayal. Your group will need to work together to
decide exactly how you want to portray these scientists on video. Not all of you
will actually portray a scientist, but each of you will have an important and
specific responsibility for the successful completion of this project."
POST VIEWING ACTIVITIES
Depending upon the size and personality of each class, students
may choose to work as one group, or they can work in groups of 7 - 8. Each
student will have his/her own specific jobs. This is where the teacher's
knowledge of the students would be best used, since some classes might
require that the teacher assign various responsibilities, while
other classes might be able to complete this project with a minimum of teacher
instruction. Specific jobs would include the following: video camera operator,
props, scripting, etc. as needed. All students should have a specific
responsibility, in addition to finding out about a specific scientist.
ACTION PLAN
The videotape can be shown to other science classes at grade
level. For example, the tapes might be useful as an introduction to various
"movers and shakers" in life science, such as Charles Darwin and the
study of evolution. As an introduction to basic physics, a segment on Isaac
Newton would be helpful.
EXTENSIONS
The possibilities are mind-boggling!
Science
For students interested in the mechanics of video production,
take a tour of a local TV facility. (hint: some PBS stations are constantly
looking for volunteers)
Correspond with a particular scientist(s)or researcher in a
field of study. The Internet has access to many sites for this.
Math
Students can adapt this format to a study of famous
mathematicians.
Language arts
A student could begin his/her own autobiography in a journal or
on videotape.
Students could read various plays, books and stories dealing
with a specific scientist or idea. Students can design a display - for
example, a time line - for use in the school library about the scientists.
Students could write information for use in the school newspaper
to inform students about the contributions of each scientist and how each
student is touched by the scientist's work.
Students can design crossword puzzles about that particular
scientist or area of study.
BIBLIOGRAPHY/RESOURCE LIST
Haber, Louis, Women Pioneers of Science.
Harcourt Brace Jovanovich. San Diego, California.
1979.
Gleasner, Diana C. Breakthrough:Women in Science. Walker
and Company. New York.1983.
Hume, Ruth Fox. Great Men of Medicine. Random
House, New York. 1951.
www.astra.ua.edu
www.biography.com
www.femina.cybergirl.com
your local PBS station (or another TV station)
List of scientists: (This is just a beginning list -
it can be adapted to a particular field of study, or century, etc.)
Female:
Male:
Rosalind Franklin
Robert Fulton
Beatrix Potter
Michael Farraday
Grace Hopper
Jonas Salk
Chien Shiung Wu
Copernicus
Maria Mitchell
Thomas Edison
Barbara McClintock
Alexander Bell
Dian Fossey
Crick and Watson
Mary Calkins
Joseph Henry
Jane Goodall
Charles Darwin
Elizabeth Blackwell
G. Marconi
Emily Noether
Nikola Tesla
Evelyn Granville
Benjamin Franklin
Sally Ride
James Watt
Alice Fletcher
Lee de Forest
Florence Sabin
Leonardo da Vinci
Dr. Sylvia Mead
Gail Borden
Margaret Mead
Charles Duryea
Project guidelines:
1. This is a group effort, but that does not mean some of you
will be able to sit back and let the others do all the work. Each of you will be
assigned a specific duty on which you will be graded, as well as your
participation in the group.
2. You and your class members will design a
grading matrix for how you think that your project should
be graded. This can include observations by your peers regarding your efforts.
3. This project will last from ____________
to ________________.
Important dates to
remember: __________
Assignment of duties:
________________
Decision about
scientists:______________
Research
finished:____________________
Script prepared:
_____________________
Taping dates:
_______________________
Final project due/
viewing date and evaluation: _______________
4. This project, since it will be on videotape, will be
seen by other students. You will want to make sure that you apply your very best
efforts. Therefore, you need to decide what will appeal to your classmates, and
prepare a logical manner to move from one scientist to the next.
5. Each presentation of a scientist can be from one to three
minutes in length. Be sure to include all necessary information, and find a
creative way to present the material. (Check with your teacher first if
you plan on doing something really "strange".)
6. You are also responsible for knowing and using this
vocabulary:
Edit: to arrange shots in a
specific order
Shot: one "picture"
Monologue: one person speaking at
length
Biography: a life story
Autobiography: the author's own life
story
Costume: clothing worn by the actor
Script/ shot log: a written set of
instructions telling what will be done in what sequence
Portrayal: acting a part
Articulation: understandable speech,
so that each word is clear
Volume: loudness
Transitions: smooth changes from
one idea/scene to the next
Form to be copied from board
Researcher:
Subject's name:
Place and DOB:
Place, age, DOD:
Accomplishments:
Education:
Personal life:
Obstacles:
Key search word(s);
Updated: April 01, 2008
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