Author |
Steve Schell, Karla Britney |
Title |
Video Skills, Drills and Thrills |
Grade Level |
10-12 |
Subject Area |
Physical Education |
Overview of unit/lessons/activities (assumptions of prior knowledge/learning) |
This is a great lesson plan when the gym is unavailable to P.E. teachers. Go to http://stephen.schell.googlepages.com/videoskills%2Cdrillsandrules, and follow the instructions under, "Notes for Teachers". Students will learn how to create short videos that highlight a specific drill, skill or rule for physical education activity, game or sport. For example, students could create a short video that explains a ball dribbling drill in basketball. This lesson can be used as a whole class lesson plan, dependent upon availability of technology or done in small groups. There are links to take the teacher to different tutorials if they do not have prior knowledge of video production. |
Correlations to ICT and curriculum outcomes |
ICT Learning Outcomes Covered: Students will be expected to SEHI 12.1 behave ethically and with accuracy as they generate and distribute information about themselves, others, and curriculum topics under study PTS 12.2 evaluate, select, and use the following to learn and to represent curriculum concepts under study: specialized software, including computer-based simulations; and measuring, sampling and recording devices, including complex calculator CT 12.1 use language, in a range of aural, print, media and electronic forms to explore and express their perceptions, feelings, ideas and attitudes; refine their thinking; and interact, negotiate, and collaborate with others in order to build their understanding |
Projected timeline for preparation and for carrying out activities |
This activity would require a minimum of 5-8 classes. |
Equipment Requirements: (computers, software, etc) |
Digital video camera |
Teaching materials provided (Blacklines, worksheets, templates, teacher materials) |
Assessment Rubric word format PDF format |
Resources available for teacher/student use (websites, references, etc) |
http://www.kenstone.net/fcp_homepage/language_of_film.html http://schools.ednet.ns.ca/avrsb/732/hainstoc/briefcase/main.htm http://www.cibacs.org/teacherpages/mwhitmore/downloads/pdf/sb/Storyboarding.pdf http://schools.ednet.ns.ca/avrsb/732/hainstoc/film/ Pinnacle tutorial: http://curriculum.union.edu/tips/pinnacle.php Movie tutorial: Windows Movie Maker tutorial: Use your Google Mail (Gmail) account at school with this link: Access Google Mail Note: This should bypass any site blocking program. |
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COPYRIGHT ISSUES |
Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles) |
1. Introduction
2. Storyboarding
3. Video shoot
4. Editing
There is a student web page the students will go to for their instructions on how to do this project. http://stephen.schell.googlepages.com/videoskills%2Cdrillsandrules |
Student products expected |
Video under three minutes demonstrating the skill, drill, rules or game. |
Samples (include teacher notes, assessment information, student work if available) |
Feel free to copy the following web page and adapt it to fit your needs. Follow these instructions:
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Logistics (organization, grouping, management issues, access to technology) |
Students can work in groups of two to four. |
Assessment information (e.g., rubrics for products and/or process) |
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Possible extensions |
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Adaptations for students requiring additional support |
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