Lessons Integrating Information and Communication Technology within a Curriculum Area


Mario Eleftheros (HRSB) and Jeff Carruthers (HRSB)


Video Vignette

Grade Level


Subject Area

All curricular areas.

Overview of unit/lessons/activities (assumptions of prior knowledge/learning)

Short films created by students from the writing to the production of a video using various technologies.
Assumption of Skills:
Some prior knowledge of the stages of video production or the means to acquire that knowledge.

Correlations to ICT and curriculum outcomes

BOC: 9.1, 9.3, 9.5, 9.6, SEHI: 9.3, 9.4, 9.6, PTS: 9.1, 9.2, 9.3, 9.4, 9.5, CT: 9.1, RPSD: 9.5, 9.6, 9.9

Curricular outcomes to be determined by the teacher.

Projected timeline for preparation and for carrying out activities

Video Vignette
1. Brainstorm/Pitch (2hr.)
2. Storyboard (2 hr.)
3. Script Writing (2 hr.)
4. Video Production

  1. Filming (2 hr.)
  2. Editing (2 hr.)
  3. Sharing Final Products (1 hr.)

5. Evaluations and Reflections (1 hr. )

These are rough guidelines for the time needed to complete each step that depend upon the student's knowledge, class size and access to technology.

Equipment Requirements: (computers, software, etc)

Digital video camera, computer capable of digital video editing, firewire,
Optional: Tripod, microphones, lighting, props

Teaching materials provided (Blacklines, worksheets, templates, teacher materials)

Pitch Template

Storyboard Template

Resources available for teacher/student use (websites, references, etc)

Halifax Regional Skills Website Links and Video Tutorial ( http://hfxskills.ednet.ns.ca )
HRSB Tilt Website (http://www.hrsb.ns.ca/tilt/pd/tutorials/index.html )
Principles of Design (http://hrsbstaff.ednet.ns.ca/carrutji/Design%20Book/cover.htm )

Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)

See attached sheet:

Student Instructions (Word format)

Student products expected

Students will be expected to produce; a brainstorm, storyboard, script and video vignette. They will also be responsible for completing a self and peer evaluation and a reflection sheet.

Samples (include teacher notes, assessment information, student work if available)

Sample Videos
Halifax Regional Skills Competition (Video section – Example) (http://hfxskills.ednet.ns.ca)
PDR – Styles of Behaviour (http://hrsbstaff.ednet.ns.ca/carrutji/responses.htm)

Possible Project Ideas

Social Studies:

  1. Explain the difference between latitude and longitude.
  2. Create a "Heritage Minute" based on a famous Canadian individual or event.


  1. Create a short video about an endangered species in Canada.
  2. Create a speech about global warming or sustainable development.
  3. Create a video on lab safety.


  1. Create a video about using fractions in everyday life.
  2. Create a video about using angles in everyday life.
  3. Create a video about Pythagoras.


  1. Re-enact a famous movie in a minute.
  2. Create a video based on a Shakespearean play set in modern day.


  1. Create a video on bullying awareness.
  2. Create a video that deals with an issue that teens have to deal with.

Phys. Ed.:

  1. Create a video that demonstrates the rules of a sport.
  2. Create a video that demonstrates the skills required for a sport.

Tech. Ed.:

  1. Create a video, which demonstrates proper use of the computer lab, food lab and/or equipment.

Logistics (organization, grouping, management issues, access to technology)

Management Tips:

  1. Depending upon the availability of resources, teachers have to create a sign out sheet and explain the process of signing out equipment. (i.e. video camera, tripod, microphone)
  2. Teachers should take the editors aside and train them to use the video editing equipment. They should also take the camera operators aside and explain proper use of the camera, microphone and tripod. These students will become responsible for overseeing their area of the project and sharing that knowledge with their group.
  3. Teachers may wish to distribute their rubric once the groups have been formed to give the students an idea of how they will be evaluated during the project.
  4. Teachers may want to create a checklist of tasks that need to be completed. Groups have to get the checklist signed at each stage before they continue on to the next.

Assessment information (e.g., rubrics for products and/or process)

Teachers can create their own rubrics for evaluating either the ICT outcomes or curricular outcomes.
See attached sample rubric.
Peer assessment chart (for students to evaluate their partners)
Self assessment chart (for students to evaluate themselves)
Reflection sheet

Possible extensions

Depending on the topic it may lead to discussions, debates, and further in depth investigation.

Adaptations for students requiring additional support

Students' efforts could be supported by group members and the classroom teacher. Students with needs should be given roles and responsibilities within their capabilities.

Provided by Learning Resources & Technology Services, NS Department of Education. Privacy Policy