The "Introduction to Class" unit not only gives students an insight to the class structure, but also provides feedback on students' current knowledge of technology. As students gain insight to the class structure they are introduced to web 2.0 technologies including class blogs and wikis, social bookmarking, and our online classroom.

Welcome to Multimedia! Our first unit is "Introduction to Class." This unit gives you an insight to the class structure, and also provides feedback on your current knowledge of technology. As you gain insight to the class structure you will be immersed in web 2.0 technologies including class blogs and wikis, social bookmarking, and our online classroom. Unit Objectives TLW review class policies and procedures TLW define class rule, respect TLW compare and contrast Web 1.0 and 2.0 TLW survey current technology knowledge TLW evaluate Web 2.0 knowledge TLW create online classroom, wiki, and diigo accounts TLW review acceptable use policy and course syllabus TLW share acceptable use policy and course syllabus with parent(s)

Welcome to Multimedia! Our first unit is "Introduction to Class." This unit gives you an insight to the class structure, and also provides feedback on your current knowledge of technology. As you gain insight to the class structure you will be immersed in web 2.0 technologies including class blogs and wikis, social bookmarking, and our online classroom. Unit Objectives TLW review class policies and procedures TLW define class rule, respect TLW compare and contrast Web 1.0 and 2.0 TLW survey current technology knowledge TLW evaluate Web 2.0 knowledge TLW create online classroom, wiki, and diigo accounts TLW review acceptable use policy and course syllabus TLW share acceptable use policy and course syllabus with parent(s)

In this unit, students will globally explore history using web 2.0 and promote their culture through a camera lens. Students will assume a variety of roles including consumer, researcher, author, photographer, and communicator. They apply creativity and critical thinking skills to explore the world using web 2.0 components while learning the art of photography. The Visual Ranking Tool is used in a pre unit activity to help students assume the role of a consumer to set priorities when purchasing a camera. This information will be revisited at the end of the unit to investigate changes in original perception. Students will create a It's My World photobook. Unit Questions How can photographs help us to interpret the past? How can connecting to other student cultures affect our views of the world? How can a single photograph communicate many different messages? Content Questions What is one photography technique and how is it applied to photography? How do angles affect a photograph? How has art reflected changes brought about by historical events?

In this unit, students will globally explore history using web 2.0 and promote their culture through a camera lens. Students will assume a variety of roles including consumer, researcher, author, photographer, and communicator. They apply creativity and critical thinking skills to explore the world using web 2.0 components while learning the art of photography. The Visual Ranking Tool is used in a pre unit activity to help students assume the role of a consumer to set priorities when purchasing a camera. This information will be revisited at the end of the unit to investigate changes in original perception. Students will create a It's My World photobook. TLW locate, read, and interpret unit resources using a variety of written and digital media. TLW determine which resources are appropriate for a specific purpose. TLW evaluate camera specifications in order of importance. TLW defend their order of importance choices. TLW research photography techniques. TLW collaborate unit information through wiki, blogs, diigo, and comments. TLW demonstrate photography techniques. TLW evaluate photography techniques TLW create a photobook. 

Are you starting to feel like a photographer? You will continue to assume a variety of roles including consumer, researcher, author, photographer, and communicator, and apply creativity and critical thinking skills to explore the world using web 2.0 components while learning the art of photography. Last week, you used The Visual Ranking Tool to assume the role of a consumer to set priorities when purchasing a camera. This information will be revisited at the end of the unit to investigate changes in original perception. This week we will continue to look deeper at a variety of photography techniques and you will practice applying these techniques. Don't forget to continue to collect pictures for your "It's My World" photobook. TLW locate, read, and interpret unit resources using a variety of written and digital media. TLW determine which resources are appropriate for a specific purpose. TLW evaluate camera specifications in order of importance. TLW defend their order of importance choices. TLW research photography techniques. TLW collaborate unit information through wiki, blogs, diigo, and comments. TLW demonstrate photography techniques. TLW evaluate photography techniques TLW create a photobook. 

Are you starting to feel like a photographer? You will continue to assume a variety of roles including consumer, researcher, author, photographer, and communicator, and apply creativity and critical thinking skills to explore the world using web 2.0 components while learning the art of photography. Last week, you used The Visual Ranking Tool to assume the role of a consumer to set priorities when purchasing a camera. This information will be revisited at the end of the unit to investigate changes in original perception. This week we will continue to look deeper at a variety of photography techniques and you will practice applying these techniques. Don't forget to continue to collect pictures for your "It's My World" photobook. TLW locate, read, and interpret unit resources using a variety of written and digital media. TLW determine which resources are appropriate for a specific purpose. TLW evaluate camera specifications in order of importance. TLW defend their order of importance choices. TLW research photography techniques. TLW collaborate unit information through wiki, blogs, diigo, and comments. TLW demonstrate photography techniques. TLW evaluate photography techniques TLW create a photobook. 

This is our last two days of photography. You will finalize your book and present it Wednesday to the class.

To get started with this unit, you will be introduced to resources and the software interface of Photoshop. This will prepare you for your first project, iExpress.

Standards: ET 1, 2, 3, 6 Objectives: TLW collect Photography resources TLW relate advertising to digital media TLW express themselves using iPod Ad technique TLW create iPod Ad using Photoshop TLW research art ad expression using images and text TLW create art ad expression with images and text using Photoshop

Standards: ET 1, 2, 3, 4, 6 Objectives: TLW collect Photoshop resources TLW research educational Photoshop and college resources TLW create an advanced project using Photoshop TLW evaluate Photoshop knoweldge through choice project and presentation. TLW present choice Photoshop project. TLW teach Photoshop technique not previously covered

Unit 3 Week 4 Standards: ET 1, 2, 3, 4, 6 Objectives: TLW collect Photoshop resources TLW research educational Photoshop and college resources TLW create an advanced project using Photoshop TLW evaluate Photoshop knoweldge through choice project and presentation. TLW present choice Photoshop project. TLW teach Photoshop technique not previously covered

Have you ever listened to a podcast? What type of media does it resemble? Overview: In this unit, students will explore history through radio broadcasting and speeches and relate these to the modern technology of a podcast. Students will assume a variety of roles including material manager, researcher, author, photographer, and communicator. They apply creativity and critical thinking skills to explore the world of podcasts as an educational tool as well as creation components of a podcast. The Chat About It activity is used in a pre unit activity to help students assume the role of a researcher to gather a variety of resources related to the unit. This information will be added upon throughout the unit and applied at the end during the creation stage. Students will create an I Believe… podcast. For this unit, we will explore podcasts from what they are to creation of your own. Your podcast will only be enhanced by your existing knowledge of photography and video'ography. What are some real life uses for a podcast? What are some examples outside of education? Curriculum Framing Questions Essential: Have things really changed that much? Unit: How can today’s technology be seen in the past? What effect do podcasts have on education? How has technology impacted the past and present? Content: What is a podcast? What file format is associated with podcasts? What are three evaluation measurements for a podcast? How can you create and publish a podcast? Student Objectives I will locate, read, and interpret unit resources using a variety of written and digital media. I will compare previous unit skills/resources to the podcast unit skills/resources. I will describe the relationship between radio broadcasts and podcasts. I will analyze the effect of podcasts on education. I will evaluate podcasts. I will create an educational podcast.

Have you ever listened to a podcast? What type of media does it resemble? Overview: In this unit, students will explore history through radio broadcasting and speeches and relate these to the modern technology of a podcast. Students will assume a variety of roles including material manager, researcher, author, photographer, and communicator. They apply creativity and critical thinking skills to explore the world of podcasts as an educational tool as well as creation components of a podcast. The Chat About It activity is used in a pre unit activity to help students assume the role of a researcher to gather a variety of resources related to the unit. This information will be added upon throughout the unit and applied at the end during the creation stage. Students will create an I Believe… podcast. For this unit, we will explore podcasts from what they are to creation of your own. Your podcast will only be enhanced by your existing knowledge of photography and video'ography. What are some real life uses for a podcast? What are some examples outside of education? Curriculum Framing Questions Essential: Have things really changed that much? Unit: How can today’s technology be seen in the past? What effect do podcasts have on education? How has technology impacted the past and present? Content: What is a podcast? What file format is associated with podcasts? What are three evaluation measurements for a podcast? How can you create and publish a podcast? Student Objectives I will locate, read, and interpret unit resources using a variety of written and digital media. I will compare previous unit skills/resources to the podcast unit skills/resources. I will describe the relationship between radio broadcasts and podcasts. I will analyze the effect of podcasts on education. I will evaluate podcasts. I will create an educational podcast.

OVERVIEW OF UNIT In this unit, students will assume a variety of movie roles including critic, writer, producer, actor, and videographer. They apply creativity and critical thinking skills to explore the world of movies using web 2.0 components while learning the art of creating a short movie/commercial/announcement as their unit project.

OVERVIEW OF UNIT In this unit, students will assume a variety of movie roles including critic, writer, producer, actor, and videographer. They apply creativity and critical thinking skills to explore the world of movies using web 2.0 components while learning the art of creating a short movie/commercial/ as their unit project. QUESTIONS TO KNOW Unit Questions How can movies change our view on life events? How can connecting movie characters affect how we react to people in our lives? How can a movie communicate many different messages? Content Questions What is one photography technique that is also applied to movie making? How do cuts (change in camera views) affect a video? How can a storyboard affect the outcome of a movie? What ways can movie techniques be used to promote good life choices? LOUISIANA COMPUTER EDUCATION Standards: 1, 2, 3, 6, A, E, G, H, J, K Objectives TLW collect information for Chat About it for Movie Unit TLW relate photography techniques to Movie Unit TLW identify storystarters through brainstorm activity TLW investigate iMovie TLW create storyboard

OVERVIEW OF UNIT In this unit, students will assume a variety of movie roles including critic, writer, producer, actor, and videographer. They apply creativity and critical thinking skills to explore the world of movies using web 2.0 components while learning the art of creating a short movie/commercial/ as their unit project. QUESTIONS TO KNOW Unit Questions How can movies change our view on life events? How can connecting movie characters affect how we react to people in our lives? How can a movie communicate many different messages? Content Questions What is one photography technique that is also applied to movie making? How do cuts (change in camera views) affect a video? How can a storyboard affect the outcome of a movie? What ways can movie techniques be used to promote good life choices? LOUISIANA COMPUTER EDUCATION Standards: 1, 2, 3, 6, A, E, G, H, J, K Objectives TLW create movie by applying techniques taught TLW relate photography techniques to Movie Unit TLW evaluate movies TLW investigate iMovie

n this unit, students will assume a variety of movie roles including critic, writer, producer, actor, and videographer. They apply creativity and critical thinking skills to explore the world of movies using web 2.0 components while learning the art of creating a short movie/commercial/ as their unit project. QUESTIONS TO KNOW Unit Questions How can movies change our view on life events? How can connecting movie characters affect how we react to people in our lives? How can a movie communicate many different messages? Content Questions What is one photography technique that is also applied to movie making? How do cuts (change in camera views) affect a video? How can a storyboard affect the outcome of a movie? What ways can movie techniques be used to promote good life choices? LOUISIANA COMPUTER EDUCATION Standards: 1, 2, 3, 6, A, E, G, H, J, K Objectives TLW create movie by applying techniques taught TLW relate photography techniques to Movie Unit TLW evaluate movies TLW investigate iMovie

This unit provides project-driven activities and rigorous discussions about internet safety, cyber security and cyber law. You will have a hands-on approach about forensics, crime scene investigation, steganography, cryptology, DNA testing, digital forensics and computer hardware as well how to recover deleted data from computer hard drives.

Standards: ET 1, 2, 3, 4, 6 Objectives: TLW collect Photoshop resources TLW relate advertising to digital media TLW research art ad expression using images and text TLW create art ad expression with images and text using Photoshop TLW evaluate course knowledge through midterm test.

OVERVIEW OF UNIT In this unit, students will combine previous knowledge by applying photography & video skills, storyboarding, and creativity & critical thinking skills to explore stop motion animation. They will use web 2.0 components while learning the art of creating an animation as their final unit project. QUESTIONS TO KNOW Unit Questions What careers would require stop motion animation skills? How can collaboration affect how we react to people in our lives both positive and negative? How can a storyboard communicate many different messages? Content Questions What is one photography technique and one video technique that is also applied to animation? How does pre-planning effect the animation outcome? How can the number of pictures or video clips negatively efect the animation outcome? LITERACY ELEMENT NonFiction AR required reading (DUE FEB 14th) Graphic Organizer or storyboard Vocabulary LOUISIANA COMPUTER EDUCATION Standards: 1, 2, 3, 4, 5, 6 Objectives (9-12): A, B, C, E, H, J, K UNIT OBJECTIVES 1. TLW identify and discuss the basics of photography/video and graphic file formats. 2. TLW plan animation through use of storyboard or graphic organizer. 3. TLW display skill in transition, hyperlinks(as needed), backgrounds, music, and graphics in the development of a presentation. 4. TLW use pictures, clip art and other visual objects within the presentation. 5. TLW list and define the features available on the equipment used. 6. TLW list and discuss various techniques in acquiring the high quality pictures. 7. TLW store pictures and be able to retrieve pictures for use in a product. 8. TLW review and apply skill in the basic use of the camera. 9. TLW download pictures from camera to computer or transfers to other media devices.

This week you will complete your Flash project due first thing Tuesday and take your final Monday and Tuesday. You can take the test twice.

The digital citizenship unit gives students an insight to intellectual property, creative content, and creative rights. Then we explore what we should know to use technology appropriately by exploring the nine elements of digital citizenship. Students will assume a variety of roles including consumer, researcher, author, and communicator. They apply creativity and critical thinking skills to explore digital citizenship using web 2.0 tools. A citizenship survey is used in a pre unit activity to help students assess current knowledge. This information will be revisited at the end of the unit to investigate changes in original perception. Students will create a project that takes the new knowledge about digital citizenship and implements something within the school community that will raise awareness and make a difference.

Welcome to the first week of Unit 2: Digital Citizenship in which we will explorer intellectual property, creative content, and creative rights. This week we will take a look at technology advances and explore the nine elements of digital citizenship. As you explore digital citizenship using web 2.0 tools, don't forget to take notes and save resources in Diigo. You will need it later! We will start this week with a citizenship survey as a pre unit activity to help assess your current knowledge. This information will be revisited at the end of the unit to investigate changes in original perception. Don't forget to think about your unit project in which you will create a project that takes the new knowledge about digital citizenship and implements something within the school community that will raise awareness and make a difference.

This week you will be spending more time researching and creating! Are you ready to start making your presentation? Before you get started, check over last week's lesson to see if you have any questions.

OVERVIEW OF UNIT In this unit, students will combine previous knowledge by applying photography & video skills, storyboarding, and creativity & critical thinking skills to explore stop motion animation. They will use web 2.0 components while learning the art of creating an animation as their final unit project. QUESTIONS TO KNOW Unit Questions What careers would require stop motion animation skills? How can collaboration affect how we react to people in our lives both positive and negative? How can a storyboard communicate many different messages? Content Questions What is one photography technique and one video technique that is also applied to animation? How does pre-planning effect the animation outcome? How can the number of pictures or video clips negatively effect the animation outcome? LITERACY ELEMENT NonFiction AR required reading (DUE FEB 14th) Graphic Organizer or storyboard Vocabulary LOUISIANA COMPUTER EDUCATION Standards: 1, 2, 3, 4, 5, 6 Objectives (9-12): A, B, C, E, H, J, K UNIT OBJECTIVES 1. TLW identify and discuss the basics of photography/video and graphic file formats. 2. TLW plan animation through use of storyboard or graphic organizer. 3. TLW display skill in transition, hyperlinks(as needed), backgrounds, music, and graphics in the development of a presentation. 4. TLW use pictures, clip art and other visual objects within the presentation. 5. TLW list and define the features available on the equipment used. 6. TLW list and discuss various techniques in acquiring the high quality pictures. 7. TLW store pictures and be able to retrieve pictures for use in a product. 8. TLW review and apply skill in the basic use of the camera. 9. TLW download pictures from camera to computer or transfers to other media devices.

Rocket Xtreme integrates authentic hands-on, minds-on experimentation including many found in NASAs Rocket Educators Guide as well as those learned through the LSUS Cyber Camp. The activities and lessons emphasize hands-on science, prediction, data collection and interpretation, teamwork, and problem solving. Teams will compete for points through a variety of activities and projects. This unit supports national curriculum standards for science, mathematics, and technology. Standards: http://rocketxtreme.wikispaces.com/Unit+Standards+and+Objectives

Students develop the abilities to do scientific inquiry. Students identify questions and concepts that guide scientific investigations. Students design and conduct scientific investigations. Students understand objects change their motion only when a net force is applied Students understand laws of motion are used to calculate precisely the effects of forces on the motion of objects Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students use digital media and environments to communicate and work collaboratively. Students apply digital tools to gather, evaluate, and use information. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.