Podcast

It can be about anything! Some ideas:

• Yourself
• Your family
• Hometown
• Vacation destination
• Favorite sports team
• Celebrity

This podcast will be at least 1 minute long and include a minimum of 5 images. This podcast will be recorded on an Ipod and you will be uploading all your work into GarageBand.

GarageBand has many editing tools that can be used in your podcast. For example you can add music and sound effects. The main focus of this podcast is to record your script you create and inform others about the topic you choose.

Some helpful websites:

http://www.youtube.com/watch?v=tpUUKJeP7jE

http://www.apple.com/support/garageband/

Learning Objectives:

-The student will be able to create a script and make it into a minimum of a 1 minute podcast containing at least 5 pictures.

- The student will be able to create a podcast that consists of complete sentences, and clear speaking at an understandable pace throughout the recording.

Technology Standards:

The technology standard aligned with this activity is the NETS-S standard of communication and collaboration. This is done by students using digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. In this activity students will communicate information and ideas effectively to multiple audiences using a variety of media and formats.

Lesson Procedures:

1. Show “My Hometown” Podcast example http://www.youtube.com/watch?v=EUPz8XLt0lQ
2. For practice, the students will get into groups of 3 and together make a short podcast about their favorite restaurant and why it is their favorite, including two pictures. The students need to focus on speaking slowly, and have a well written script.
3. Moving on to the independent practice, students will begin be creating a script for their own podcast. This podcast is meant to inform other students on their topic.
4. After the script is completed students will practice reading it with another student in the class, being sure to speak clearly and slowly. This partner run through will also double check that their script is well written, containing complete sentences.
5. After creating the script the student will photograph pictures using a digital camera or by finding them on the Internet. (Make sure to include the source of the photo if not your own)
6. The student will upload the pictures onto the computer, and place them in the program GarageBand where they will be uploading their podcast recording as well.
7. When the pictures have been uploaded to the computer into Garage Band the student will then record their script onto the Ipod, speaking clearly and in complete sentences. They will then upload the recording into GarageBand along with their photos.
8. After the photos are arranged on GarageBand in the order desired, then match up the time the photo appears with how long the script applies to that photo, by stretching the photo longer or shorter.
9. Re-listen to your podcast to make sure it’s exactly how you want it. You can try out special effects and different sounds or music. Have fun!

What is the role of the technology?

This lesson will greatly benefit and advance the student’s understanding of the importance of technology in the classroom. Not only is using technology more fun for the student, but in this case it is also a more effective way for the child to share their information with others. Recording it on a podcast with their voice will make the project more personalized. Technology in this activity will promote collaborative as well as individual learning.

Assessment

To evaluate the student’s learning and understand of this assignment I will not focus so much on the specific content of the podcast, but more of how they presented it. The podcast will need to be recorded by the student understandable, clear speaking voice. They will also be required to speak in complete sentences, and the words must make sense. The podcast must contain 5 pictures that go along with the script, which will also be turned in with the podcast, so I can see how they began writing. First the students will look at a podcast I created, then work in groups to create a shorter version, finally they will create their own work to test how much they have learned throughout the lesson. Before the student creates their final project they will do a run through with a partner to assure them they’re podcast meets the requirements and they are using an understandable speaking voice.