LESSON PLAN DIGITAL SKILLS 1 IMOVIE

Teacher: Alexandra Read

Grade Level: 5 Subject: Digital Skills 1_
ISTE Standards & Benchmarks
Educational Technology NETS.S: The Next Generation
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes.

b. create original works as a means of personal or group expression.

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts or others employing a variety of digital

environments and media.

b. communicate information and ideas effectively to multiple audiences using a variety of media
and formats

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

b.locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.

4. Critical Thinking, Problem-Solving & Decision-Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems
and make informed decisions using appropriate digital tools and resources. Students:

b.plan and manage activities to develop a solution or complete a project.

5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and
ethical behavior. Students:

a.advocate and practice safe, legal, and responsible use of information and technology.

b.exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity.

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems and operations.
Students:

b.select and use applications effectively and productively.

c.troubleshoot systems and applications.

d.transfer current knowledge to learning of new technologies

2. What are your goals for the lesson? Students will write a short script, film themselves reading
the script and edit the movie in iMovie to create a special effect using green screen technology.
What do you want the students to learn?
Students will learn how to:
1. Save and retrieve files from Google Drive or their iPad Cameral Roll.
2. Open a new project in iMovie and name the project so that they will be able to find and open
it again.
4. Write a 20-30 second script in Word, time it, and save this file to a network folder to retrieve
and read while they are filming.

5. Film their movie using their iPad with a green screen background and save it to a network
folder.
6. Research, locate, and save a copyright-free image to use as a background that illustrates the
IT topic that they are featuring in their movie.
7. Drag the image that will be the new background into iMovie and extend the length of the
image to match the length of their movie (20-30 seconds)
8. Locate and import their movie clip from Google Drive or Camera Roll
9. Combine the green-screen movie with the new background using the green screen special
effect in iMovie
3. Why are these goals suitable for this group of students?
Students have been developing still and moving image editing skills in previous classes using
Adobe Fireworks, iPhoto and Adobe Flash respectively. iMovie is another application for
manipulating and combining images to create a new special effect using green screen
technology.

4. How do these goals support our curriculum?

These goals address a wide selection of the ISTE standards for middle school students and they
introduce some of the skills that they will need in IT classes in future grades.
5. How do these goals relate to our broader aims and philosophy statement?
This class uses some of the skills that students would normally use in other academic subjects
such as Language Arts or Drama. This lesson seeks to build connections between IT and the
other academic disciplines and help students to understand how the subjects they learn in school
relate to each other and will be used in a real world setting such as acting, directing and
production for Television and Cinema.

6. How do you plan to engage students in the content? What will you do? What will the
students do? Time estimates included.
Part I: approximately 15 minutes
1. Explain the purpose of the lesson Login, Open iMovie, complete a whole group guided
practice where students will:
(a) open and name a new project in iMovie
(b) find a copyright free image in WikiMedia Commons to use as a background and drag it onto
the desktop and into iMovie.
(c) change the length of the image to match the length of the movie.
(d) locate a prerecorded green screen movie in the shared folder called PhotoBooth Movies for
Day 7, drag it onto the desktop and import it into iMovie.
(e) combine the green screen movie with the still image by selecting the iMovie special effect
for green screen.
Part II: Approximately 20 minutes
2. Students will open Word and start to type their script no title needed
3. I will show a movie with all the applications and assignments that we have done in IT this
year.
4. I will show examples of green screen movies and their accompanying scripts so students can
see the length of the scripts and how large a font to use so that they can read it while they are
filming.
5. I will show the PowerPoint slide that reminds students of the file and folder name to save
their scripts in.
Part III Approximately 40 minutes

6. The first students who finishes and saves their script to student submissiions will come to the
back of the classroom where the green screen is located and practice their script by placing their
iPad on the stand behind the monitor with the script on it.
7. The student will stand in front of the green screen and confirm that they can read their script. I
will call Quiet on the set. 5,4,3,2,1 you have 3, and click on the record button on the student
iPad. After 3 seconds students will read their script while they are being recorded.
8. The student will return to their seat to and find a background image in WikiMedia commons
and drag it into their iMovie project and combine this with their greenscreen movie in iMovie.
9. Each student who has completed their script will film
11. The first three students to complete their iMovie will be named Editor-in Chief, Director and
Producer respectively, I will add their names to the PowerPoint and play the PowerPoint with
slides about their roles and the Director will be given the clipboard, the Producer will sit at the
computer next to the camera computer and the class will be informed who the Editor-in-Chief is
so that they know who will come and help them if they have their hands up. This student will
circulate around the classroom.

7. What difficulties do students typically experience in this area, and how do you plan to
anticipate these difficulties?
This is a complex lesson that involves a number of different processes to create the final project.
I foresee the following problems:
1. Students may not know what to write about, and how many words are needed for a 20-30
second movie. I will show some examples of student movies filmed in other classes and provide
instructions for how to show seconds on the computer clock
2. Students need to learn the process for bringing the still and moving images into iMovie and
combining the two. I will provide a guided whole group practice session in class before they
start writing their script and filming
a. students will open iMovie
b. create and name a new project
c. find a copyright free image of an apple in Wikimedia commons.
d. drag the image of an apple onto their desktop and then into iMovie
e. change the length of time that the image stays on the screen from the default (4 seconds) to
match the length of their movie.
f. locate a practice movie file of me from the shared folder and drag it onto the desktop and then
import it into iMovie.
g. drag the imported movie on the image background to combine the two and play the composite
movie
The best way to provide individual support for all students during the independent practice
session that follows is using peers helpers who have successfully completed this process. The
first person to film their movie and combine it with the new background in iMovie becomes
The Editor in Chief this student will help students encountering difficulties with the iMovie
process with their hands up.
4. Getting all students filmed in a single block needs orchestrating. The second person that
successfully films and finishes their iMove will become The Director - this student will call
for Quiet on the set and make sure that the next student is framed in the shot and is ready to
read their script when the movie starts recording. The third person to complete their iMovie
becomes The Producer and they will be responsible for helping the next person about to film to
identify their script in the shared folder, open it up and zoom into the file so that the student can
read it while filming. This student will click the record button on the student iPad at the
beginning of filming and the stop button at the end of filming and help the student save the file

in the shared folder with a new name, their last name and first name so that they can find it when
they return to import it into iMovie.
5. Students may forget what to call their Word file and where to save it to the shared folder. A
PowerPoint file on the white board will remind them of the filename and folder name to save the
file.
6. Students may forget how to drag the still image and import their movie into iMovie. A
PowerPoint file with the steps on will remind them how to do this will be on the white board. If
they put their hands up The Editor in Chief will come and help them.
7. Those that finish can become helpers for the Editor in Chief and answer questions for those
students with their hands up.
8. Students may need help getting their scripts finished and saved. Students who finish can
become helpers for the Producer by helping students complete, time and save the finished Word
files with a font size that is easy to read from a distance in the correct shared folder so they can
find and open it easily when it is their turn to file. Director helpers will ensure that there is an
orderly line for students waiting to film and make sure that the wait time between filming is
minimized by having students ready to film when the previous person has saved their file to the
network and keeping background noise minimized.
9. The director needs to know how to pace the filming to ensure that all 17 students are filmed.
A clipboard with the names of the students can help identify how many more students need to
film. A timeframe with the length (in minutes) of the filming window will help the Director
keep an eye on how much time there is left to film everyone and students keep focused on
moving through the filming process.
10. The area around the filming computer and green screen may get crowded so one computer
should be reserved for filming and the computers next to it remain unused
11. Students may be unsure of what to do next. An agenda on the board will help them know
what they should be doing now, and what to do next.
12. Students may not know what IT subject to choose. A one minute IT assignments review at
the beginning of class will help remind them of the subjects and applications that we have
covered this year.

8. What instructional materials or other resources, in any will you use?

1. A green screen and lights for optimum results.
2. 4 PowerPoints with the following slides
(a) PowerPoint 1 - a welcome slide that asks students to login
(b) PowerPoint 2 - a review of steps for naming and saving word scripts and how to show
seconds to time the script using the computer clocks. Slideshow set up to repeat continuously
with an 8 second transition time between the slides.
(c) PowerPoint 3 - The previous slide and a second slide with a review of the steps for dragging
still images and importing moving images into iMovie. Slideshow set up to repeat continuously
with an 8 second transition time between the slides.
(d) PowerPoint 4 - The previous two slides and three more slides with the title and roles of the
Editor-in-Chief, Director and Producer (and helpers). Slideshow set up to repeat continuously
with an 8 second transition time between the slides.

4. A selection of student examples of scripts and movies to show students the length (number of
words) and kind of content that is expected.
5. A sample practice green screen movie for students to import in their whole group guided
practice.
6. A clipboard with a list of students for the Director to cross off students.
7. A computer set up in front of the green screen positioned so that students are framed in the
center of the camera shot.
9. How do you plan to assess student achievement of the goals? What procedures will you
use? The assignment will provide evidence of student achievement of the learning objectives.
The assignment will be graded using a rubric available on the course website
http://digitalskills1.weebly.com

10. How do you plan to make use of the results of the assessment? (component 1f)
Students who do not manage to complete the assignment satisfactorily during this class will be grouped with the
Editor in Chief, producer and director in the next class to complete the assignment for a revised grade before the
continue with the second part of this iMovie unit, to combine the movies of all students in the class into a class
movie.