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There are 5 lessons in Working Dogs:
Lesson I: Introducing the Project (1-2 class periods).
Lesson II: Designing the Animation (2-3 class periods).
Lesson III: Scanning and Compiling the Animation (3-4 class periods).
Lesson IV: Producing the Project (4 class periods).
Lesson V: Presenting Projects (2 class periods).
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Lesson I: Introduce Project (1 class period).
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Introduce the project and familiarize students with the role of domesticated dogs in a community. If the tape is available, show your class the Nature episode EXTRAORDINARY DOGS. While viewing the videotape, have the students identify the different jobs that dogs fulfill.
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After viewing the videotape, or if the tape is not available, discuss the various ways dogs assist people in a community. Conduct a brainstorm with the class and record the responses on chart paper.
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Students are to choose an area of canine service they wish to study. Divide students into groups according to their interest. Students will use online resources, CD-Rom reference resources, books, magazines, encyclopedias, and videos from the library to conduct their research.
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Pass out Guided Study, in Organizers for Students.
Homework Assignment: Students should begin their research. Have the groups gather research materials from a library and bring the materials into class the following day.
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Lesson II: Learning to use Hyperstudio (2 class periods).
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Use the HyperStudio Overview, in Organizers for Students, to introduce to the class how Hyperstudio works. Students should be taught how to:
- Use the drawing and painting tools.
- Create a button and attach designating actions such as sound and animation.
- Create a text field.
- Add a graphic.
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Give an overview of stack structures. If possible provide the class with examples of good stack design. Samples are provided in the Hyperstudio CD-ROM. Tell the students that they will be responsible for linking a card to a relevant Web site of their choice. They should keep this in mind while conducting their research. Here are basic definitions of the different stack designs:
- Linear Stack: The multimedia project moves in a linear path. Navigational buttons allow the user to move forward or backward throughout the stack.
- Hub Structure: All cards are linked to a central card in a hub structure. A hub structure is like a bicycle wheel where all of the spokes come together at the center.
- Branching Structure: This design often begins at a central card but then branches off into subtopics. Like a tree, this is the most likely structure to use when assigning a cooperative class stack.
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Lesson III: Preparing a Storyboard (1 class period).
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Introduce the class to the role of a storyboard. A storyboard serves as a blueprint for the framework of the stack. The storyboard provides a work space where the team can plan the structure of their stack as well as the images and text for each card. Copy and distribute the Storyboard, in Organizers for Students.
Using the storyboard, have students decide the
structure of the stack,
the images, digitized and/or drawn for each card, and
the text for each card.
Require each group to complete a storyboard before moving into production.
For management purposes, each group and/or subgroup may create their own stack and then meld them into one class stack. Each sub-group or group's stack should be sound enough to stand on its own. Before sending off each group to plan, design, and execute the project, it would be useful to determine, together with the class, which basic elements will remain standard throughout the project. For instance, placing the forward and backward navigational buttons in the same place on each card and using the same icon for these functions provides consistency for the user, which helps make navigation less frustrating. The class should also select a large and readable font that will be used uniformly throughout the entire stack.
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Lesson IV: Producing the Project (4 class periods).
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Before students begin creating their stacks, have them check their project for the following:
- A title card.
- A table of contents.
- A minimum of five cards per stack.
- Navigational buttons that lead to the correct cards.
- A Reference Card that lists at least three sources.
- Clear and readable text.
- Correct spelling and punctuation.
- Purposeful cards that point to the content.
- Graphics and animations that support content, not override it.
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Have students begin creating their stacks.
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Lesson V: Presenting Projects (2 class periods).
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The groups will be responsible for presenting their work to the class. Time should be alloted for questions and answers related to both the scientific content and the technological aspects of the project. If possible, connect the presentation computer to a television screen for a larger display.
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