The Pet Project is a multimedia authoring project designed to have students create one-frame that contains a picture (digital or something they have drawn and then have had scanned) of their pet and then gives them the opportunity to write 1 sentence about their particular animal. Suggestions are also given for using the Record Object on the eZediaMX toolbar to have students record a short sentence discussing some aspect of their pet - how it got its name - what they like about their pet, etc.

The Pet Project is designed as an Introductory Level project for someone just getting used to the idea of using multimedia with their students in the primary grades. The project takes advantage of certain features in eZediaMX to make life easier for teachers, especially those who might not have had the chance to try out this sort of activity before. A document template and document well containing preliminary resources have been provided for downloading at the bottom of this page. Correlations to curriculum standards have been noted for both Texas and South Carolina.

The project can be done with the teacher taking the lead and guiding the students or it can be done by small groups of students. Ideas for expanding the project are provided.

Adding complexity to the project
Designed to be handled by Kindergarten or Grade One students with guidance, the project's complexity can be easily increased to meet a broader variety of standards. For older grades (2 to 3 or even 4th), the amount of writing that is done on each frame can be increased. The research into the dietary needs of the pet can include both the Internet and the library. Students can evaluate the quality of the information they are obtaining. Younger children can draw pictures or other creative works that represent their pets and then get assistance scanning them. You might want to have older students use the digital camcorder to record short movie clips of their pets. Each facet of the discussion of a pet can be expanded. Instead of one-frame created by each student, older students can create their own project on pets by adding in frames for  (1) feeding and caring for their pets; (2) the type of shelter needed; and (3) interesting facts about their type of pet.

Simple informational literacy and technology skills can be included through the use of Internet searching and the use of e-mail to communicate with children in other parts of the state or country to talk about their pets and research differences.

In Figure 1, we see the opening, or title, frame of the Pets Project. It has a basic white background with photos of pets. In the bottom left-hand corner is a "quit" button that allows viewers to exit the project immediately. The Pet Project is set up to be navigated using mouse clicks or the arrow keys on the computer keyboard. In the eZediaMX editor, you can choose File > Document setup > Play using presentation clicks.

Even though the document is setup using presentation clicks, I added a navigation phrase "Click to see the next pet" in the bottom right-hand corner to start training children (and adults) to look for navigation instructions. I also couldn't resist the inclusion of the puppy photo to act as a "pseudo" button (pseudo because he really doesn't do anything except look cute!).

Figure 1: The title frame of the Pets Project being displayed in the Preview Player in eZediaMX


Figure 2 shows us what the project looks like in the eZediaMX editor. When you open up the project after downloading and unzipping it, you will find 5 frames already done. Notice that I have alternated between a puppy and a kitten in the bottom corner. The short instructions you see here are written for you as the teacher.

The large yellow square in the middle of the frame is a Placeholder Object. It acts like a magnet when items are dragged in from the well into the frame (see Figure 3). This reduces confusion for the student as to where they should place their picture. You or the student can always move or re-size the photo after it has been dragged in. Think of the Placeholder Object as an invisible assistant. When I use the Placeholder Object as a prompt for students, I will simplify the instructions. Right now, these are written for you, the teacher.

Figure 2: Showing frame two of the Pet Project in the eZediaMX editor.



Figure 3: The image shows the frame in the editor with the Object Well parked next to it. Just think - no more worrying about students running all around the hard drive trying to locate resources!


The Object Well is like a friendly filing cabinet parked next to the frame. Students can drag an object from the well into the frame to use it as they want. The well can contain pictures, text, buttons, etc. Dragging objects from the well does not remove them. They're still there the next time you need them. Everything I used to make this project is in the Object Well.

Parking the well next to the frame allows even very young students a greater degree of independence. It also starts to foster good information literacy skills because we should be organizing our resources in such a way that we can locate them efficiently when we need them.

How to do this project:
If you haven't used eZediaMX before, may I suggest you begin with the "Super Simple eZediaMX Instructions" available at this site as a quick introduction? Atomic Learning.com has some terrific, short streaming movies on some of the eZediaMX features that you might want to preview, too. eZedia.ca has provided some excellent tutorials for free that you can locate at: http://www.ezedia.ca/support/resources/tutorials/
eZedia.ca has also produced some short video clips that will demonstrate a number of the features: http://www.ezedia.ca/support/training/show_me/

Step 1:   Decide on the curriculum standards you are attempting to meet by using this project.
You need to begin at this point (as my students here me saying constantly). What are you trying to accomplish? Depending on the age and ability level of your students, you might be emphasizing the oral recording of a sound file more than the written work. Where in your curriculum does this project make sense?

Step 2: Decide if you're going to need some help.
If this is the first time you've tackled something like this, don't be afraid to ask for help. You can even e-mail me! You have people in your school who will be able to assist. The media specialist/librarian can help you locate resources such as other pictures available via the Internet. Someone in your school will have access to a scanner if you are going to use children's art work. Parent volunteers will come and assist the students record their voice files or work with the students as they build their frames.

Try using the One-Minute Guru approach of Fred Ignazio. Train one student to do one discrete task such as starting the program and loading the project file and well. Train another student to use the record button to help students do their sentences. Break up the task and spend a few minutes with students to build yourself a cadre of helpers. You'll be amazed at just how much assistance is available in a school - even yours! Other students from older grades would be another excellent resource.

Step 3: Set out your plan in your daybook in terms of how you're going to have it come together.

Step 4: Do it!

Step 5: Congratulate yourself!

Print resources
Books on cats and kittens have been organized by theme for teachers at:
http://www.canteach.ca/elementary/theme25.html

Internet Resources
Complete unit on Pets designed according to the approach used by Sylvia Chard
http://www.project-approach.com/examples/previous/petdot.htm

Here's another unit overview also from Sylvia Chard's site. This time this is aimed at the kindergarten level. If you're really looking for some inspiration on how to extend learning in the primary classroom, try this:
http://www.project-approach.com/examples/pets/pet_project.htm

Here's a simple Internet alphabet site that uses animals for each letter. You and your students could create your own using eZediaMX and their artwork.
http://www.infostuff.com/kids/a.htm

Curriculum Standards:
Texas
Gr. 1 English
(1.3) Listening/speaking/audiences/oral grammar.  The student speaks appropriately to different audiences for different purposes and occasions.
(A) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3);
(1.4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words.
(C) clarify and support spoken messages using appropriate props such as objects, pictures, and charts (K-3); and
(1.5) Reading/print awareness. The student demonstrates knowledge of concepts of print.
(C) understand that written words are separated by spaces (K-1);
(F) know the difference between capital and lowercase letters (K-1);
(G) recognize how readers use capitalization and punctuation to comprehend (K-1);
(1.18) Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms.
(B) write labels, notes, and captions for illustrations, possessions, charts, and centers (K-1);
(E) write to communicate with a variety of audiences (1-3);

Science
To extend the project into the science area, simply add an additional frame after each pet that talks about what the basic needs of the pet are, such as food, the type of shelter, living environment, etc.
(1.9) Science concepts. The student knows that living organisms have basic needs.
(A) identify characteristics of living organisms that allow their basic needs to be met;

§114.2. Languages Other Than English, Elementary.
A wonderful way to recognize and encourage children to explore other languages is to have the children record a simple sentence orally using the record tool in the eZediaMX toolbar to say a simple, informative phrase such as "My pet is a ....." in another language.

§117.5. Art, Grade 1.
(1.2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill.
(A) invent images that combine a variety of colors, forms, and lines;
(C) increase manipulative skills, using a variety of materials to produce drawings, paintings, prints, and constructions.

§126.2. Technology Applications
Kindergarten-Grade 2.
(b) Knowledge and skills.
(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections.
(A) use technology terminology appropriate to the task;
(B) start and exit programs as well as create, name, and save files;
(2) Foundations. The student uses data input skills appropriate to the task.
(A) use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen;
(B) use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns as grade-level appropriate;
(D) produce documents at the keyboard, proofread, and correct errors;
(E) use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate.
(3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society.
(9) Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product.
(B) use software features, such as slide show previews, to evaluate final product.
(10) Communication. The student formats digital information for appropriate and effective communication.
The student is expected to:
(A) use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience; and
(B) use font attributes, color, white space, and graphics to ensure that products are appropriate for the communication media including multimedia screen displays and printed materials.
(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision.
(A) publish information in a variety of media including, but not limited to, printed copy or monitor display; and
(B) publish information in a variety of media including, but not limited to, stored files or video.

South Carolina Curriculum Standards

Writing Goal (W) The student will write for different audiences and purposes.
Kindergarten
K-W1.2 Demonstrate the ability to write in a variety of formats.
K-W1.2.1Demonstrate the ability to use pictures, oral language, and/or letters to create stories about experiences, people, objects, and events.
W2 The student will write for a variety of purposes.
K-W2.1    Demonstrate the ability to use oral language, draw pictures, and/or use letters to explain and inform.
C1    The student will use speaking skills to participate in large and small groups in both formal and informal situations.
K-C1.11   
Begin using visual aids such as pictures to support and extend his or her meaning in oral presentations.
C3    The student will comprehend and analyze information he or she receives from nonprint sources.
K-C3.3   
Continue making connections between material from nonprint sources and his or her prior knowledge, other sources, and the world.
RS3 The student will use a variety of strategies to prepare and present selected information.

Gr. 1
1-W1.3 Demonstrate the ability to generate drafts using words and pictures that focus on a topic and that include relevant details.
1-W1.5 Demonstrate the ability to edit for language conventions such as spelling, capitalization, and punctuation with peer or teacher support.
1-W1.6
Demonstrate the ability to write in a variety of formats.
1-W1.6.1 Demonstrate the ability to write simple compositions, friendly letters, and expressive and informational pieces with peer or teacher support.
W2 The student will write for a variety of purposes.
1-W2.1 Demonstrate the ability to use oral and written language explain and inform.
C1    The student will use speaking skills to participate in large and small groups in both formal and informal situations.
K-C1.1  Demonstrate the ability to use appropriate voice level, phrasing, sentence structure (syntax), and intonation when speaking.
1-C1.1  Demonstrate the ability to use appropriate voice level, phrasing, sentence structure (syntax), and intonation when speaking.
1-C1.10 Continue using visual aids such as pictures to support and extend his or her meaning in oral presentations.
C3    The student will comprehend and analyze information he or she receives from nonprint sources.
1-C3.3    Demonstrate the ability to make connections between material from nonprint sources and his or her prior knowledge, other sources, and the world.
RS3  The student will use a variety of strategies to prepare and present selected information.
K-RS3.3   Continue presenting his or her research findings in a variety of formats.
1-RS3.3    Continue presenting his or her research findings in a variety of formats.

Gr. 2
2-W1.4 Demonstrate the ability to edit for language conventions such as spelling, capitalization, punctuation, and word usage.
2-W1.5 Demonstrate the ability to write and publish in a variety of formats.
W2 The student will write for a variety of purposes.
2-W2.1  Demonstrate the ability to use writing to explain and inform.
C1    The student will use speaking skills to participate in large and small groups in both formal and informal situations.
2-C1.1  Demonstrate the ability to use appropriate voice level, phrasing, sentence structure (syntax), and intonation when speaking.
2-C1.10 Demonstrate the ability to use visual aids, props, and technology to support and extend his or her meaning and enhance his or her oral presentations.
C3    The student will comprehend and analyze information he or she receives from nonprint sources.
2-C3.4    Demonstrate the ability to make connections between material from nonprint sources and his or her prior knowledge, other sources, and the world.
RS3  The student will use a variety of strategies to prepare and present selected information.
2-RS3.3    Demonstrate the ability to present his or her research findings in a variety of formats.

Source of particular resources contained in the document well.
Parakeet Picture
http://www.caracara.org/birding/archi00/img/Monk%20Parakeet.jpg
Parakeet and Ball
http://www.animaland.org/petcare/bird/images/parakeet.jpg
Hamster
http://i.xanga.com/iaznxcutae/hamster.jpg
Goldfish
http://www.fugufotos.com/animals/Gold%20Fish%20Two%20jpeg.jpg

Project Template and Project Well
Both of these files are rather small. The template is only about 350 KB and the Object Well is only about 250 KB.

Download the eZediaMX project template

Download the eZediaMX project well

This is another well with 17 different pet pictures - primarily cats and dogs, along with a bird, a turtle, a fish, and a bear. The bear is included as a reminder of a Grade 1 student I once had who taught me to not so quickly atttribute to imagination what might be true. I had been asking the children what they had done the night before. The usual array of answers came out until I got to Mishkin who announced he had been feeding the lions the previous evening. He was a bright boy and I quickly decided he also had a vivid imagination. A few days later, I discovered that Mishkin's dad worked for the nearby animal farm and that they had recently received some lions. He had indeed been feeding them!

All the pictures have a transparent background (at least, I don't think I missed any!) which means you can bring them into the frame against a colored background and you won't have that big chunk of white around the picture. At some point, pictures you drag in will have that white background and you might not want it. If that happens to you, check out the instructions I have here for taking care of that in a few seconds with a built-in tool in eZediaMX.

Download the 2nd eZediaMX pets well (1.3 mb)