Photo+Manipulation+Project

__** Photo Manipulation Project **__ Peggie Wright

Objectives: highlight similarities and differences between two pictures.

Materials Needed: The true picture and the untrue picture

Brief Description: Children will take the untrue picture and circle all objects that make the picture different from the original picture.

Nick Anello = World History =  **World History: Can you spot what is wrong with this picture?**

__**Lesson Plan:** __ **1) Identify types of Architecture in Ancient Greece and Ancient Rome.** **2) Place the picture above on the projector and ask students what is wrong with this picture?** **3) Students should be able to identify what should not be in this picture.** **4) Students will then work on comparing and contrasting the two great Classical Civilizations focusing on what made them unique.**

__**NETS-S Standards: **__
 * 1a. Apply existing knowledge to generate new ideas, products, or processes **
 * Illinois Learning Standard: **
 * 16.B.3a (W) ** Compare the political character­istics of Greek and Roman civilizations with non-Western civilizations, including the early Han dynasty and Gupta empire, between 500 BCE and 500 CE.

<span style="background-color: #ffffff; font-family: Arial,sans-serif;">
 * How I would use my Photoshop picture: **


 * My picture would be used as an exit slip after teaching my students about the Washington monuments. To move on to the next activity, they would have to correctly circle the part of the picture that is not a Washington monument. The correct answer would be to circle the building in the bottom right corner. That building is actually the Lincoln Museum in Springfield, IL. **



1. Identify and discuss the elements that living things need for survival 2. Have students discuss aspects of space and Mars that prevent life from living there 3. Put the image above on the SmartBoard and have students analyze image and answer the questions below.
 * __Lesson:__**

- **Illinois State-**
 * __Standards:__**
 * F. Know and apply concepts that explain the composition and structure of the universe and Earth’s place in it.
 * **12.F.3b** Describe the organization and physical characteristics of the solar system (e.g., sun, planets, satellites, asteroids, comets).

- **NETS Students**-
 * 4. Critical Thinking, Problem Solving, and 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. a. Identify and define authentic problems and significant questions for investigation

- __Knowledge:__
 * __Student Questions:__**
 * 1) Where is this picture taken?
 * 2) Is this picture possible if it was taken on that planet?
 * 3) What is wrong with this image?

- __Comprehension__: Describe what you see in the image above.

- __Application__: Identify items in this picture that do not fit/make sense?

- __Analysis__: Compare and contrast this picture to how this picture should really look?

- __Evaluation__: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Based on what you know about life and Mars, what would you expect to happen in this situation?



<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">-To be used once students have become familiar with World War II, specifically the Pacific Theater of Operations. <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Provide the students with the image. Ask students to examine image and whether they have seen it before. Allow short time for students to analyze image and conclude that image is familiar yet different/changed. <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">-Discuss how the image has been changed.
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Lesson: Iwo Jima Flag Raising Analysis **

<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">- Ask students to write one page response as to how the events leading to the flag raising atop Mount Surabachi on Feb. 23, 1945, could have led to the Japanese control over not only the island of Iwo Jima, but the Pacific Theater as well.
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Assignment **

Untrue Picture My untrue picture is a money tree in a forest setting. This story starter stemmed from creative writing project that encouraged students to finish the “I wish…” prompt.

=DANETTA MANNING= SCIENCE LESSON

=__//DANETTA MANNING://__=

**The intended use of this picture would be to teach a science lesson on the four seasons/trees.**
**Students will learn about the different parts of a tree (roots, seeds, trunk, branch, leaves), functions of a tree, and important processes such as photosynthesis (sunlight) to explain why trees grow leaves during the spring and summer months and why leaves change colors, as well as lose their leaves, during the fall and winter months. Students will learn that leaves need to take in sunlight to produce food and energy for a tree. I would display a visual to help them understand how the photosynthesis process works.**
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">This lesson plan would be a great way to introduce a thematic unit on the four seasons, trees, or leaves to a group of primary grade students. **

**__ Untrue Picture Anne Frank and the Statue of Liberty __** I put some thought into my upcoming units and decided I would like to create a picture that would tie to Anne Frank. After ISAT’s we read the Diary of Anne Frank. The students are definitely into the story and love to learn about the background dealing with WWII. Therefore, I decided to create a picture that would deal with Anne Frank. When thinking about the story of Anne Frank, I thought of a girl and family that was trapped in building for a few years because their freedom was taken away. When I think of freedom, I think of the Statue of Liberty. Therefore, my picture came to mind. I was going to combine a picture of Anne Frank, next to the Statue of Liberty. The picture I found of the Statue of Liberty has several visitors on site. What better to add to the picture is children in the concentration camps during WWII because they were striving and hoping for freedom as well. Therefore, my picture involves the Statue of Liberty, Anne Frank, and children in the concentration camps.

You may ask, “How would you use this picture?” Simple, I would begin by using this picture as an introduction to the unit. I would ask students to journal about the picture to see what they think and a class discussion would follow. As we are progressing through the story, I plan to revisit the picture to see if their vision has changed. Once the unit is complete, we will do a final journal entry, see if their thoughts have changed, and discuss freedom and the lack of freedom of those in the concentration camps and Anne Frank and her family.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">This photo would be used to have students focus on animal habitats

Science Standard 12B: Students who meet the standard know and apply concepts that describe how living things interact with each other and with their environment.
 * Stage G.3 Explore the interactions between an ecosystem’s organisms, **
 * Examining types of interactive relationships (e.g., mutualism, predation, parasitism) with specific examples, or
 * Explaining interrelationship of adaptations and ecosystem survival.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 15px;">1. Look closely at this photograph. <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 15px;">2. Use your knowledge of animal habitats to explain what part of this picture doesn’t make sense. <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 15px;">3. Draw a new picture that would be a true depiction of either the animal and its true habitat or the habitat and an appropriate animal. <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 15px;">4. <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">Explain the differences between your picture and the one you were asked to analyze. How is your picture a more accurate depiction and animals and their habitat?

// Student NETs Standard //
 * 1) Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students apply existing knowledge to
 * 2) Generate new ideas, products or processes.

// Student Math Common Core Standard // CC.9-12. S.CP.2 Understand the independence and conditional probability and use them to interpret data. Understand the two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.

Probability Lesson with Untrue Picture
 * 1) Review of Probability
 * 2) What is it?
 * 3) How do we find it?
 * 4) Is there a formula?
 * 5) Review the untrue picture
 * 6) Ask questions about the untrue picture
 * 7) What is in the picture?
 * 8) Is it real?
 * 9) What do you see?
 * 10) Is there anything missing?
 * 11) Determine probabilities of the items in the untrue jar
 * 12) What is the probability of picking a female?
 * 13) What is the probability of picking a male?
 * 14) What is the probability of picking a female without replacement?
 * 15) What is the probability of picking a male without replacement?
 * 16) What is the probability of picking a character with yellow hair?
 * 17) What is the probability of picking a character with yellow hair or blue hair?
 * 18) Etc..

__ Rationale for picture: __ Students should recognize the characters in this jar. Since I would be talking about probability I would use this untrue picture to invoke their attention and put a twist on the marbles in a jar example. Not only should students see that there are cartoon characters within the jar, but that they have no color. Students need to remember the colors of these characters; and if they don’t the students around them can help teach them. This untrue picture is an attempt to bring a visual into math and let students see that all pictures might not be true or have been taken in real life.