Video Camera & Editing Lesson

Do Now

 

  • Sit next to a partner and move the desks as close together as possible.

 

Learning Objectives

 

  • To learn how to use our video cameras
  • To learn basic editing possibilities
  • To learn how to upload video clips to your computers
  • To learn how to import video clips to iMovie
  • To practice basic editing

 

Agenda

 

  • Attendance and Reminders
  • Med Term Quiz is on Friday.
  • Get in your groups and move desks together
  • Quick talk about the camera
  • Receive a camera from Andy or Mr. McDowell (Be careful, these cameras are fragile
  • Camera Lesson
  • Video your team members
  • Move over to lab benches with computer
  • YouTube Lesson
  • Upload/import video
  • Editing exercise
  • Return computer and camera

 

 

Part 1

For this assignment you will be working with one other person.

  1. Watch the posted video and answer the questions on a single sheet of paper. Be sure your name and the name of your partner is on the paper.

Note: The answers to many of these questions might be obvious to you. Remember, some of your classmates have never edited a video before. Please be patient. If you know the answer, share what you know with your teammate. Also, explore the software a little.

iMovie tutorial video

Part 2

You will be videotaping each other saying specific things into the camera. For this assignment to work everybody must participate and instructions must be followed. If you’re camera shy don’t worry, we will not be sharing the video with anybody. This is an exercise to show you how to use the video camera and the software to perform basic editing. Please do not work with anybody outside of your group.

  1. Student 1 – Record your partner (camera zoomed in) saying “1, 2, 3.” Stop the recording.
  2. Student 2 – Record your partner (camera zoomed out) saying “A, B, C.” Stop the recording.
  3. Student 1 – Record your partner (camera zoomed in) saying “4, 5, 6.” Stop the recording.
  4. Student 2 – Record your partner (camera zoomed out) saying “D, E, F,” Stop the recording.

You should have four separate clips.

Log On to your computer using your student account (SchoolLoop Login). This is important because the downloaded video clips need to be saved on your account. Download the video clips to iPhoto on your computer.

Part 3

Import the video clips from iPhoto to iMovie. Edit the “123” video clip with the “456” video clip. Edit the “ABC” video clip with the “DEF” video clip.

Edit the new “123456” video clip with the new “ABCDEF” video clip using an interesting transition.

PART 4

Audio manipulation. The audio volume in the “123” portion of the clip needs to be loud. The audio volume in the “456” portion of the audio clip needs to be soft. The audio volume in the “ABC” portion of the clip needs to be loud. The audio volume in the “DEF” portion of the audio clip needs to be soft.

Integrate audio sound or music in the background at a level that does not conflict with the audio of the video clip.

Part 5

Create and integrate a title slide for the beginning of the video – something that is high school appropriate. If you have to ask the answer is NO!

Create and integrate a scrolling credit at the end that includes your team members names and what each member did. Make sure the scroll speed is appropriate.

Extra Credit

If time permits, try creating something with the above mentioned video clips that is creative, crazy, or both. Be prepared to share the extra credit.

AHA Iron Chef Cook Off Judging Criteria

Judging Components:

1 – 5 points can be awarded in each of the following components:

Presentation

Taste

Teamwork

Creativity

Bonus opportunity

 

Judging Criteria:

Teams will have 40 minutes to complete a dish consisting of:

  • A main dish of either chicken or salmon
  • Salad with dressing made from scratch
  • Some type of appetizer or smoothie

Each team will make one plate to present to all the judges

Must use all ingredients from the mystery grocery bag (at least a portion of)

A salad can be the main if explained during presentation

Must work as a team

Must cooperate with all teams (do not horde pantry items)

Must clean as you go

BONUS opportunity:

  • If the make an app and a smoothie
  • Station is clean
  • Oral presentation is well done (explaining the dish)

 

 

 

Timing and Flow:

6:00 – 6:15     Shane and Jason to begin to warm the room and set the stage for the event

6:15 – 6:55      Cooking!

6:55 – 7:10      Each team presents plate and explains dish to judges

7:10 – 7:15      Judges deliberate

7:20 – 7:25      Judges remarks and comments

7:25                 Winners announced and prizes awarded (4th thru 1st place) & photo ops!

7:30                 Move to main event!

 

Things to note:

Plate is considered final when station is clean

Make one plate as presentation to judges (save extra for judging tasting if needed) *Judges will taste from the one dish

Team will identify one spokesperson to explain dish to judges.  Items to include in presentation:

  • What did they make
  • How this dish met AHA guidelines
  • What culinary skills/techniques did they use in making the dish
  • What makes their dish unique

 

Class work for 2-24 Periods 1,2,5,6

Use a Google Doc to answer question found in this video. Be complete with your answers and keep a “growth mindset.”

Share the google doc with me. Put your period, last name, first initial PHVid in the subject line. Be sure to give me editing privileges.  For example – 1 McDowell,R PHVid.

http://vizia.co/videos/aaabe7cc456b478373c304/share

 

“In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment,”                                                       Carole Dweck Psychologist

Do even the littlest things with purpose and intention to learn…..

Class Assignment 1-23-17

Do Now: Get a laptop, log on, open a web browser and open the following link.

https://www.youtube.com/watch?v=yG5rWjwi6uA

As you watch the first story do the following.

  1. Create a story board (Squares on a paper/s – front and back) capturing the ideas having to do with the bacteria, how it spread, it’s signs and symptom and the immune response mounted against it. Leave out all other details. Keep in mind what you already know about the immune system. Remember to draw a 10 second picture in the squares of your story board and to have the text underneath. Do not copy the text on the video. Paraphrase using your own ideas.
  2. Note two ideas that are similar to the previous case – Influenza.
  3. Note two ideas that are different than the previous case – Influenza.

I realized I never collected your ESLO’s Reflection. Please read below.

  1. I will be collecting your reflections on your participation in the health academy over the last two years tomorrow and how they relate to the first to points of the “Expected School Wide Learning Outcomes” (ESLO’s).                                 Point 1. Galileo Students are Effective Communicators that can make themselves and their ideas Understood.           Point 2 Galileo Students are Critical Thinkers that can analyze and understand new ideas.                               Here are a list of points you can use in your reflection. You can use all or some, as long as you are reflecting on the first two ESLO’s
    1. Cooking with Chef Shane and the AHA
    2. Our trip to Sacramento with the AHA
    3. Our weekly hospital visits
    4. Our weekly college course Med Term and EMT
    5. Our PSA project
    6. Our mock interviews with resume and cover letter workshop
    7. Our Lecture from Dr. Padrone on professionalism
    8. Extra classes you took with CCSF
    9. Internships/volunteer participation
    10. Guest Speakers (Paramedic, Go Red for Women, Brittany Chiquata, Alan Wong MD/Author)
    11. Blood Drive Prep
    12. GHA Internship

Acronym and Abbreviations Poster

Create a Poster that shows all of the acronyms and abbreviations used in the six patient assessments. Make sure you know what the words mean. For example in D.C.A.P.B.T.L.S., C stands for contusion. Make sure you know what a contusion is. I have included a few examples of projects to help you understand the assignment. Do to Learn, not to get it done…..

Pt. Assessment 14 Pt. Assessment 13 Pt. Assessment 11 Pt. Assessment 10

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