Water and Global Responsibility STEM Unit
LP19_Photo Essay
Lesson Plan 19: Photo Essay
Overview
In this lesson students learn to create stories from images as they look at the way they use
water each day. By using photos taken by youth in Haiti as an example, they also learn how
people in Haiti interact with water, and the power of images to tell a story.
Background Knowledge:
 This lesson should be done after completing the lesson on Taking Photographs
 Students should have an understanding of how to create a PowerPoint Presentation and
how to transfer photos from their camera to the computer.
Time Required: The lesson requires multiple class periods:
 2 hrs: Session on storyboarding
 2 hrs: Time to work with small groups. This time can be spread out over multiple class
periods.
 2 hrs: Film Festival. Sharing the PowerPoint presentations that each group has created.
Grade Level: Grades 5 and 6
Subject Area: Language Arts, Social Studies, and Art
Key Words: Storyboarding
Alberta Curriculum Links: See curriculum link table
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Water and Global Responsibility STEM Unit
LP19_Photo Essay
Lesson Plan 19: Photo Essay
6 hrs
Learning Expectations
1. Compare how water is used in Canada and Haiti.
2. Demonstrate how images can be used to tell stories about water.
3. Use technology to create water stories.
Materials





LCD Projector
Digital Cameras, ideally one per student
Criteria for assessing photo stories
Access to computer lab
Haiti Photo Story PowerPoint
Preparation

Book time in computer lab if necessary.
Introduction
30 minutes
1. Explain to student that they are going to see some photos from youth in Haiti about
how they use water.
2. While watching the photos ask them to think about the following questions:

If the person or object in this story could speak what would they tell you?

What has a voice? And what is the voice saying in each image?

What does the image tell you about how people use water in Haiti?
3. Stop to discuss some of the photos as you go through them, and at the end ask
students to summarize what the photos tell them about how water is used in Haiti.
Storyboarding
1 hour
1. Tell students, that just like the students in Haiti, they are going to create a story with
photographs about how they use water.
2.
Brainstorm the different ways that we use water.
3. Ask students how they could convey these uses of water in as few images as
possible. Discuss suggestions.
4. Explain to students that they will work in groups to create a storyboard about how
they use water with as few images as possible. They can use the storyboard to plan
and sketch the type of photos they want to take.
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Water and Global Responsibility STEM Unit
LP19_Photo Essay
5. Provide an example of how to sketch one use of water on the storyboard.
6. Divide students into groups.
7. Ask them to decide on one use of water per group member that they want to
photograph.
8. Ask them to sketch the water uses thinking about how many images they will need.
For example, if it was watering your lawn, could you show it in just one image or do
you need multiple images? If it was dishwashing how many images would you need?
9. Circulate and observe the storyboards, providing direction and feedback when
necessary. Ensure that all group members agree with the images selected.
10. When students have completed the storyboard, ask them to divide up the
responsibility for taking the photos among group members. Some groups may decide
that each person will photograph one use of water. Most of the photos will need to be
taken from home.
Preparing PowerPoints
3 hrs
1. Once students have taken their images, ask them to create individual PowerPoints.
Note, this will require approximately 2 hours of computer lab time.
2. Ask students to merge individual power points with group members then manipulate
order for flow. This will require approximately 1 hour of lab time.
Sharing and Comparing
2hrs
1. When the PowerPoint presentations are complete ask students to share them with
the full group. Ask them to be as brief as possible in their groups.
2. Ask students to fill out the self-assessment form once all groups are done.
3. Ask students to discuss the similarities and differences that they observed between
the way students use water in Haiti and how they use water.
4. Ask them to compare the way they conveyed their water stories with how the youth
in Haiti conveyed their stories.
Review
20 min
1. Ask student to write a journal reflection about the comparison between their water
stories and the water stories of the youth in Haiti.
Resources
A storyboarding template can be found on Wikipedia at:
http://upload.wikimedia.org/wikipedia/commons/f/f4/Storybord_template_002.jpg
A student handout for this assignment can be found at the end of this lesson.
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Water and Global Responsibility STEM Unit
LP19_Photo Essay
Assessment
 Self-evaluation of group work (see below)
 Two optional teacher assessment forms are provided below. One is in a rubric and
the other in a marking sheet. The criteria for assessment are slightly different in
each sheet. Select the criteria and form best suited to your needs and share it with
students at the beginning of the project.
Teacher Reflections
The voice of the kids in Haiti really came through in this lesson. It is a powerful way for our kids
to really see what Haiti was like from a peer. This lesson is also a really great way to get a
feeling for different technological abilities amongst students.
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Water and Global Responsibility STEM Unit
Photo Essay
LP19_Photo Essay
Name:__________________
In this assignment you will work in small groups to photograph different uses of water,
and present them in a PowerPoint presentation. Your goal is to photograph the uses of
water in as few images as possible, while trying to tell a story through pictures.
Assignment
Part 1: Plan and Photograph the Images
1. Look at the list that the class created on different uses of water.
2. Select one use of water for each person in the group.
3. Consider how you will photograph the different uses of water in as few images as
possible. You should be able to capture the use in one to three photos maximum.
4. Discuss the assessment criteria provided by your teacher and how you will
incorporate it in the design of your presentation.
5. Sketch out the possible images on your storyboard worksheet.
6. Divide up the responsibility of taking the photos between the different people in
your group. Remember, you should share the work equally.
7. Photograph the images you agreed upon. Most of this work will need to be done
at home. Remember to have the images ready for the day that lab time is
programmed.
Part 2: Create a PowerPoint Presentation
1. Download the images from your cameras on to the computer.
2. Each member of your group should create and save a short PowerPoint
presentation with their photos in the correct order.
3. Discuss how to string together the different PowerPoint presentations to show
the four different uses of water.
4. Combine the images together in one PowerPoint presentation.
5. Select appropriate font and background for your slides, and if necessary add
short sections of text to improve understanding.
6. Select the transitions you will use between slides. It is recommended that you
keep the transitions simple to avoid distracting the audience.
7. Test the PowerPoint to ensure that the slides are working, and save the images.
8. Discuss how you will present the PowerPoint to the class.
Part 3: Evaluate your Work
1. Fill out the “My Photo Essay” evaluation and hand it in.
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Water and Global Responsibility STEM Unit
LP19_Photo Essay
My Photo Essay Work
My name ________________ My group ____________________
Read each statement and circle the number that fits for you.
5 – Absolutely 4 - Mostly 3 –Somewhat 2 – Not really 1 - Not at all
1. I found all the photos that I needed for my photo essay
5
4
3
2
1
2. I signed up for a fair share of photos from the list
5
4
3
2
1
3. I had my photos ready on time.
5
4
3
2
1
4. I put my photos together and had the power point ready 5
for my group.
5
5. I did my part in my group.
4
3
2
1
4
3
2
1
6. I gave others a chance to participate in the group.
5
4
3
2
1
7. I was a helpful and cooperative group member.
5
4
3
2
1
8. I was a problem solver.
5
4
3
2
1
9. I am proud of our presentation
5
4
3
2
1
Please complete these sentences. Explain your answers.
The best part of working on this project was . . .
The hardest part of working as a group . . .
I feel that my contribution to the group was . . .
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Water and Global Responsibility STEM Unit
LP19_Photo Essay
Photo Essay Assessment
Group Members: _______________________________________________________
5 - Exceptionally 4- Mostly 3- Somewhat 2- Very Little 1-Not really
1.
2.
3.
Photos
Images clear and accurate
5
4
3
2
1
Quality of photos, clear and crisp
5
4
3
2
1
Composition – centered, subject focus
5
4
3
2
1
Enough photos to tell complete story
5
4
3
2
1
Accurate representation
5
4
3
2
1
Images clear and accurate
5
4
3
2
1
The Story
title slide effective
5
4
3
2
1
clear, logical order
5
4
3
2
1
Text – font, colour and size readable
5
4
3
2
1
Spelling, punctuation, grammar correct
5
4
3
2
1
Story is accurate
5
4
3
2
1
Creativity and Effort
Effective transitions
5
4
3
2
1
Sequences ordered effectively
5
4
3
2
1
Engaging - attention grabbing
5
4
3
2
1
Creativity and Effort
5
4
3
2
1
Effective transitions
5
4
3
2
1
Teacher Comments:
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Water and Global Responsibility STEM Unit
LP19_Photo Essay
Photo Essay Assessment Rubric
Criteria
Content
10
Your presentation shows
photos about 4 different
uses for water. Every photo
contributes to the main idea
of the project and has a
clear purpose.
The sequence of the photos
helps to carry a story
between the different slides.
8
There are photos of 4
different uses of water. All
the photos are related to the
main idea of the project.
6
Only three different uses for
water are photographed.
Some photos are unrelated
to the topic.
>4
There are images for two or
less uses of water, and
photos that are unrelated to
the topic and unclear.
The sequence of the photos
is logical and easy to follow.
Layout
The layout creative and
visually appealing. The
fonts, colours and
background are consistent
and help tie the whole
presentation together. Text
is easy to read.
The layout is visually
appealing. The fonts, colour
and background are
generally consistent. Text is
mainly easy to read.
Some of the photos are in a
logical sequence others
seem to be randomly
placed.
Some of the slides are too
cluttered or too empty. The
fonts, colour and
background are not
consistent throughout the
presentation.
Photos appear to be placed
randomly in the
presentation. There is no
logic or order.
The layout is confusing and
too empty or cluttered. The
fonts, colours, and
background are inconsistent
between slides. Text is
difficult to read.
Use of
Technology
You completely understand
how to use the technology
for this assignment. You
followed instructions and
showed appropriate
behavior when using the
computer. You can easily
explain to others how to put
together their presentation.
You participated fully in your
group. You listened to and
showed respect for others,
contributed ideas and
opinions, and took
responsibility for a fair share
of the work.
Sequence
You understood how to use
You showed little
most of the technology for
understanding of how to use
this assignment. You
the technology for this
followed directions, but
assignment. You needed a
sometimes needed them
lot of assistance and had
repeated more than once.
difficulty following directions.
You displayed appropriate
Usually, you displayed
behavior when using the
appropriate behavior when
computer.
using the computer.
Group Work
You usually participated in
You contributed to you less
your group. For the most
than others. You listened to
part, you listened to and
and showed respect for
showed respect for others,
others sometimes, but were
contributed ideas and
sometimes distracted.
opinions, and took
responsibility for a fair share
of the work.
Rubric adapted from: http://starcamp.wikispaces.com/file/view/Photostory-+Rubric.pdf
You showed no
understanding of how the
technology was used for this
assignment and displayed
inappropriate behavior when
using the computer.
You contributed very little to
your group work.
Sometimes you showed
disrespect for others, and
often did not listen to group
members. You contributions
were often off topic, and
distracted others.
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