Your Task:
You will create a short digital story that explains to other Year 4 students what a peripheral device is.
You should include:
* a definition of "peripherals" in your own words
* some examples of peripheral devices
* an explanation about how peripherals can be categorised
* at least one example of how you use a peripheral device in your own learning or at home
You should include:
* a definition of "peripherals" in your own words
* some examples of peripheral devices
* an explanation about how peripherals can be categorised
* at least one example of how you use a peripheral device in your own learning or at home
Watch an example:
This short video is about a similar topic: What is a computer?
Watch this video and think about what makes it a successful video.
Watch this video and think about what makes it a successful video.
- Did they explain the topic clearly?
- Did they use images, text and animations to effectively illustrate the spoken words?
- Did they minimise distractions (such as making sure the recording was clear, avoiding using difficult to read fonts, not including animations and effects that didn't add meaning to the text)?
- Did they plan what to say before they started?
Step 1: Clarify the idea
Make sure you understand what your video is about and who the audience will be. Read through the checklist of things you need to include. Are there things there you are not sure about? Do you need to ask questions to find out exactly what you need to do? Do you understand how this task will be assessed?
Step 2: Research and learn
After watching other videos and reading webpages about peripheral devices, and discussing them in class, you should be able to answer most of these questions without having to read the answers from somewhere else.
Make some notes in your own words to explain these things:
Make some notes in your own words to explain these things:
- What is a peripheral?
- List four examples of peripherals
- How can peripherals be classified?
- Give some examples of peripherals in the different categories you have identified, and explain how you know that they are this type.
- When have you used a peripheral device at home?
- When have you used a peripheral device at school?
Step 3: Write a script
Use the notes you took to write (or type) a script for your video. After you have finished writing your script, you should read it out loud to see if it makes sense, and also time it to see that it is somewhere between 45 seconds and 90 seconds.
Introduction
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Introduce your topic and give some basic examples. Give a simple definition of "peripheral devices" in your own words. Only use words you think someone in Year 3 or Year 4 would understand.
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How can they be categorised?
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What is one way of categorising peripheral devices? Explain how you might know if a device belonged to each category.
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Examples
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Give some examples of peripheral devices and explain which category they are in.
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Optional: Other categories
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To show a deeper understanding, you could explain another way of categorising peripheral devices and give appropriate examples for these categories.
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How you use peripherals
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Give at least one example of how you have used a peripheral device in your own life at school or at home.
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Conclusion
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Do not finish with "Thank you for watching". This is a very weak way of concluding your video. You need to let your audience know you have finished by giving a strong conclusion.
This could be a summary of the main ideas, or a rhetorical question that links back to your introduction. e.g. "So now you know what a peripheral device is, how will you use peripheral devices today?" |
Step 4: Storyboard
As you read your script, imagine what might be useful for the viewer to see as they hear the words.
Next to the different parts of your script, make some notes about what the viewer will see.
It could be a "Clips poster" with a keyword, or an image that shows a peripheral, or a photograph of a diagram you have drawn. Think about whether you might use Clips Labels or Live Titles to help your viewer to understand important parts of your message.
You can write these notes in the margin, or create a table in your document with two columns, one for what you will say, and one for what the viewer will see.
Next to the different parts of your script, make some notes about what the viewer will see.
It could be a "Clips poster" with a keyword, or an image that shows a peripheral, or a photograph of a diagram you have drawn. Think about whether you might use Clips Labels or Live Titles to help your viewer to understand important parts of your message.
You can write these notes in the margin, or create a table in your document with two columns, one for what you will say, and one for what the viewer will see.
Step 5: Collect and create the assets
The assets are the things you will need when making your video, such as pictures, music and bits of video.
If you won't be building these entirely in Clips, you will need to have them on your device (e.g. in your camera roll) ready to go before you start creating your Clips video.
If you are going to use Stop Motion or GreenScreen, this is the time to create those parts for your final video.
If you won't be building these entirely in Clips, you will need to have them on your device (e.g. in your camera roll) ready to go before you start creating your Clips video.
If you are going to use Stop Motion or GreenScreen, this is the time to create those parts for your final video.
Step 6: Pull it altogether
Using your script as a guide and the images and videos you have collected, build your Clips video.
Remember to build a bit, then record to add it to your Clips movie.
You can edit some parts as you go, or wait until you have finished a section to go back and fix it.
Remember to build a bit, then record to add it to your Clips movie.
You can edit some parts as you go, or wait until you have finished a section to go back and fix it.
Step 7: Share
Share your completed video with others!
Step 8: Feedback and reflect
After other people have watched your video, you might notice some things yourself that need to be fixed, or the people who watch might make some suggestions. You can go back and edit your work to improve it based on feedback and reflection.
As you watch other people's videos, you might also reflect on what you liked about their presentations that you might include in future videos you create about other topics.
As you watch other people's videos, you might also reflect on what you liked about their presentations that you might include in future videos you create about other topics.