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Name _____________________________________                              Date _______ Period ______
Foods                                                                                                                  Shopping for Food
Money Saving Digital Story

Directions:     Throughout this lesson, you have learned how to be smarter comparison shoppers.  You have also learned about other money saving ideas from your research and listening to your classmates’ audio podcasts.  You have just been hired as a community educator and your first job is to create a digital story that illustrates money saving techniques that can be used when grocery shopping.  Make sure to stay organized and keep on task.
 
Steps to Take:
  • STEP 1:  Brainstorm– Work with your group to come up with a plan of attack.  Brainstorm ideas you want to include in your digital story and how you want to convey those messages. Get online and start looking for more ideas if you need them.  Use Inspiration to brainstorm your ideas.  Save the file and write down the file name and location here:   
    • File name and location: ____________________________________________
  • STEP 2:  Create your storyboards – Once you have got an idea of what you want to do, create your storyboards using the attached templates.  Feel free to get as many copies as necessary.  You can also feel free to use graphics or symbols to communicate your message if you cannot find the right media (just be sure to cite your sources).  Make sure you include any information you will need in creating your digital story (image names, text, narration, transitions, etc).  
  • STEP 3: Begin creating your digital story– It will be your responsibility to select and use all the necessary equipment and technology to create your digital story with.  Remember to save your work often!   Proofread and/or watch your digital story and check for mistakes as you go along.  Remember: all video, graphics, images and accompanying narration must be appropriate.  Keep in mind, you project must adhere to the guidelines within the rubric.  Please include your file name and location here:
    • File name and location: ____________________________________________
  • STEP 4: Evaluate Yourself – When your project is finished, each member of your team should complete a copy of the attached rubric.  Your group should then hand in a folder containing:
    • This handout with file names and locations
    • Completed storyboards
    • Completed student rubrics
Grading:
A copy of the grading rubric for this assignment has been included at the end of this assignment.  You will receive a numeric grade on this assignment based on the criteria within the rubric (determine the numeric grade by dividing the number of points you received, by the total number of points possible).  Prior to submitting your work, complete the Student Score section of the attached rubric and turn this in with your project folder.

Name _____________________________________                                                Date _______ Period ______
Foods                                                                                                                                    Shopping for Food
Money Saving Digital Story Rubric

Criteria

4-3 points – excellent 2-1 points - average 0 point - poor Student Score Teacher Score

Planning

Brainstorming

All brainstorming work submitted for each part of the project. Some evidence of brainstorming submitted, but does not cover all aspects of project. Little or no evidence of brainstorming submitted or brainstorming that was submitted does not apply to project.

 

 

Storyboards

Complete storyboards present, with required text, images/graphics, audio/sound, video/animations, colors, screen design and/or transitions. Storyboards present but not all parts completed.  Missing less than three pieces from text, images/graphics, audio/sound, video/animations, colors, screen design and/or transitions. Storyboard not done or partially started.  Completed three or less pieces from text, images/graphics, audio/sound, video/animations, colors, screen design and/or transitions.

 

 

Organization

Clear evidence that student kept materials organized in folder/binder.  Well planned and thought out project.  All aspects follow a logical sequence that aids the audience in acquiring the content. Some evidence that student kept materials organized in folder/binder.  Project showed some planning and thought.  More than three quarters of the aspects follow a logical sequence that aids the audience in acquiring the content. Little or no evidence that student kept materials organized in folder/binder.  Project showed poor planning and little thought.  Few aspects follow a logical sequence which makes it difficult for audience to acquire the content.

 

 

Design and Layout

Use of Multimedia A wide variety of multimedia present (text, images/graphics, audio/sound and video/animations all included).
All included forms of multimedia work well together to create a united theme and demonstrate excellent synthesis.
Contributes to increased learning of content.
Some use of multimedia present. 
Multimedia used worked well together, with some parts that do not fit in with overall theme and demonstrated good synthesis.
Used appropriately for intended purpose.
One or no form of multimedia present.
Multimedia used does not blend well together with overall theme and demonstrated poor synthesis.
 

 

 

Text All fonts and font styles are easy to read and font sizes are appropriate.
Appropriate paragraph formatting/bulleting/headings.
Amount of text is appropriate to keep audience engaged.
Text formatting is consistent throughout the project, giving the project a uniform appearance.
A few fonts and font styles were hard to read and some font sizes were inappropriate or used incorrectly.
Some paragraph formatting/bulleting/headings incorrect. 
Paragraphs and text are a little lengthy.
Several inconsistencies in text formatting throughout project that took away from the overall appearance.
All or most fonts, font styles and sizes are hard to read.
Inappropriate use of paragraph formatting/bulleting/headings. 
Paragraphs/text too lengthy to keep audience attention or to sparse (not enough information to explain).
Project was inconsistent with text formatting, making it hard to follow.  Gave a poor appearance.

 

 

Images/Graphics

All images/graphics are relevant and appropriate to project/topic.
Images and graphics add to visual interest of overall theme and enhance overall project.
Images/graphics are clear and/or recognizable and the proper size.
 
Most images/graphics are relevant and appropriate to project/topic.
Most images and graphics add to visual interest of overall theme and enhance overall project.
Images/graphics are somewhat clear and/or recognizable and some are the proper size.
Images/graphics are unrelated to and/or inappropriate for project/topic.
Images/graphics used detract from visual interest and/or overall project.
Images/graphics are not clear and/or recognizable and incorrect size.
 

 

 

Audio/Sound

Music, audio, sounds used enhance overall project.
No background noise or distractions (people talking, coughing).
Volume of voice, music and effects enhances presentation.
Smooth transitions (no static, dead space).
Well rehearsed with smooth delivery.
Speech is clear and understandable and conveys appropriate expression and/or emotion.
Length is appropriate to convey intended message.
Music, audio, sounds used are mostly appropriate to project.
Little background noise or distractions (people talking, coughing).
Volume of voice, music and effects is acceptable with some inconsistencies.
Mostly smooth transitions with a few areas of static and/or dead space.
Some areas were unrehearsed with some uneven delivery.
Speech is mostly clear with some areas that are indistinguishable and mostly convey appropriate expression and/or emotion.
A little too long/short to convey intended message.
Music, audio, sounds used are distracting and detract from overall project.
A lot of background noise or distractions (people talking, coughing).
Volume of voice, music and effects are not acceptable or detract from presentation.
Transitions were abrupt and include a lot of static and/or dead space.
Not rehearsed at all and delivery is poor (hesitant, choppy).
Speech is unclear and sounds distant and does not convey appropriate expression and/or emotion.
Extremely long/short to convey intended message.

 

 

Video/Animations

Video/animation is of high quality (only good shots included).
Length is appropriate to project.
Smooth transitions from shots/scenes.
The varieties in transitions enhance overall effect.
Video/animation is good quality (some editing done, but not all shots are high quality or poorly done).
Video/animation a little too long/short for intended purpose.
Some transitions are too irregular and/or inappropriate for shot/scene.
A variety of transitions are used (not all enhance overall effect).
Video/animation is poor quality (little evidence of editing).
Video/animation extremely long/short for intended purpose.
Transitions are irregular and/or inappropriate for shot/scene.
Transitions are not used or detracted from entire effect.

 

 

Color

Use of colors in background, text, and/or clothing made entire product easy to read/view.
The color schemes suits the mood of the product. 
Use of colors in background, text, and/or clothing made most of product easy to read/view; a few errors in color placement.
Most colors used suit the mood of the product.
Use of colors in background, text, and/or clothing made product very hard to read/view.
The color scheme detracts from the mood of the product. 

 

 

Screen Design

Layout is visually appealing and strongly contributes to product.
Clear balance using proximity, repetition, contrast and/or alignment.
Emphasis is on content, not graphics or special effects.
Layout is mostly visually appealing with some areas that are unclear, sparse or cluttered.
Most areas show balance using proximity, repetition, contrast and/or alignment.
Emphasis appears to be on content, although some
graphics or special effects seem to overtake content.
Layout is minimal or cluttered, detracting from product.
Little evidence of balance using proximity, repetition, contrast and/or alignment.
Most emphasis on graphics or special effects than on content.

 

 

Originality

Items included are presented in a way that conveys the author’s intended purpose in their own way (did not copy another’s ideas).
Items included are used to create a unique, fresh and effective project.
Most items included are presented in a way that conveys the author’s intended purpose in their own way (some ideas from other’s work).
Some items show a unique idea or concept presentation.
Items included are copied from another’s work with few if no modifications to personalize the material.
No evidence of new thoughts or ideas.

 

 

Content

Introduction and

Conclusion

Gives interesting and concise overview of material to be presented.
Gives a specific purpose for the content.
Catches audience attention.
Conclusion clearly summarized content.
Gives basic overview of material to be presented.
Gives a basic purpose for the content.
Somewhat catches audience attention.
Conclusion summarizes most of the content.
 
Does not include an introduction or introduction unclear.
No purpose stated.
Does not catch audience attention.
Conclusion vague or no conclusion provided.

 

 

Supporting Content

A rich variety of supporting information is included that relates to main topic.
Includes strong, specific facts.
Information intrigues and questions are asked of audience.
Minimum of 8 slides used.
Some supporting information is included that mostly relates to main topic.
Includes some opinion (not facts).
Information is not really intriguing.  Few questions are asked of audience.
Minimum of 5 slides used
Little or no supporting information is included that rarely relates to main topic.
Information based mainly on opinion.
Information is not presented in an appealing way (boring).
2 or fewer slides used.

 

 

Research and Accuracy

Accurately recorded and interpreted all sources of information and graphics.
Includes three or more acceptable resources.
Most information accurately recorded.  A few pieces of information inaccurately interpreted.
Includes at least two acceptable resources.
Little or no information is accurately recorded.
Little of no information is accurately interpreted.
One or no acceptable sources used.

 

 

Relevance

All information collected and included into project is relevant. Some of information collected and included into project is relevant. Little or none of information collected and included into project is relevant.

 

 

Mechanics

Few or no grammar/spelling, capitalization or punctuation errors in project.  Two or less errors present. Some grammar/spelling capitalization or punctuation errors in project.  Three to six errors present. Many grammar/spelling capitalization or punctuation errors in project.  Seven or more errors present.

 

 

Citations

All sources of information/graphics were properly sited/quoted (no errors) Most sources of information/graphics were properly sited/quoted (three or less errors) No sources of information/graphics were sited/quoted or all sources were improperly sited/quoted (four or more errors)

 

 

Technical Aspects

Use of Technology

Chooses correct program to create project in
Appropriately utilizes technology accurately
Used the computer responsibly.
Did not need any assistance/reminders to keep working on project.
 
Needs minimal help choosing correct program to create project in
Appropriately utilizes most aspects of the technology accurately.
Used the computer responsibly.
Needs little assistance/reminders to keep working on project.
Does not choose the correct program to create project in.
Does not know how to utilize technology accurately.
Did not use the computer responsibly.
Needed multiple reminders to continue activity or chooses not to participate in project.

 

 

Completion

All aspects of project are completed. Most aspects of project are completed (three or less aspects missing). Few aspects of project are completed (more than four aspects missing).

 

 

Acquisition of Knowledge

Subject Knowledge

Subject knowledge is evident throughout entire project.
Project not a just a presentation of information but an exploration of information which requires higher order thinking skills.
Subject knowledge is evident in most areas of project.
Project is a presentation of information with some exploration of information.
Knowledge of subject matter is evident in few areas of project or not evident at all.
Project is just a presentation of information.
 

 

Collaboration

Worked with all team members positively.
Contributed equally to the final project.
Performed all duties assigned in group.
 
Worked with most team members positively.
Mostly assisted group in final project.
Performed some of the duties assigned in group.
 
Did not work with team members positively.
Did not assist group in final project, or contributed minimally.
Performed few or none of the duties assigned in group.
 
 

 

 

    Totals  

 

 

     
Final Grade on Project
 


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