Main subject: Geography
related subject: History
Duration: 180 minutes.
Age groups: Age 12
Submitted by: Jana Hermanussen, Germany
Students learn how to make an explainer video with its characteristic attributes. The students learn the basics of city foundation in medieval Europe. The students have to summarize and structure the information and practice to present the results in an explainer video. The students learn a new way to present their work, increase their creativity and collaborate with others.
Implemented digital tools:
A digital device with a video cut app/program. Internet connection is not necessary.
Supported digital competence for student:
Information and data literacy, Communication and collaboration, Digital content creation, Problem solving.
Elaboration of the competences:
The students make their own explainer video and refine their digital content creation. Communication and collaboration will be trained by communicating and contemplating about the storyboard of their explainer video and coming to an agreement. When students learn how to make an explainer video they improve their information and data literacy.
The videotool needs to be installed on the devices and the students have to be experienced in using it. Organise a construction to keep the device sturdy while making the video. Paper, scissors and pencils are needed. Open the site: https://www.youtube.com/watch?v=2uz4Vizvn6c (Gut erklärt ist gut gewusst – Lege-Trick-Technik) or https://www.youtube.com/watch?v=VNRej7mStZY (Erklärvideo erstellen=install an explainer video) (there are many other videos in English). Students will also need blank paper, scissors and black and coloured pens. Some support to keep the device sturdy while making the video. A smooth surface.
The students work with the thematic materials and write a storyboard for the explainer video. In the second step the groups prepare the video by drawing and creating pictures and comics (see “Lege-Trick-Technik”). After that making the video can be started. If more time is needed the processing time can be prolonged.
The groups present their outcomes to the other students and give feedback to each other.