Lesson covers map making for students

By way of introduction, this final assignment required creating a three-day lesson plan on one aspect of multimedia covered in the course. I chose map making, specifically, creating a Google Map. I am planning to use the lesson before the end of the school year with the newspaper staff. A big part of the assignment involved creating an instructional video with Camtasia. I have always wanted to understand how these videos are made, and now I know. It is not a complicated process, and after using Adobe Premiere Pro CC to complete the last assignment, the sequencing was perfect, in that I picked up the editing of the video fairly easily.
Of course, things took much longer than I anticipated. I suggest putting plenty of time aside to gather media, write the script and practice recording. My first couple of attempts came up short. One ended with no audio. Another with partial audio. Another captured the dog barking at a critical juncture. Even with the attempt here, there were issues. For one, the audio was uneven, so I needed to play around with it before I felt comfortable with the result. And some of the information in the video will need clarification in class.
The challenges with a recording like this, I learned, begin with the script. I wrote three before feeling good about what I had on paper. When the recording started, however, I quickly found that having worked with a script, while critical because it made me familiar with the material, also was restrictive. The answer came, for me, from a working online developed from the script. Trying to read and manipulate the mouse and get everything to have a lively approach was too involved. In the end, the video was too long, and I spent every last minute before the assignment was due, cutting and uploading the file to Youtube.
What I most appreciate about working through a recording like this is that it makes me more familiar with the steps I am asking the students to take, and it gives me a tool to refer students to when they ask me to go over the steps one more time. I can just refer them to the video.
Overall, once again, my goal with these classes is to learn something, and I learned a whole bunch from this exercise, as well as the other assignments.

David Fortier
Rocky Hill High School
Rocky Hill, CT

Title: Making an original map and sharing it
Overview and Rationale:
Today’s journalism students have tools available to them that enhance the storytelling process. Maps, surveys/polls and timelines are a few. With a little practice, journalism students can master these elements and produce highly accurate and attractive graphics that provide important information to their readers. Journalism marches forward with technology. The lesson, one in a unit on infographics, covers three days of classes and requires students to become familiar with Google Maps.
Goals for Understanding
What are some of the reasons infographics are necessary and important to readers? (review)
What types of maps are there and how does one decide how to match a one with a news story?
What is the appropriate procedure for gathering elements for a map?
What is involved in making a map and sharing it?
What types of standard operating procedures need to be instituted to ensure that maps meet journalist standards?
Overviews and Timeline
The lesson takes three classes to complete. The first day deals with background on infographics with an emphasis on maps. (If the infographic information has been covered previously, a review may still be in order.) The second day provides students with instruction on preparing for and creating a Google Map of their own. In this exercise, students are given the opportunity to choose whether to complete the prescribed map of areas schools and the town hall, or they may branch off and create a map of their own as long as it meets the requirements. This is the day to share the Camtasia video recording. A third day allows the students to work in class on their maps, in the event that they need further instruction, guidance or clarification.
Activity 1 (One 50-minute class) (Wednesday)
Review the impact of infographics on readership using handouts and pointing out to students some of the research. The “Why Infographics Work” pdf contains enough information in itself. “How to make infographics: a beginner’s guide to data visualisation” provides steps for creating maps, along with examples of maps and how they are used at The Guardian. Some of the questions that students need to answer include following: How do different newspapers use maps? What do they add to the news experience? What purpose do they serve? What do maps provide that other infographics do not? What steps are involved in creating maps? What are some issues to consider on policy level?
Handouts/links to materials referenced during class and for homework:
“Why Infographics Work” (http://www.wickmarketing.com/wm/wp-content/uploads/2014/05/Final_Infographic.gif)
“How to make infographics: a beginner’s guide to data visualisation” (focus on the maps section)
“How to … use maps to raise awareness”
Examples of maps from this Wired article mentioned below.
“Using Google Maps, Google Earth and Street View” (focus on the section regarding fair use)
Day 1 Homework Assignment
For homework, review the handouts for points that need clarification. Write and submit a short reflection on your findings. In addition, students will search for and find three examples of how newspapers used maps in the past week.
Short reflection (10 pts)
Examples of how newspapers use maps, with url’s (5 pts)
Day 1 Homework Assignment Rubric
Name: ___________________________________________
Deadline: Thursday
Total: ______________ / 13

For homework, after reviewing the handouts/links from class for points that need clarification, below write a short reflection on your findings. _____/ 10 pts

In addition, search for and find three examples of how newspapers used maps in the past week. Write the urls below. _____/ 3 pts

Activity 2 (One 50-minute class) (Thursday)
Students will share their maps from last night’s homework, along with their thoughts and reflections gleaned from the reading. After 15 minutes on discussion, introduce students to their homework and final assessment, including a look at the final product and sharing the Camtasia video recording. (Regarding the Camtasia recording, be advised that the instructions for completing the description field below each photo needs to be clarified. This lesson calls for a photo credit as well as a news brief.) Before class ends, review this evening’s homework assignment–taking and editing photos; and the Google page regarding fair use.
Handouts/links for class:
Example of the map the students will create:
Examples of maps from this Wired article:

The Speedy Cartographers Who Map the News for The New York Times

Examples of maps from The Guardian article:
“Using Google Maps, Google Earth and Street View” (focus on the section regarding fair use)
Day 2 Homework assignment
For homework, take your photos, edit them from appearance (rule of thirds, brightness/contrast), create and add the edited photos to a folder for the lesson assessment.
Map making homework sheet–Day 2

Name: _____________________
Deadline: Friday
Total: __________/23 pts

Take photos of the five locations you will be adding to your Google Map. The assignment calls for you to include the five Rocky Hill school sites*. ____/ 5 pts
Once you take the photos, you will need to complete the following tasks: ___/ 10 pts
edit them to meet the rule of thirds
adjust the brightness/contrast of each.
Locate a Google image for a sixth site. ____ / 1 pt
Create and add your edited photos to a folder in your Google Drive. Name the folder, Map Making Photos. ____ / 2 pts
You must include all of the schools, even Moser, which we know has closed, and on whose site the new intermediary school will be built: Rocky Hill High School, Stevens, Griswold, West Hill Middle and Moser.
In addition, do some reporting. Find out something about the locations that would be of interest to your readers. For instance, what is happening in these schools now? The information may include current students levels, future projections of students, renovation plans, awards. Whatever you find must be gathered from a reputable source. Write a brief news story for each. ____/ 5 pts
*If you choose to pursue different locations make sure you have five of them. I recommend historic or places of where their have been significant events recently.
*For these alternative locations, make sure you have information to use in a caption.. Remember, whatever you find must be gathered from a reputable source. You must complete the tasks listed above in the editing section.
*About the alternative sites, take your lead from news value. For instance, Elm Ridge Park drew hundreds of people for this year’s Terrier Tough Competition. What other events draw people together?

Day 3 (One 50-minute class) (Friday)
Review the final assessment with students, who will then work independently on their Chromebooks to create an original Google Map. This allows the teacher to check in with students to guide, clarify and direct them, as necessary.

Assessment (Due Monday)
Students will create an original Google Map and share it with me. Along with the map, students will provide a one-page reflection the process, with suggestions on how to streamline the assignment. In addition, in a 1-page reflection students will provide their thoughts on how the student newspaper might incorporate maps and what type of instruction/guidance/policy issues need to be addressed. This reflection should be included along with the link in an email. (100 pts)

Day 3 Lesson assignment

Rubric: Google Map Making Assignment
Name: ___________________________________________
Deadline: Monday
Total: ______________ / 100

Day 1 Homework
____ / 13 points
____ Reflection (10 pts)
____ URLs (3 pts)
____ On time (1 pt extra credit)

Day 2 Homework
____ / 23 points
____ Five photos (5 pts)
____ Five descriptions (5 pts)
____ Sixth location with image identified through google image search to be linked to the map (1 pt)
____ Notes from news gathering (5 pts)
____ On time (1 pt extra credit)

Google Map
____ / 46 points
____ Properly named/titled (1 pt)
____ Created a new icon for each location (6 pts)
____ Changed the color of each icon (6 pts)
____ Added a name of each location (6 pts)
____ Uploaded an original photograph for five of the six locations (5 pts)
____ Uploaded Google image, for a sixth location (1 pt)
____ Provided a photo credit for each original photo and a caption for all ( 11 pt)
____ Photos show evidence of editing, i.e., comply with the Rule of Thirds, appropriate lighting (10 pts)

1-page reflection to be included in email with link
____ / 13 points
Reflection explaining what worked and what didn’t. Remember, an important element of this exercise is that you learn something from it, but also that I learn from you. Walk me through the complications, set-up instructions, solutions. Feel free to suggest ways to make the exercise more worthwhile.

Shared Map
____ /5 points
____ Emailed working link to teacher by June 13 8 A.M.

Banning-Lover, R. “How to make infographics: beginner’s guide to data visualisation.” 2014, Aug. 28, The Guardian. https://www.theguardian.com/global-development-professionals-network/2014/aug/28/interactive-infographics-development-data. Accessed 7 May 2017.
“Using Google Maps, Google Earth and Street View,” Google, 17 Dec. 2015, https://www.google.com/permissions/geoguidelines.html. Accessed 7 May 2017.
Petrova, Jillian. “20 Cool Tools for Creating Infographics,” JeffBullas.com, Jeff Bullas
http://www.jeffbullas.com/2015/08/20/20-cool-tools-creating-infographics/. Accessed 7 May 2017.
Miller, Greg. “The Speedy Cartographers Who Map the News for The New York Times,” Wired, 23 Nov. 2014,
https://www.wired.com/2014/10/new-york-times-maps/. Accessed 7 May 2017.
“Infographics–What? Why? How?” Langwitches, Silvia Tolisano, 16 June 2010, http://langwitches.org/blog/2010/06/16/infographics-what-why-how/. Accessed 7 May 2017.
“Creating Infographics with students.” Langwitches, Silvia Tolisano, 6 Sept. 2014, http://langwitches.org/blog/2011/09/06/creating-infographics-with-students/. Accessed 7 May 2017.

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