Client: Dr.

Esma Jennings
Gifted Teacher, Hawthorne Elementary
esma.jennings@clayton.k12.ga.us
404-642-5917

My client is the SCORE, AKA gifted, teacher, Dr. Esma Jennings, at my school. She

wants to incorporate more technology into her classroom, while continuing utilize project based

learning. The students are currently in a unit on the colonial United States. The unit is

comprised of colonial America, Revolutionary War, and a new nation. Dr. Jennings wants

culminating project which will demonstrate mastery of the unit standards.

As a culminating project, I have purposed that the fifth grade SCORE students use

Piktochart to create a timeline to include at least two important events from each of the following

time periods: the colonial period, the Revolutionary War period, and the new America period.

For each important event, the students will provide a brief description of the event reflecting the

importance in of the event, the date of the event, and an appropriate graphic.

This project will address the standards associated with the Independence unit of study. The

standards addressed are as follows:

SS4H3: Explain the factors that shaped British Colonial America.

SS4H4: Explain the causes, events, and results of the American Revolution.
SS4CG1: Analyze the challenges faced by a new nation.

The project will be assessed using a rubric, attached.

I chose this project for the SCORE students to accomplish two goals. The first was to

address the student use of technology. Our district, as well as my client, has a goal of getting

technology into the hands of the students to prepare them to compete globally. Student use of

Piktochart addresses this goal. A second goal was to provide a culminating project for the

students. Because visuals can be processed much faster than words, I had the students chose a

graphic that was appropriate in communicating the meaning or the importance of the event. I
also have provided them with a sample visual. I completed the assignment myself and have that

visual available to them as they think about how to make their infographic timeline.

Supposing that the students have never used Piktochart, I designed a PowerPoint,

attached, that Dr. Jennings can use to introduce her students to Piktochart. The presentation

addresses getting logged on for the first time, choosing a template, and saving a draft of the

project. This presentation uses visuals with a voiceover. The use of Piktochart may be confusing

enough for them with just verbal instructions, but with the use of dual coding, they should be

able to grasp Piktochart seamlessly.

When it comes time for the students to actually work on their projects, Dr. Jennings and I

will be working together. This is an assignment that will likely be added to their class Edmodo,

so that it can be completed at home, as well. With that in mind the PowerPoint presentation and

Piktochart example will both be posted with the assignment so that the students may further

benefit from both visuals.

My plan addresses several of the ACRL Visual and Literacy Competency Standards.

First, it addresses standard three. The students will be selecting visuals for their timelines based

on the appropriateness of the visual. They will have to evaluate what the visual communicates in

order to choose an appropriate visual for their project. Secondly, the project addresses standard

five. The students will be utilizing technology as they process their visuals. Finally, the students

will display competency in standard six. The students will not only be using visuals but they will

also be creating visuals as a means of communication.

When I first met with Dr. Jennings, I thought that getting the students to use two pieces of

technology, Comic Life and Piktochart, would be good, but as I began considering the learning

curve these students might have in using the two programs I opted to focus just on one piece for
now. After this project is finished, I plan to team up with Dr. Jennings again to try to get the

students using other forms of creative visuals.

I also had a bit of technology trouble of my own. Where I live, satellite internet is all that

is available, and that with data limits. Consequently, I had a bit of trouble getting everything I

needed when I was away from school and found that I was constantly having to relocate in order

to get online. Overall, I am excited about the project and am looking forward to the actual

implementation of the project in the classroom.

References:

Kernbach, S., Eppler, M. J., & Bresciani, S. (2015). The Use of Visualization in the
Communication of Business Strategies: An Experimental Evaluation. Journal
Of Business Communication, 52(2), 164-187. doi:10.1177/2329488414525444

Kmalvand, A. (2015). Visual Communication in PowerPoint Presentations in Applied

Linguistics. Techtrends: Linking Research & Practice To Improve Learning,
59(6), 41-45. doi:10.1007/s11528-015-0903-5Of Business Communication,
52(2), 164-187. doi:10.1177/2329488414525444

Mayer, R. E., & And, O. (1996). When Less Is More: Meaningful Learning from Visual and
Verbal Summaries of Science Textbook Lessons. Journal Of Educational Psychology,
88(1), 64-73.
5th grade SCORE Independence Timeline Rubric

Concept Points Possible Score

Name 5 pts
Title 5 pts
Time appropriate flow 10 pts
Neatness/Appearance 10 pts
2 Events: 6 pts

2 pre-war significant 2 Dates: 6 pts

events, dates, graphics, 2 Appropriate graphics: 6
and summaries pts
2 Summaries of events:
6pts
2 Events: 6 pts

2 war period significant 2 Dates: 6 pts

events, dates, graphics, 2 Appropriate graphics: 6
and summaries pts
2 Summaries of events:
6pts
2 Events: 6 pts

2 new America period 2 Dates: 6 pts

significant events, dates, 2 Appropriate graphics: 6
graphics, and summaries pts
2 Summaries of events:
6pts
Total Score:
Total Possible Points: 102
pts