Lesson Plan
Course Title: Digital and Interactive Media
Session Title: Image Resolution
Lesson Duration: 1.5 Hours
Performance Objective:
Upon completion of this assignment, the student will be able to recognize the differences in
required resolution for print applications as opposed to web applications, as well as create
image files properly sized for print.
Specific Objectives:
•
Students will use photo editing software to adjust an image’s size and resolution.
•
Students will recognize the impact of an image’s resolution as it affects printability.
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Students will recognize the impact of an image’s resolution as it affects file size.
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Students will create custom image files that are formatted for print
Preparation
TEKS Correlations: 130.278
• (5)(A) compare and contrast printed and digital communications products that
demonstrate appropriate and inappropriate use of design and layout principles
• (5)(E) identify and use typography
• (6)(B) demonstrate appropriate file storage and file size management skills
• (6)(C) recognize the various file extensions used in digital and interactive media such
as compression, conversion, and use and modification
• (6)(D) identify and choose appropriate software applications for specific digital media
types such as photo, graphics, video, audio, and animation editing software
• (8)(B) export and set graphics to be used in both print and digital formats
Instructor/Trainer
References: Content Developer Knowledge
Instructional Aids:
• Resolution Teacher Directions
• Student Files Folder filled with stock images (including “Water.jpg” and “Duck.tif”)
• Guided Practice Activity
• Wanted Poster Assignment Sheet and Rubric
Materials Needed:
• Wanted Poster Assignment Sheet and Rubric
• Guided Practice Activity
• Access to school approved image files
Equipment Needed:
Teacher will need a computer connected to an interactive whiteboard or projector to allow
students to see work as it is modeled and be able to follow along
Each student will need a computer with the latest version of the software of your choice
(memory card reader is optional)
Students will need a digital camera with at least 5 megapixels of resolution and a USB cable
for downloading photos to their computers
Students will need access to a color printer
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Introduction
Introduction (LSI Quadrant I):
The instructor should begin by asking what resolution is, and how the students think
it affects the image (size and sharpness). Students should be made aware of what
minimum printing resolution is versus resolution for web based applications.
Outline
Outline (LSI Quadrant II):
•
Image resolution—overview of concepts:
•
PPI (Pixels Per Inch)
•
Requirements for web applications
•
Requirements for print applications
•
Required software (for photo editing)
•
Methods for checking resolution and
maintaining perspective
•
Resizing a digital image for print use
•
Using the crop tool
•
Checking/Altering using the Image tab
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Moving images between
layers/projects
•
Checking for matching
resolution between projects
•
Students complete project
•
Managing resolutions between images
and layers
•
Creating custom printable images
Application
Instructor Notes:
Refer to instructions in
the “Guided Practice
Activity” below
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Guided Practice (LSI Quadrant III):
During the presentation, students will follow along using sample images provided
by the teacher and manipulate the resolutions of the images (Follow the Guided
Practice Activity). The instructor may need to hold a refresher or follow-up tutorial
to reinforce information. Absent students may require additional one-on-one
tutorials, or they can collaborate with students around them that were present.
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Independent Practice (LSI Quadrant III):
Following the presentation, the instructor will provide the students with the
“Wanted” activity to complete on their own. They will use a combination of
existing images and personal images to complete the project and then compare
and contrast them against the images of their classmates.
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Summary
Review (LSI Quadrants I and IV):
Students will take all of the introduced information from the lesson and use it to
complete the project. The instructor may hold a quick Q&A with regards to the
vocabulary and assignment to check for understanding.
Evaluation
Informal Assessment (LSI Quadrant III):
The instructor may perform periodic checks for understanding during the
presentation and allow the students to take time to internalize the information and
personalize the vocabulary into terms they can better understand.
Formal Assessment (LSI Quadrant III, IV):
The students will complete the project individually so the instructor can check for
understanding and grade it against the provided rubric. The instructor can also
use class evaluations and discussions to allow students to compare and contrast
their views against those of their peers.
Extension
Extension/Enrichment (LSI Quadrant IV):
Students will have an extensive understanding of resolution and how it can affect
printing. After the conclusion of the lesson, students should be able to use the
information to help with the completion of future print projects created in photo
editing software. If students finish early, the instructor may allow them to assist
other students or formulate ideas in small groups or individually about other
projects that they could use these skills to complete. As the assignment has a
small timeframe for completion, allowing for collaborative interaction should fill
any remaining completion time gaps.
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Verbal/
Linguistic
Logical/
Mathematical
Visual/Spatial
Musical/
Rhythmic
Bodily/
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Teaching Strategies
Lecture, discussion, journal
writing, cooperative learning,
word origins
Problem solving, number
games, critical thinking,
classifying and organizing,
Socratic questioning
Mind-mapping, reflective
time, graphic organizers,
color-coding systems,
drawings, designs, video,
DVD, charts, maps
Use music, compose songs
or raps, use musical
language or metaphors
Use manipulatives, hand
signals, pantomime, real life
situations, puzzles and board
games, activities, roleplaying, action problems
Reflective teaching,
interviews, reflective listening,
KWL charts
Cooperative learning, roleplaying, group brainstorming,
cross-cultural interactions
Natural objects as
manipulatives and as
background for learning
Socratic questions, real life
situations, global
problems/questions
Personal Development
Strategies
Reading, highlighting, outlining,
teaching others, reciting information
Organizing material logically, explaining
things sequentially, finding patterns,
developing systems, outlining, charting,
graphing, analyzing information
Developing graphic organizers, mindmapping, charting, graphing, organizing
with color, mental imagery (drawing in
the mind’s eye)
Creating rhythms out of words, creating
rhythms with instruments, playing an
instrument, putting words to existing
songs
Moving while learning, pacing while
reciting, acting out scripts of material,
designing games, moving fingers under
words while reading
Reflecting on personal meaning of
information, studying in quiet settings,
imagining experiments, visualizing
information, journaling
Studying in a group, discussing
information, using flash cards with
other, teaching others
Connecting with nature, forming study
groups with like-minded people
Considering personal relationship to
larger context
Guided Practice Activity:
1. Locate and open the Ducky.tif and Water.jpg files and save the files to the appropriate
location designated by the teacher.
2. Open the Photo Editing Software
3. Open the water.jpg file.
4. Go to the layers panel and right-click on the layer. Select Layer From Background.
Rename the layer water. Click the OK button.
5. Import or Place the Ducky.tif graphic to workspace. Right-click on the Ducky layer and
select Rasterize Layer.
6. Use the Magic Wand tool to select the white area around the duck. Adjust the tolerance
of the Magic Wand to select only the white area if needed.
7. Press the delete key to remove the white area.
8. Press Ctrl+D (Command + D on Mac) to deselect the image.
9. Select the duck layer and then use the command to open the dialog box where you set
precise dimensions and locations. Use either the drop down arrow or manually key in
appropriate dimensions to scale down the duck to a proper size.
10. Click the Crop tool in the toolbar to remove unnecessary land around the duck. Approve
the current cropped image.
11. Go to the Layer tab and select Merge Down.
12. Deselect the image and save changes.
13. Go to the Image tab and review the resolution.
Wanted Poster
Photo Editing Assignment
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Use the Internet and/or other resources to research examples of Wanted Posters.
Using the digital camera, have someone take a couple of head shots of you.
Create a new photo editing document.
• Width: 8.5” Height: 11”
• Resolution: 300 pixels/inch
Center the word WANTED at the top of the project using the TYPE tool.
Place a picture of yourself under the title. You may put two pictures (one front view
and one side view) if you want.
Include the following information on your poster:
• Name of suspect: (your name)
• What they are wanted for: (something appropriate/funny)
• Punishment: (what will happen to the WANTED person)
• Reward: (does not have to be a dollar amount)
• Contact (name of who to contact and how to contact them)
Use a variety of fonts, sizes, and colors. Be sure to balance & fill the page and use
alignment techniques.
You may use graphics or backgrounds to enhance your poster.
Preview to be sure your publication fits on one page and is ready to print.
Print one copy on the color printer and turn in with rubric attached.
Student Name ____________________________ Period ________
Wanted Poster
Photo Editing Assignment
Grading Sheet
** Staple on front of Wanted Poster and turn in to tray **
Wanted title/centered and large font (6 pts)
______
Digital camera picture (10 pts)
______
Name of suspect (5pts)
______
Wanted for (5pts)
______
Punishment (5 pts)
______
Reward (5 pts)
______
Contact person (5 pts)
______
Contact method (5 pts)
______
Use of a variety of fonts (8 pts)
______
Use of a variety of sizes (8 pts)
______
Use of color (8 pts)
______
Graphics/Background—no dark backgrounds (10 pts)
______
Alignment of text/pictures (10 pts)
______
Spelling (-1 pt per error)
______
Overall design (10 pts)
______
TOTAL (100 pts – possible grade)
______