Lesson Plan
Course Title: Digital and Interactive Media
Session Title: Video Transfer
Lesson Duration: 1.5 Hours
Performance Objective:
Upon completion of this assignment, the student will be able to transfer captured video files from
a variety of locations (directly from camera, existing files, flash drives) into video editing
software.
Specific Objectives:
 Students will recognize several different sources available for video files
 Students will understand how to transfer the video files for editing
Preparation
TEKS Correlations: 130.278
•
(9D) Transfer video images from equipment to the computer
Instructor/Trainer
References: Content Developer Knowledge
Instructional Aids:
Video Transfer Rubric
Video Transfer Lesson Stock Footage clip
Materials Needed:
Each student will need a copy of the Video Transfer Assignment/Rubric and a copy of the Video
Transfer Lesson Stock Footage clip
**Teacher will need to review video editing software tutorials and prepare guides for students
Equipment Needed:
1. Teacher will need a computer connected to a smart board or projector to allow students
to view steps as completed, and follow along.
2. Teacher/Students will need computers with video editing software installed and at least
one open USB port.
3. Teacher/ each Student will need access to a digital camera to capture and transfer video
files.
4. USB extension cable for cameras is suggested (will be referenced in lesson), but not
required. **If using a camera without a built-in USB connector, the appropriate
connection cables will be required per the camera’s user manual.
IT: Digital and Interactive Media: DIM Video Transfer Plan
Copyright © Texas Education Agency, 2013. All rights reserved.
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Introduction
MI
Introduction (LSI Quadrant I):
*It should be noted that this lesson should be given only after students have been
properly trained in the use of video equipment and taught how to capture footage.
Also, for this project, sample footage (not related to any specific project) works
best for learning to capture, as it is less distracting, and if the students attempt any
editing of the footage on their own, time won’t be spent trying to undo any
mistakes.
1.
Teacher should inform students that after having captured video, they will
now learn different methods of transferring/importing the video into video
editing software.
Outline
MI
Outline (LSI Quadrant II):
Instructor Notes:
1.
For this lesson, the
teacher will introduce and
complete the lesson with
the students. Be advised
that while stock footage is
included with this lesson,
students tend to be more
invested in their own
captured footage. In the
event that a 1:1 ratio is
not possible with cameras
to students, we
recommend grouping
students together and
sharing footage, if
possible.
Importing video directly from camera
A.
2.
Procedure
1.
Connect camera to computer
2.
Open Software
3.
Detect Video camera source
4.
Import video
Importing video from folder/flash drive
A.
Procedure
1.
Open Software
2.
Locate Video folder/file
3.
Import video
Application
MI
Guided Practice (LSI Quadrant III):
During the presentation students will follow along using sample footage and video
cameras provided by the teacher. Teacher will model each step in the process of
importing video.
Refresher or follow-up tutorial should be held to reinforce information. Absent
students may require additional one-on-one tutorial, or they can collaborate with
students around them that were present for clarification and help.
IT: Digital and Interactive Media: DIM Video Transfer Plan
Copyright © Texas Education Agency, 2013. All rights reserved.
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MI
Independent Practice (LSI Quadrant III):
Following the presentation, students will be provided with the Video Transfer
Assignment/Rubric activity to complete on their own. They will use a combination
of existing/newly acquired knowledge to complete the project and then compare
and contrast their results against their classmates’.
Summary
MI
Review (LSI Quadrants I and IV):
Students will take all of the introduced information from the lesson and prove
proficiency in transferring video into editing software. A quick Q&A with regards to
the parameters of the assignment may be used to check for understanding.
Evaluation
MI
Informal Assessment (LSI Quadrant III):
Periodic checks for understanding during the presentation are used as well as
visual progress checks to quantify the amount of information retained and skills
acquired.
MI
Formal Assessment (LSI Quadrant III, IV):
The assignment will be completed individually to check for understanding and
graded against the provided rubric. Class evaluation and discussion can also be
used to allow students to compare and contrast the methods discussed in class
against any other methods derived by students.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
Upon completion of the lesson, students will be proficient in transferring videos
into video editing software from a variety of sources. Once this has been
mastered, students will be ready to move on to other video assignments as
assigned. Moving on to future assignments, along with allowing for collaborative
interaction should fill any remaining completion time gaps.
IT: Digital and Interactive Media: DIM Video Transfer Plan
Copyright © Texas Education Agency, 2013. All rights reserved.
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Icon
MI
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,
role-playing, action
problems
Reflective teaching,
interviews, reflective
listening, KWL charts
Cooperative learning, roleplaying, group
brainstorming, crosscultural 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,
mind-mapping, 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
IT: Digital and Interactive Media: DIM Video Transfer Plan
Copyright © Texas Education Agency, 2013. All rights reserved.
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DIM Video Transfer
Rubric
Description
of Task
Connecting Digital
Video Camera
Transferring files
from Digital Video
Cameras into
editing software
Locating Digital
Video Files in an
existing Folder or
Flash Drive
Transferring files
from a folder into
editing software
Exemplary
Competent
Developing
4-5
Student can connect a
digital video camera to
their computer
properly (so it can be
recognized by the
editing software) with
no help from the
teacher
4-5
Student can transfer
digital video files from
the camera to the
editing program with
no help from the
teacher
2-3
Student can connect a
digital video camera to
their computer
properly (so it can be
recognized by the
editing software) with
some help from the
teacher
2-3
Student can transfer
digital video files from
the camera to the
editing program with
some help from the
teacher
0-1
Extensive help and
reinforcement from
the teacher is needed
for the student to be
able to properly
connect the digital
video camera to their
computer
0-1
Extensive help and
reinforcement from
the teacher is needed
for the student to be
able to transfer files
from the camera to the
editing program
4-5
Student can locate
digital video files on
either a flash drive or
in an existing folder
with no help from the
teacher
2-3
Student can locate
digital video files on
either a flash drive or
in an existing folder
with some help from
the teacher
0-1
Extensive help and
reinforcement from
the teacher is needed
for the student to
locate digital video
files on either a flash
drive or in an existing
folder
4-5
Student can transfer
digital video files from
a folder to the editing
program with no help
from the teacher
2-3
Student can transfer
digital video files from
a folder to the editing
program with some
help from the teacher
0-1
Extensive help and
reinforcement from
the teacher is needed
for the Student to
transfer digital video
files from a folder to
the editing program.
TOTAL
TOTAL PTS
EARNED
Comments:
IT: Digital and Interactive Media: DIM Video Transfer Plan
Copyright © Texas Education Agency, 2013. All rights reserved.
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