Latest persuasive presentations

A few more groups of Stage 3 students have completed their persuasive slideshows from the storyboards they created in Term 2: Guided Inquiry Endangered animals (Stage 3 science & technology).


by Suresa, Emma, Sarah & Lily


by Tahlia, Christina, Corey, Angela & Christian


by Chloe, Cecelia & Marcya


by Jayde G & Rhys

Enjoy! Share! And please feel free to comment.

As mentioned previously, just a few points to consider with Photo Peach: Use it as judiciously as you would a series of Youtube clips. Don’t permit students to do open browsing; Photo Peach is a Web 2.0 facility that is open to anyone, and the slideshows are “unrated”. Also, if you notice that new comments have been added to a slideshow you’ve made, please preview the slideshow again before using it with students so you can monitor (and moderate/remove) unwanted comments. (Or close off comments altogether.) Consider a subscription to Photo Peach, which enables you to add your own or Creative Commons music, a wider range of transitions, and the capacity to download slideshows to your hard drive, web space or a CD.

Four more for the road!

Just in time for the last school day of Term 2, here are four more Guided Inquiry Endangered animals (Stage 3 science & technology).


by Max, Mikahla & Kaelin


by Naomi, Bernise & Quinn


by Monique, Courtney, Patrick & Milo


by Tristan & Luke
Compare the above slideshow with the students’ original storyboard.

Enjoy! Share! And please feel free to comment.

As mentioned previously, just a few points to consider with Photo Peach: Use it as judiciously as you would a series of Youtube clips. Don’t permit students to do open browsing; Photo Peach is a Web 2.0 facility that is open to anyone, and the slideshows are “unrated”. Also, if you notice that new comments have been added to a slideshow you’ve made, please preview the slideshow again before using it with students so you can monitor (and moderate/remove) unwanted comments. (Or close off comments altogether.) Consider a subscription to Photo Peach, which enables you to add your own or Creative Commons music, a wider range of transitions, and the capacity to download slideshows to your hard drive, web space or a CD.

Twice more, with puppets

My bargain store collection of endangered animal puppets is getting a work out this week. Here are our next two Guided Inquiry Endangered animals (Stage 3 science & technology).


by Kaleece, Zohra, Kodi & Sulieti


by Jade, Lauren & Kiesha

Once again, enjoy! Share! And please feel free to comment. More slideshows will appear as the term comes to a close. Please see the previous post re using Photo Peach with students.

More, more, more!

Here are some more Guided Inquiry Endangered animals (Stage 3 science & technology); three more of the students’ digital slideshows have now been uploaded to the world.


by Monica, Jacob & Caleb


by Zain, Will & Rhianna


by Jayde J., Madilyne & Ben

Enjoy! Share! And please feel free to comment. More slideshows will appear as the term comes to a close.

As mentioned previously, just a few points to consider with Photo Peach: Use it as judiciously as you would a series of Youtube clips. Don’t permit students to do open browsing; Photo Peach is a Web 2.0 facility that is open to anyone, and the slideshows are “unrated”. Also, if you notice that new comments have been added to a slideshow you’ve made, please preview the slideshow again before using it with students so you can monitor (and moderate/remove) unwanted comments. (Or close off comments altogether.) Consider a subscription to Photo Peach, which enables you to add your own or Creative Commons music, a wider range of transitions, and the capacity to download slideshows to your hard drive, web space or a CD.

Stage 3 Guided Inquiry: almost there!

Well, we are finally on the downhill stretch for our Guided Inquiry Endangered animals (Stage 3 science & technology). After weeks of being immersed in the concepts – and being exposed to, and evaluating, any number of professional, persuasive texts and images – and then several more weeks of individual research, and then the designing of group-negotiated storyboards, the first three of the students’ digital slideshows have now been uploaded to the world:


by Trent, Michelle & Latisha
Compare the above slideshow with the students’ original storyboard.


by Tamara, Nandita & Riley
Compare the above slideshow with the students’ original storyboard.


by Jeremy, Lisa, Kayla, Emily & Phoebe
Compare the above slideshow with the students’ original storyboard.

Enjoy! Share! And please feel free to comment. More slideshows will appear as the term comes to a close.

By the way, just a few points to consider with Photo Peach: Use it as judiciously as you would a series of Youtube clips. Don’t permit students to do open browsing; Photo Peach is a Web 2.0 facility that is open to anyone, and the slideshows are “unrated”. Also, if you notice that new comments have been added to a slideshow you’ve made, please preview the slideshow again before using it with students so you can monitor (and moderate/remove) unwanted comments. (Or close off comments altogether.) Consider a subscription to Photo Peach, which enables you to add your own or Creative Commons music, a wider range of transitions, and the capacity to download slideshows to your hard drive, web space or a CD.

Persuasive examples

Stage 2 students are chugging along with preparing their “Why is my body part important?” skits/speeches/presentations and I wanted a few more examples of persuasive media from Youtube:


Bill Nye the science guy – “Whatta brain”


How many germs actually live on your hands?

Since none of the groups were able to choose the brain (we’d all agreed it was already “the most important body part”), and no one was tackling anything related to handwashing and germs, these clips should be motivational for the groups formulating their oral presentations. We’ve also discussed the elements of persuasive texts and images, and popular television game shows where individuals are eliminated after having to “perform” a task for a panel of judges. How will the groups ensure that their body part(s) can be “more important”?