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\n\"Beginning\n\n
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\nBeginning Programming with Raspberry PI\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nThis collection contains resources to help one get started with using the Raspberry PI. The Raspberry Pi is a low cost, credit-card sized computer that plugs into a computer monitor or TV, and uses a standard keyboard and mouse. It is a...\n
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\n\n13\nItems in Topic\n\n
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\n\"Crash\n\n
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\nLesson Planet Curated\n
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\nCrash Course: Media Literacy\n

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\n\nFor Students\n\n8th - 12th\n\nStandards\n
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\nViewers take a Crash Course in Media Literacy. They watch 12 videos that take them through media history, the positive and negative effects of media, and regulations and policies affecting media producers. The series aims to help viewers...\n
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\n\"Taking\n\n
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\nTaking Charge of TV Violence\n

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\n\nFor Teachers\n\n5th - 7th\n
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\nEncourage your class to become aware of the violence that is present in children's television programs and how this violence can influence children. Do this by holding the planned class discussion in this lesson plan and providing...\n
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Writing
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\nIs TV Stronger Than Ever, or Becoming Obsolete?\n

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\n\nFor Students\n\n7th - 12th\n
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\nThe New York Times offers of two articles and two summaries for learners to consider. They read each article and then post a blog response to each of the seven related questions. The topic of the articles asks the question; Is TV...\n
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\n\"Violence\n\n
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\nViolence on Television\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nFocus on a specific incident of violence on television in the case of the Canadian Broadcast System showing Silence of the Lambs on public television. Look at the broadcasting codes and a complaint that was filed against the Association....\n
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\n\"Television\n\n
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\nTelevision Newscasts\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nWhen we watch news broadcasts on television, we receive a much more visual perspective than when we read the newspaper. How do sets, clothing, and music contribute to our understanding of the story? Compare American and Canadian news...\n
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\n\"Summarizing\n\n
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\nEngageNY\n
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\nSummarizing Notes: Planning a Graphic Novelette, Part III: The Invention of Television\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nHow did the television change people's lives? Learners consider the question as they complete their storyboards about the invention of the TV, adding visual elements along the way. Then, they participate in a peer review to offer and...\n
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Instructional Video10:22
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\n\"Television\n\n
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\nTelevision Production\n

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\n\nFor Students\n\n8th - 12th\n\nStandards\n
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\nThe final episode in a film production playlist looks at the way television has influenced and changed the film industry. The narrator contrasts broadcast and cable channels, scripted and non-scripted shows, streaming services and...\n
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Lesson Planet Article
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\n\"Turn\n\n
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\nTurn Off the TV?\n

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\n\nFor Teachers\n\n4th - 9th\n
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\nClassroom ideas that provide opportunities for pupils to explore alternative leisure activities during National TV-Turnoff Week.\n
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Instructional Video1:53
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\n\"TV\n\n
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\nTV Station Manager (Spanish)\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nHerbert Alvarado is the General Manager at KXT-22, a Spanish television station. He informs viewers of his education and training to prepare for his job. Alvarado also gives us a tour of his daily responsibilities, and the reason why he...\n
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\n\"Summarizing\n\n
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\nSummarizing Notes: Planning a Graphic Novelette, Part II: The Invention of Television\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nLet's work together! Using the collaborative resource, scholars work in triads to begin section two of their storyboards about Philo Farnsworth, the inventor of the television. They then practice using linking words and phrases to...\n
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Instructional Video12:07
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\n\"Cinema,\n\n
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\nCinema, Radio, and Television: Crash Course History of Science #29\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nThe earliest movies were a whopping one minute long! While the practice has evolved quite a bit over time, the invention of the movie camera was significant in its time. A video describes how not only movie cameras but also radio and...\n
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\n\"Turn\n\n
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\nTurn Off That TV!\n

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\n\nFor Teachers\n\n1st - 4th\n
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\nTo honor Screen Free Week, how can you challenge your class to turn off the TV May 5-11, 2014?\n
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\n\"Television\n\n
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\nTelevision CensorChip\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nExplore the current television rating system, its content descriptors, and the new V-chip technology that more readily allow parents to control their child's television viewing. Help learners develop a survey that will determine the pros...\n
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\n\"Understanding:\n\n
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\nUnderstanding: Television\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents discuss their experiences with television. They break into small groups and go through the steps of producing a television show themselves. Their presentations are made to the entire class.\n
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\n\"Teaching\n\n
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\nMedia Smarts\n
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\nTeaching TV: Television Techniques\n

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\n\nFor Teachers\n\n1st - 6th\n\nStandards\n
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\nAs part of a five-lesson unit on how television uses technology and film techniques to communicate meaning, elementary students create their own media productions that demonstrate their understanding of these concepts.\n
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\nThinking About Television and Movies\n

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\n\nFor Teachers\n\n1st - 6th\n\nStandards\n
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\nAs part of their study of the influence of TV and films, class members consider how music, lighting, costumes, camera angles, etc. are used to influence the response of viewers.\n
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\n\"TV\n\n
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\nTV Dads: Immature and Irresponsible?\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nExamine gender stereotypes on television, focusing on fathers portrayed in sitcoms and advertising. Questions on a handout direct learners to consider the types of fathers they see on television and one advertisement is highlighted as...\n
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\n\"Art\n\n
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\nArt Reflecting Life\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nHave your young television viewers discuss popular shows among their peers. After choosing one show to analyze, middle and high schoolers read about the 2007-2008 network television lineup with the New York Times article \"Gauging...\n
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\n\"Using\n\n
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\nEngageNY\n
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\nUsing Quotes to Explain: Why Philo Farnsworth Invented Television\n

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\nTelevision or radio? Scholars read pages 18-28 of The Boy Who Invented TV: The Story of Philo Farnsworth to discover why Farnsworth thought TV was better than radio. They determine the gist of the section and then look closer...\n
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\n\"Building\n\n
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\nBuilding Background Knowledge: The Boy Who Invented TV, “Life before Philo”\n

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\nWalk through the pictures to understand the text. Scholars analyze The Boy Who Invented TV: The Story of \nPhilo Farnsworth by taking a book walk and looking at the pictures. They then do a first read of Life before Philo to...\n
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\nUsing Quotes to Explain Relationships: How the Invention of Television Changed People’s Lives\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nTelevision changes the world. Scholars determine the gist of the video clip Television Takes the World by Storm and article How Do \nInventions Affect the Way We Live? They then do a second view and read to complete an Explanation Task...\n
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\n\"Television\n\n
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\nTelevision\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nYoung scholars investigate the invention of television and examine its role in their lives. They read and discuss an informational handout, list the pros and cons of television on a worksheet, and create a class pie graph illustrating...\n
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\n\"Television\n\n
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\nTelevision Goes Digital\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers explore the difference between analog and digital televisions. They examine how the technology works and the impact of television through history. They also compare older television sets to ones found today.\n
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