Video Project Write-up

When thinking about our video project, we wanted to provide the students with an openended assignment that would provide them to take control of their learning. After thinking about
a few different ideas, we decided that a high school health video lesson would best meet the
criteria that we had set for ourselves.
This lesson fits into the larger curriculum of ninth grade health underneath the “9th Grade
Safety and Injury Prevention Unit” on a myriad of levels. The students must demonstrate the
“Content Concepts” which state that the students must demonstrate demonstrated “A) the ability
to respond appropriately to emergency situations and nonemergency situations” and “C)
differentiate between healthy and unhealthy use of technology through Internet, instant
messaging and telephone/cell phone use.” Throughout the lesson, the students will be thinking
about the emergency and nonemergency situations and how they can instruct their classmates on
how to handle them. The students must also use technology in a healthy and appropriate way
during the lesson. The students must “Access Information” by “E) investigate resources for first
aid, personal safety, and injury prevention.” This is a staple of our entire lesson as the students
must select a safety procedure and access and investigate resources to help them learn the
successful procedures needed to perform their chosen activity safely. The “Self-Management”
Standard states that students must “I) apply strategies to prevent injuries and violence.” After
selecting their safety prevention strategy, the students must share strategies to help educate their
classmates on the correct safety protocol regarding their subject material.
When thinking about the technology aspect of the project and how it relates to the ITSE
Standards, this project addresses many different areas. ITSE Standard 1.C. says that teachers

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need to “promote student reflection using collaborative tools to reveal and clarify students’
conceptual understanding and thinking, planning and creative process.” Our assignment address
this standard by having the students reflect throughout the unit and then again at the conclusion
of the unit after looking at their own assessment data. ITSE Standard 2.A. states that teachers
need to “design or adapt relevant learning experiences that incorporate digital tools and resources
to promote student learning and creativity.” For this project, we took a traditional health unit and
incorporated digital tools throughout various areas. We had the students use a camera, iMovie,
Google Forms, and Edmodo. Standard 2.B. says that teachers need to “develop technology
enriched learning environments that enable students to pursue individual curiosities and become
active participants in managing their own learning.” By allowing the students to choose the topic
of their project, we allowed the students to take control of their own learning. This is also
evident when the students are required to generate their own assessment to share with the class.
Standard 2.C. states that teachers should “customize and personalize learning activates to address
students’ diverse learning styles, working strategies, and abilities using digital tools and
resources.” In this project, there are a variety of digital tools and resources that the students must
use to complete the assignment. Throughout the project, a variety of learning styles are
activated. In the lesson, the students have the opportunity to work individually, work in groups,
work with technology, perform on camera, and write when working on a script.
This project enhances the curriculum by allowing students to take charge of their learning
and requires them to access reliable resources to demonstrate a skill that would enhance safety.
There are a variety of different resources that are not always credible; students need to be able to
access information that is valid and accurate. If students do a simple Google search, they need to
know that the information they are finding is reliable. In health education, one of our main

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“health skills” is accessing information. In addition, this project would give applicable life skills
in a safe and constructive situation that would allow students to enhance their accessing
information skills. The classroom should be a safe place to “fail” but with the teacher’s guidance,
the failure would be a learning experience and make it a real life situation. In a normal situation,
the teacher previously showed students videos and they took notes. We believe that students will
be more engaged and active in their learning if they are viewing their own peers demonstrating
the variety of safety skills. We also believe that students will take ownership of their learning if
they are picking the particular topics.
Students will need access to iPads, iPods, iPhones or flip cameras to record their video to
complete this project. Once the students record their video they will need access to the school
computer lab so the students can upload their videos for the editing process. Students will work
with the Technology Specialist/Media Specialist during the video creation process. Students
will need access to either iMovie or Windows Movie Maker for editing their video. This
software will be used to create the final version of their video. Students will upload their final
video to the class Edmodo site. The students will need a computer or other Internet capable
device to complete the Google Forms that they will create and complete throughout the lesson.
The students will use a checklist to guide them throughout the lesson (checklist). The
students will complete each step on the checklist and then get the checklist initialed by the
teacher before moving on to the next step. The students will be evaluated the teacher and their
peers. The teacher will use a rubric to assess the students on each of the requirements at the
conclusion of the lesson. Within the rubric, the students will be evaluated on the quality of their
content as well as the video itself. The students will also be evaluated on how effectively they

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worked in groups, their storyboard, and their citations. At the conclusion of the rubric, the
teacher can provide specific feedback to the group in a comment section. The students will fill
out a peer review at the end of the lesson that will evaluate their peers
(https://docs.google.com/forms/d/1xRX7lM5xRGQPOL5syhgJKKkDji2d5F_xIDVQ_Fmunw/viewform?c=0&w=1) on how well they
started on the project, how well they shared their ideas, whether they were helpful and whether
they were essential to the completion of the assignment. If anyone is marked below satisfactory
in any area, the person filling out the evaluation is asked to explain his or her reasoning. To
assess their peers’ learning, each group will create a Google Form containing at least three
questions. Each group must post the link to their quiz on Edmodo and then the students in the
class must take the quiz either in class or on there own time. At the end of the entire project, the
students will reflect on their work. In their group, they will look at the data from the assessment
they created to determine whether or not their video and quiz were aligned. Once that is
finished, the students will look back on the entire project and identify what they would do
differently if they were given the chance to do the project again.
When thinking about the DDDE Process and how it relates to the students for this project,
we had the students complete a handful of tasks at each level. During the Decide Process, the
students need to brainstorm with their group and decide what health and safety topic they would
like to. The students can create a web with some ideas and then choose which one they think is
best. After selecting their topic, the students will go to the computer lab and locate resources on
their topic to support their video. After that, the students need to begin Designing their project.
In this portion of the DDDE Process, the students should outline the information and create a
flowchart for the video. Once that is complete, they should make a video to demonstrate their

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health skill. After thinking about their video, they should design a quiz to accompany their video
for their peers to take. Once the video has been recorded, the students move the Develop phase.
The students need to develop graphics for their video and add animations. In addition to that, the
students must develop and produce the audio and video clips to finalize the video. After
completing those steps, the students need to Evaluate in different areas. The students need to
look at the rubric to see if their work has aligned with the rubric. The students also need to
evaluate the checklist to make sure that they have completed all of the steps. This will be done
with the help of the teacher, who must initial each step of the checklist as the students move
along. Once the class has taken their quiz, the students need to evaluate the data and see if their
peers learned the desired content. Within each group, the students need to evaluate each member
and determine whether or not each group member was a contributing member. If a member
wasn’t, the student needs to provide reasons and support to defend their statement. Once all of
the steps are completed, the students need to complete a reflection quiz that will allow the
students to reflect on the assignment and think about what they would do differently if they were
required to complete the assignment again.
This project pushed us to think about a variety of lesson components we usually would
not have thought about. While the lesson was more time consuming then just teaching about the
various health and safety standards, allowing the students to take control of their learning and
incorporate technology should make the content more meaningful and impactful for the students.
After completing this assignment, we have begun to look at other lessons to see if we can adapt
them to have a similar impact on student learning.

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