MultiMedia Tools: Video

Lesson Idea Name: Life cycle of living organisms

Content Area: Science
Grade Level(s): 2nd
Content Standard Addressed:
S2L1. Obtain, evaluate, and communicate information about the life cycles of different living organisms.
a.Ask questions to determine the sequence of the life cycle of common animals in your area: a mammal such
as a cat, dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a
butterfly.
Technology Standard Addressed:
6. Creative Communicator:
6a.Students choose the appropriate platforms and tools for meeting the desired objectives of their creation
or communication.

Selected Technology Tool: Spark Adobe

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☐ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☒ Creating

Levels of Technology Integration:

☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☒ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL):

This lesson idea helps support learners by providing them with an opportunity to express their learning using
multimedia. This a very engaging project that allows students to collaborate in creating a product that they
can share with others. This project will stimulate their interest and motivate them to learn.

Lesson idea implementation: In groups of three, students are going to be creating a video about the life cycle
of a living organism of their choice. The teacher should guide them on how to use Spark Adobe. This project
should take two to three weeks to complete. Students are going to pick a living organism of their choice, it
can be a mammal such as a cat, dog, classroom pet, a bird such as a chicken, an amphibian such as a frog, or
an insect such as a butterfly. The video should be 1-2 minutes long and have a narration and a minimum of
five images. They are going to obtain information online about the life cycle of one of these living organisms
and they are going to be telling a story with the use of images as well. Also, they are going to be creating a
short script to tell their story. When they are done with their video, they will be posting it on the classroom
blog.

SBooker, 2020
 MultiMedia Tools: Video
Importance of technology:
By using multimedia, students can show what they have learned doing their own research about the specific
living organism. The use of multimedia is crucial for this project to create something that is going to be not
only interesting to them but others. This project could also be completed without this technology as an oral
presentation, but the use of multimedia makes it more exciting and engaging. This tool allows students to use
and record their voice to present the information. Students can use word processing to do their scripts.
Inspiration (optional):
https://youtu.be/3o_nE1X014U’
I used part of her script for my sample

Internet Safety and Student Privacy:

Students are only going to be using their first names. The project will be posted on the classroom blog which
only parents and students have access to it since it is password protected. The name of the school is not going
to be mentioned.

Reflective Practice: This project can be used to allow students to practice gathering and sharing information
and to teach others what they know about a topic using multimedia. This project is going to be presented at
the end of the unit. To extend this project students could create a podcast to share their narrated story as
well.

SBooker, 2020