MultiMedia Tools: Video

`Lesson Idea Name: The Properties of Plants and Animals

Content Area: Science
Grade Level(s): Grade 1
Content Standard Addressed: S1L1. A,b,c

Technology Standard Addressed: Technology Standard 1b, 5a

Selected Technology Tool: Adobe Spark

URL(s) to support the lesson (if applicable): spark.adobe.com

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)

The tool that I have chosen is a tool that is great and easy to use. The students can choose to use the voice
recorder to record their information. They can also type, add pictures, videos or icons. The students will be
able to demonstrate their learning by creating their own video using Adobe Spark. At the end of my video, I
will explain what I would like them to have in their video, so I can make sure they understood all the material,
but they can create it however they would like.

Lesson idea implementation:

We will go into this lesson and will look at plants and animals more clearly. We will distinguish the difference
and similarities of plants and animals. I plan to have a plant and animal figurines. I want the students to be
able to tell me how plants and animals are similar, and we will do this by guided discussion and observations. I
will then show the students my video, and the final project for them will be to make their own video! This
topic will take all class, because we will be covering more information. The information on my video is just the
part I would like them to understand after this class.
At the end of my video I have topics I would like them to include in their video. A way to extend this lesson is
SBooker, 2020
 MultiMedia Tools: Video
for the students to add more information from our class into their video. They could talk about what it means
to be living and non- living. They could talk about the parts of a plant as well. I would like to show some of
these to the whole class the next day or see if there are any volunteers who would like to share their video.

Importance of technology:
The use of a multimedia authoring tool is critical to this project because one It shows me what the students
understood from the topics, but more importantly the create aspect of the tool is what really stands out.
Because the students are making their own video, they are creating their own educational video. If there were
no technology, I would have the students draw out some type of chart or even mind map. If the students feel
that they would like to look up more information then they could use google scholar, but they must cite their
sources.

Inspiration (optional):
I did not use any other resources!

Internet Safety and Student Privacy:

One of the bigger issues that I see is having the students look up more information if they need it. I do not
want to hinder or hold them back, so this is why I recommended the use of google scholar. Other than that, I
would like them to use my video and our class discussion for their information, as well as, use the free pictures
that Adobe spark provides. This is important because the Children's Internet Protection Act (CIPA) protects
children’s access to obscene or harmful content. So, we want to make sure that when they are looking
anything up it is through good websites (.edu, .gov) The students would also have to use their school
information to log in and create the videos. The Children's Online Privacy Protection Act (COPPA) imposes
certain guidelines on companies that are directed to children under 13 years old. Because my students are in
first grade, even if they have a gmail, they must use only their school information to create any projects for my
class.

Reflective Practice:
I would hope that after this lesson they are able to become more familiar with Adobe Spark and be able to use
it for other projects or if they just want to create something on their own. It’s important for our student to
begin to adjust to using technology professionally. I think it would be fun to incorporate sways and e-books to
this project. It might even be fun to use Adobe Spark, to make a video and then embed or add the video link to
their e-book or sway! This way everything is their own work, assuming they used the free pictures that are
provided.

SBooker, 2020