MultiMedia Tools: Video

Lesson Idea Name: Earth’s Surface

Content Area: Earth Science
Grade Level(s): 5th Grade
Content Standard Addressed: S5E1. Obtain, evaluate, and communicate information to identify surface
features on the Earth caused by constructive and/or destructive processes.

Technology Standard Addressed: 1. Creativity and Innovation

Selected Technology Tool: Screencast-O-Matic

URL(s) to support the lesson (if applicable): https://screencast-o-matic.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 Universal Design for Learning has many principles including
providing multiple means of representation, providing means of expression and action, and providing multiple
means of engagement. I used Screencast-O-matic to create my video for my Earth Science lesson. This tool
supports all students because this tool allows for multiple means of expression. One can use written text,
pictures, music, and video to convey their ideas and share their creativity. This lesson requires that student
create a video of their own. Doing so the student has the option and freedom to choose how they share their
knowledge of earths features. They can use video and audio to do so and this gives them voice and choice.
Using Screencast-O-matic keeps students engaged in a way that expands their learning.

Lesson idea implementation: The video I created is an introduction to earths features and how these
features are created through destructive and constructive forces. As students watch the screencast, they will
be asked to take notes on their own interactions with the earth. This allows them to use real life experience
and previous knowledge. After watching the introduction video, I will ask students to pick one earth
formation and research how it was created. Then I will ask the students to create their own video showing
their research and explaining why this is there favorite earth feature. This project will take four days to do.
The first day is the introduction video, the second day is researching their favorite earth formation, and the
next to are for the student to work on their videos.
Once the videos are completed by the students, I will ask that each student presents them to the class while
the rest of the class writes down one big take away or important fact from their presentation.
Student learning will be assessed by a final project. This project will be a group project. It will be to create
another video about constructive and deconstructive forces and examples of each. This will show me what

SBooker, 2020
 MultiMedia Tools: Video
they have learned and what I still need to focus on. These videos can be seen outside of class and helps me
achieve the expansion level of technology integration. To expand student learning I can use their videos
throughout the lesson to instigate questions to the whole class to answer. This creates higher ordered
thinking. To conclude the lesson, I will ask students to think of any earths features that they have been to and
to share them with the class. Using their examples, I will summarize the lesson. I will provide feedback about
their videos through one on one meetings.
Importance of technology:
This project could be created not using the technology. Students can use paper and posters to create
presentations and make models of constructive and deconstructive forces. Using the technology allows
students to have even more creative freedom and calls for much higher order thinking. Without using it,
student engagement can be lost, and higher ordered thinking might be lost as well. Students can use
technology to collect research throughout this project.

Inspiration (optional):

Internet Safety and Student Privacy:

As I mentioned, students will be doing online research. This will require me to make sure the websites they
use are not harmful. I will make sure Harmful sites are blocked. I will also make sure that my students’
personal information and pictures are not public. I can send out parent permission forms for the projects, so
the students’ parents are informed and aware of what is happening in class. I will make sure that as the
teacher I comply to the rules of the school and community regarding videos, audio, and pictures.

Reflective Practice:
I believe that the activities I created can greatly impact student learning. These activities allow for students to
have voice and choice. Students can pick who they work with and can also pick what their project focuses on.
I also believe using this technology keeps the students excited about the subject because they are engaged by
the audio and video. Students also get to be creative which keeps them engaged as well. To further extend
the lesson I can instruct students on issues involving the earth like pollution and human harm. Then they can
create a video describing how their favorite landform can be harmed.

SBooker, 2020