Multimedia Tools: Video

Lesson Idea Name: Physical Change or Chemical Change?

Content Area: Science
Grade Level(s): 5th Grade
Content Standard Addressed:
S5P1. Obtain, evaluate, and communicate information to explain the differences between a
physical change and a chemical change.

Technology Standard Addressed:

ISTE Standard 3

Selected Technology Tool:

Quizlet
Quiz-Maker

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

https://quizlet.com/latest
https://www.quiz-maker.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)

I made sure the activity I planned for the students, and the technology tool I chose, will support all students in
the classroom. In this lesson, students will have the chance to see different technology tools used. I begin the
lesson by showing students a video I created to introduce them to our topic. The video follows UDL guidelines
because it addresses different types of learning needs (visual, audio, hands-on, exc.), and the video will
increase engagement. The video also includes some of the action and expression components of the UDL
framework; students will be able to express their own answers, or act on a feeling of concern or confusion
they might have as the video is playing for them. I also chose to use quizlet.com and quiz-maker.com for this
lesson. Students will have the option to use either of those websites to create a quiz on our standard, after
the lesson is over. I followed UDL guidelines by giving my students a choice as to which platform they will use
to create a quiz. Also, both of the websites follow UDL guidelines because they will increase student
engagement, they allow students to create quizzes in different formats, and the websites enhance the
learning experiences for all students. Students will be able to use their own voices to decide how they will
create their quiz, and what their quizzes will look like.

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 Multimedia Tools: Video

Lesson idea implementation:

I will introduce the lesson by playing my video I created for students about our new lesson topic. The video
will take approximately 10 minutes to go through. As I am showing students this video, I will expect the
students to be responding to any questions I ask within the video. I will be assisting students as the video is
playing, to allow them help if needed. After the video is over, I will introduce the main lesson to the students.
For the lesson, students will pick a partner (representation) that they will work with to complete the physical
vs. chemical change lab I designed for them. There will be 6 different workstations, and at each workstation
will either be an example of a chemical change, or a physical change. The 3 physical change stations will be a
“slice the bread station”, a “crush the can station”, and an “ice melt station”. The 3 chemical change stations
will be “baking soda and vinegar station”, a “yummy cake station”, and a “candle burning station”. As
students visit these 6 stations, they will fill out their provided worksheets and explain which ones are physical
changes, which ones are chemical changes, and why they chose their answers. To differentiate learning,
students will be able to work with a partner. Students who might be visual learners will have access to the
movie I played to introduce the lesson. Students with special needs will be allotted extra work time at the
different stations, and any EL students will be able to use any resources they need to help them communicate
with their partners. After students are done with the physical change vs. chemical change lab, they will turn
their worksheets into me. These worksheets will be graded for accuracy, and it is how I will partially assess
student learning; the end of lesson assessment is how I will really assess student learning. The end of lesson
assessment will take place once all groups turn in their worksheets. Students will work individually for this
assignment, and students will be using either a computer, laptop, or tablet to complete the end of lesson
assessment. The end of lesson assessment gives the students an option to pick a quiz-creating platform,
quizlet.com or quiz-maker.com, and they will create their own 5 question quizzes about the lesson they
completed today. Students with special needs may work on this assignment in a different classroom with an
assistive teacher, and EL students may do the same. Students who need a graphic organizer to help them with
their plan will be provided one, and everyone will have 25 minutes to create their quizzes.
After students finish their quizzes, they will save the links to their quizzes and I will review each quiz as a
way of assessing student learning. To conclude the lesson, I will share the quiz I created for students using
quizlet. Students will have the chance to raise their hands and answer the questions as I read them, this is the
final way I will assess student learning formatively. The final quizzes that the students create will be posted on
a class google doc for everyone to look at and study from. This is a good way to inform/differentiate learning
for students. To extend this learning to a higher level, I will challenge the students to complete these quizzes
for homework, as many as they want to do, and bring their answers with them to class the next day. We can
use the answers everyone brings in to guide a class discussion about physical/chemical changes. All students
will receive feedback on their lab worksheets, and on their quizzes. I will write down my feedback on the lab
worksheets and return them to them students. I will review each quiz the students designed, and have
conversations with the students to give them my feedback on their quizzes.

Importance of technology:
Using a multimedia authoring tool was critical to the project I created. The tool I chose will allow students to
have a great experience with this lesson and use technology in ways they might have not experienced before.
While this project could be done using paper and pencil, it would not have been impactful without the tool I
chose. Student engagement would not be as high without my tool, and students would not be able to learn
the material as well without it. I will incorporate video, website usage, and student creation websites within
this lesson. Technology is a big part of this assignment, and I designed to be that way, so students have the
chance to experience learning through technology.

Internet Safety and Student Privacy:

One possible risk surrounding internet safety I have with this lesson, is students having to create an account
to access quizlet/ quiz-maker.com. These websites do require you to create a free account with them in order
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 Multimedia Tools: Video
to use them. I will minimize risk by having students use a student email, that is provided by the school, and
they will not be using their full names, to ensure privacy. This is also how I will follow common internet
safety/acceptable use policies. If parents or administrators have any fears/concerns with this lesson, I will be
sure to address each concern, and I will be sending the students home with an outline for parents to read
regarding this assignment. The outline will address any concerns or questions, and it will also explain what the
students will be doing with the technology in the lesson. Some parents might be concerned for their student’s
privacy, and I will assure them students’ full names will not be used, and no personal information will be
needed whatsoever.

Reflective Practice:
I feel like the activities I created will have a large impact on student learning. Mostly because in this lesson,
students have the chance to use technology and create something. Students will experience higher level
thinking throughout this entire lesson, and they will be able to use technology as they work. My hope is that
after the lesson concludes, students ill want to create more educational resources of their own using
technology. This was an introductory lesson, so the next lesson can be a great way for students to use
technology and build off of their previous learning. I can introduce students to PowerPoint, Google Slides,
Nearpod, and other resources. Students could create their own presentations on this topic, and then share
those presentations with family, friends, and their peers.

SBooker, 2020