Multimedia Tools: Video

Lesson Idea Name: Classifying Organisms

Grade Level/Content Area: 5th Grade/Life Science
Content Standard Addressed:
S5L1. Obtain, evaluate, and communicate information to group organisms using scientific classification
procedures.

Technology Standard Addressed:

 Teacher Standard: Model and nurture creativity and creative expression to communicate ideas,
knowledge or connections.
 Student Standard: Students curate information from digital resources using a variety of tools and
methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

Guiding question or statement:

What characteristics allow you to determine an animal’s classification?

Set a goal that you want to achieve with this plan for learning with the use of multi-media tools? Will you
use your video as a sample of what students will design or will you use the video for meaningful learning
about a topic? Be sure to mention what tool you/your students will use.

 My goal is to create a video using Adobe Sparks as a sample for students to view before creating their
own video about a specific organism’s classification.

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

 https://animaldiversity.org/

 https://spark.adobe.com/make/video-editor/?
ef_id=Cj0KCQjw9YWDBhDyARIsADt6sGYFSNs0RIRXeBhqZ4KysAMMmNGLXiiSnRjidC3Kd1LwugfFmE
1ndy4aAjKfEALw_wcB:G:s&s_kwcid=AL!3085!3!453145736126!b!!g!!!1523460659!
53763243570&gclid=Cj0KCQjw9YWDBhDyARIsADt6sGYFSNs0RIRXeBhqZ4KysAMMmNGLXiiSnRjidC
3Kd1LwugfFmE1ndy4aAjKfEALw_wcB

 https://www.apple.com/imovie/

 https://screencast-o-matic.com/lp/screen-recording-video-editing/?
utm_source=google&utm_medium=cpc&utm_campaign=brand&utm_term=screencast%20o
%20matic&gclid=Cj0KCQjw9YWDBhDyARIsADt6sGbdq3scd-
UGWhEZjsj1CnqMRKgIZh5xWN8jlGdDMjZrDvswPZVbV1waAmvbEALw_wcB

 https://web.seesaw.me/

 https://nearpod.com/login?referer=/library/

 https://www.flickr.com/

Bloom’s Taxonomy Level(s):

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 Multimedia Tools: Video
☒ 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)

During my lesson using Nearpod, UDL will be used through the students being able to view the lesson on their
own device. This allows for students to have access to it from their seats and not just at the board. As well as
the visual presentation, the teacher will be providing auditory instructional delivery for the students. This
type of delivery is allowing for multiple means of representation. The Nearpod lesson will also include videos
and activities for students to become active in their learning.

Students will also be using a video creating application to express creativity and individuality. The students
will be given the opportunity to choose between three different applications when creating their video
project. These three choices are Adobe Sparks, iMovie, or Screencast-O-Matic. This allows for students to
make a decision on which video editing tool would be most useful for them. Inside each of these tools are
different options for the students to use to put together a video. There are different templates, music,
transitions, and so much more that the students can choose from to put together their video project.

Students will also be using Seesaw to upload their video projects. From there, students will comment on at
least two students’ videos. Students are able to do this in many different ways. Seesaw offers using notes,
voice recordings, images, drawings, and so much more. Throughout all the components of this lesson, many
different learning experiences will be able to take place as well as many different learning styles.

Lesson idea implementation:

This lesson will be given through a Nearpod Presentation. To begin, there will be a pre-assessment for the
students to take. This will be administered to get to know where the students fall within the area of organism
classification. Once completed, the teacher will review these scores as a way to know how much or little
depth to go into during the lesson. Next, the teacher will use a video as an introduction to the classification of
organisms. This will be a short clip used to introduce the topic we have been working on to the students. After
the video, the teacher will conduct the rest of the Nearpod lesson/review, using interactive tools throughout
the lesson that the students will participate in (formative assessment).

At the end of the lesson, the teacher will introduce the video project and what is expected of them. The
teacher will show the students each tool that they can use to create a video (Adobe Sparks, iMovie, or
Screencast-O-Matic). Once the teacher introduces the video project and which tools to use (how to use
them), the teacher will show the example created. After the example is shown, the teacher will provide a list
of organisms to each student and allow them to choose which one they would like to base their project over.
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 Multimedia Tools: Video
The teacher will then allow the students the opportunity to use their laptops/tablets to create the video using
either Adobe Sparks, iMovie, or Screencast-O-Matic.

The students will upload their completed videos onto the classroom Seesaw Journal labeled “Organism
Classification Video Project.” For homework, students will be required to comment on at least two peer
videos. The teacher will provide feedback on the students’ videos via Seesaw as well! During the next class,
the students will be given the opportunity to share their videos with the class.

*Note: Students will be given a rubric explaining what needs to be included in the video and how long the
videos should be. *

Importance of technology:

Nearpod was an important aspect to this lesson because it allows for differentiation to take place among the
students and their learning styles. Instead of provided a boring PowerPoint lesson to the students, Nearpod
allows for the lesson to be presented in an interactive way that involved the student in their own learning.
Students are able to play educational games as a pre-assessment, complete quiz questions or collaboration
boards, and watch videos throughout this lesson.

Adobe Sparks, iMovie, and Screencast-O-Matic are also important to this lesson and the project being
completed. These video creating tools allow students to put together videos in an easy and engaging way.
These tools offer many different ways of going about editing and creating videos that it allows for students to
make their own creative and individual choices. These tools are also essential to enhancing student learning
through this video project. Students are able to take what they have learned and apply the knowledge in their
own ways.

Lastly, Seesaw is a wonderful technology tool that is being used during this lesson to enhance student
learning. Students are able to share their projects to this class platform/journal for all their peers to view.
Students are able to leave comments and learn from other student videos. This tool allows for students to
expand beyond the understanding of the material and allows them to analyze other student work.

Internet Safety and Student Privacy:

To begin, I would make sure that Nearpod is an approved website/application that can be used with the
students throughout the county/school. Doing this would allow me to continue implementing the lesson
material to the students through this application. Another issue that could arise is while students are creating
their video projects, they may try and use copyrighted images. To minimize the risk of this happening, I would
provide students with websites they can use to collect free, fair-use images for their videos. I would also make
sure to explain these rules to students and go over how they can find the images. IF students want to include
video clips into their videos, I will make sure to explain that they need to bring the videos to me before using
them and I will help them understand why they should or should not use it. I will also make sure that Seesaw
is an acceptable and approved website that the school and county has approved for use for us to use. I would
also need to explain to the students that we cannot copy and paste information straight from the internet
and that we need to cite our work at the end of our videos. Also, I will explain that everything needs to be
placed in our own words even when we do use information from other sites. Lastly, students could potentially
use websites that are not credible. To avoid doing so, I will walk the students through how we can find
websites that have accurate and credible information on them.

Reflective Practice:

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 Multimedia Tools: Video
This lesson would be used as a sort of extension/review to the classification of organisms that we have been
studying for the past couple of days. It would not be too long of a lesson to allow the students time to get
started on their video projects. I feel like this lesson and the activities/projects incorporated could impact
student engagement and allow for independent creativity and thinking to flow. To further extend on this
lesson, I would continue into the second part of the standard: Develop a model that illustrates how plants are
sorted into groups (seed producers, non-seed producers) using data from multiple sources. This would
introduce the idea of plants being classified. I will only move into this part of the standard if I see that all my
students are understanding how to classify organisms such as animals.

TFrazier, 2021