MultiMedia Tools: Video

Lesson Idea Name: Important places in the United States

Grade Level/Content Area: 5th Grade/Social Studies
Content Standard Addressed: SS5G1 Locate important places in the United States. a. Locate important
man-made places; include the Chisholm Trail; Pittsburgh, PA; Kitty Hawk, NC; Pearl Harbor, HI; Montgomery,
AL.; and Chicago, IL.

Technology Standard Addressed: 1- Empowered Learner

Guiding question or statement: What are the important places in the United States?

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: The 5th Grade students will be able
to know and locate specific man-made locations on a map of the United States from watching my video and
taking notes. Students should understand and explain why the locations specified in this element are
significant in American history. The students then will be able to create a video using Adobe Sparks on the
information learned from the teacher’s video by picking the important places in the video that struck out to
them or by choosing what they think is an important place in the United States and creating a video from that
by themselves or with a partner.

URL(s) to support the lesson (if applicable): https://spark.adobe.com/video/oL8h3kpBNvycD

Bloom’s Taxonomy Level(s):
X Remembering X Understanding X Applying ☐ Analyzing ☐ Evaluating X 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.

X 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 supports all students by watching a video, listening to the
content, and taking notes instead of standing in front of the class, reading from the textbook, and presenting
slides word-for-word. It enhances the learning experience because I am incorporating technology into the
student’s learning. Some students learn better and more efficiently if they listen to the materials rather than
reading the materials. It also allows the students to be creative since they get to choose their important place
in the US or use one of the important places from my video to go into more detail in order to create their
video using Adobe Spark.

TFrazier, 2021
 MultiMedia Tools: Video
Lesson idea implementation: To open the lesson, I will upload the video to my blog or class website and have
the students watch it over the weekend. To ensure that they watch the video, I will send a fill-in-the-blank
notes handout about the video. As they watch the video, they will ll out the notes page accordingly. The video
is less than 4 minutes long, so it will not take them long to complete the video and the handout. When the
students come to class on Monday, we will go over the video and the content that was in it. I will also ask
engaging questions such as: who can tell me what happened in Montgomery, Alabama, to make it an
important place in the U.S.? Who can tell me what the Chisholm Trail was used for? Asking the students these
questions will allow me to assess how well they comprehended the video’s information. To show what they
have learned, I will allow them to create their video about essential places in the U.S using Adobe Spark. I will
demonstrate how to use Adobe Spark to use the tool and display it on the smartboard. Using their note sheet
and the knowledge they retained from class and the video, they will create a video explaining why those
places are essential to the U.S. and how they changed history. I will also allow students to create a video using
Adobe Spark on what they think are important places in the U.S. and how they’ve changed history if they
don’t want to use the topics from my video, which extends students’ learning. Students can choose to work on
the video by themselves or with a partner, which is a way for me to see how students learn and show what
they have learned. The students will have tons of options and choices to choose from on their topic to create
their Adobe Spark Video. I will conclude this lesson by having the students present their video to the class and
submitting it to the class blog or website. I will provide feedback to the students by creating a voice recording
with the input I am providing. This will allow the students to listen to the feedback instead of just reading it.
Importance of technology: A multimedia authoring tool is critical to this lesson because the students will be
using it to create their videos. Without it, the students would not create their videos using their knowledge.
The students would present the information differently without their technology, such as a PowerPoint
Presentation or by creating a PosterBoard, but they would not make a video. The students will be using this
multimedia tool to showcase what they have learned and apply the information I taught them and go beyond
their learning by choosing places in the United States that they think are important to them outside of the
places listed in the standard. Technology enhances the students learning with this project by allowing them to
apply what they have learned by creating a video to show their classmates. The technology helps the students
use higher-order thinking skills by allowing them to be creative.

Internet Safety and Student Privacy: One possible issue surrounding internet safety and student privacy is
when the students upload or submit their video on the classroom blog or website. I would minimize the risk
by just having the students use their first names when uploading their video and by not having a picture of
themselves on the page. I will follow standard internet safety/acceptable use policies by ensuring the student
has the form that permits me to display their name and the form that allows me to display their work on the
site. If a student does not have both of these forms on file, I will not upload their video to the classroom
website.

Reflective Practice: I feel that these activities impact student learning because it is not the traditional way to
provide lesson materials and content to students. It is different, and that is what students like. It keeps them
engaged because they are not sitting in a classroom at their desks listening to the teacher talk and present
from a PowerPoint Presentation, textbook, or other materials for an extended time. To further extend this
lesson, I would have the students create a podcast instead of a video. Podcasts allow the students to focus on
the information provided rather than the appearance of the video.

TFrazier, 2021