Multimedia: Audio or Video Lesson Idea

Kathy Reyes
Lesson Idea Name: Day to night and night to day
Grade Level/Content Area: Kindergarten / Science
Content Standard Addressed: SKE1. Obtain, evaluate, and communicate observations about time
patterns (day to night and night to day) and objects (sun, moon, stars) in the day and night sky.
a. Ask questions to classify objects according to those seen in the day sky, the night sky, and
both.
b. Develop a model to communicate the changes that occur in the sky during the day, as day
turns into night, during the night, and as night turns into day using pictures and words.
(Clarification statement: Students are not expected to understand tilt of the Earth, rotation, or
revolution.)   

ISTE Technology Standard Addressed:  What would you like students to know and be
able to do by the end of this lesson:
Knowledge Constructor:
I would like students to be able to identify and
1.3.c. Student’s curate information from digital
communicate observations about time patterns
resources using a variety of tools and methods to
and objects in the day and night sky, such as the
create collections of artifacts that demonstrate
sun, moon, and stars.
meaningful connections or conclusions.

What is the student learning goal for this lesson idea?

I can identify objects in the day and night sky.

I can communicate the changes that happen from night to day and from day to night.

Selected Instructional Software Tool: Anchor Podcast

Description of Software: Anchor is an online tool created by Spotify. Anchor allows users to create
their own podcasts easily and effectively. Users can record, edit, and publish their own podcasts
within Anchor. This tool also allows users to personalize their podcasts by including a variety
of music and designing features to make their profiles their own.

URL(s) to support the lesson (if applicable): https://anchor.fm/kathy-reyes318/episodes/Time-

Patterns-Day-and-Night-e1krjme

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒ Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply:

☒ Teacher-led: There is no student voice and choice in the activities. Students are guided by the
teacher's direction and expectations. Learning activities are assigned to the student and mostly
practice based.

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 Multimedia: Audio or Video Lesson Idea
Kathy Reyes

☒ Student-Led: Students are given voice and choice in the activities. They may select the topic of
learning and/or determine the tool they will use to meet the learning goal. The teacher facilitates
the learning as the students direct their own learning processes.

☐ Problem-based and/or Publishable: Students are solving problems and completing projects to
demonstrate their learning. Additionally, the projects can be shared outside of the classroom.
(Note: This objective could be reached by displaying the project on the school’s morning
newscast, posting the project to the classroom blog, presenting it to another class, or publishing
it via an outside source.)
Lesson idea implementation:

The activity that I have planned for my students is to create a podcast, of at least 30 seconds to 1
minute, communicating the changes that occur in the sky during the day and night. I will introduce
my activity by playing my podcast for my students the day prior to this activity. I will also have the
podcast available to my students by sending it to their parents through email and having it available
on my blog. I will play the podcast once more for my students the day of the activity so that I can
refresh their minds on what we will be learning about. After listening to the podcast and gathering
their observations, the students will spend time making sure that they have gathered all of their own
observations and findings, which will include their drawings and any notes. I will then put the
students into groups of 2. I will spend some time going over the steps on how to create a podcast
with the students. The students will collaborate with their partners, combine their findings, and
create a podcast communicating the changes that occur and what objects they see in the sky when it
goes from day to night and nigh to day. While the students are creating their podcasts, I will be
walking around the room assisting, giving feedback, and scaffolding the students to make sure that
they are on task and understand how to create their podcast. Once everyone is done, we will take
time to listen to everyone’s podcasts and the students will have a chance to give at least 1 positive
feedback to their peers. I will also ask my students how they feel about using the podcasting tool for
this activity.

Managing student learning: 

The tools used in this lesson will allow the students to shift their behavior from passive to active
learning. The students will be able to use their drawings and notes to help guide them in what they
will say in their podcast. The students will also have co-use and co-engagement of the podcasting
tool since ethe students will be paired with a partner for the activity. The teacher will ensure that
the students are on task and are properly using the podcasting tool by walking around during the
activity and visiting each group to give any assistance, feedback, and scaffold if needed. If the
teacher finds that the students are confused or stuck on a similar part of the activity, the teacher can
have the students pause and put their hands in their lap so that the teacher can correct
misconceptions and clear any confusion.

Universal Design for Learning (UDL) Reflection:

This activity supports the UDL principle, engagement, because the students are able to engage in
their learning. The students are able to collaborate with their peers while co-using the podcasting
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 Multimedia: Audio or Video Lesson Idea
Kathy Reyes
tool. This activity also supports the UDL principle, action and expression, because the students are
given the opportunity to demonstrate their understandings through their podcast. The podcasting
tool allows for another way for the students to express what they have learned from the lesson.

Reflection:

After designing this lesson idea, I feel that the activity that I created will impact student learning
because the students are given a chance to express themselves and their understandings. By
exposing my students to a new internet tool, such as the podcasting tool, my students are able to
build their background knowledge and use this tool for future assignments. The part of the lesson
that I look forward to implement with students is listening to the podcasts that they created along
with the rest of the class. I’m excited to see my students’ reactions to their podcasts being played. I
feel that my students will enjoy working together while creating their podcasts.

TFrazier, 2022