Multimedia: Audio or Video Lesson Idea

Samantha Roper – ITEC 3100

Lesson Idea Name: Changes in States of Matter
Grade Level/Content Area: 2nd grade/Science
Content Standard Addressed:
S2P1. Obtain, evaluate, and communicate information about the properties of matter and changes that occur
in objects.
ISTE Technology Standard Addressed:  What would you like students to know and be
1.6 Creative Communicator – 1.6.d Students able to do by the end of this lesson:
publish or present content that customizes the I would like to students to know what happens
message and medium for their intended when phases of matter change.
audiences. Example – When a piece of ice heats up, it will
become a liquid.
What is the student learning goal for this lesson idea?
Students will create a podcast to demonstrate their understanding of the properties of matter and
their changes.
Selected Instructional Software Tool:
Anchor
Description of Software:
Anchor is an online platform that is used to create podcast and podcast episodes.
URL(s) to support the lesson (if applicable):
https://anchor.fm/
https://www.youtube.com/watch?v=vNvElea-124 This is video about the different phases of matter
and how they change – students will watch till 2:47
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.

☐ 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.)
The lesson is teacher-led, as students are given a teacher-selected activity and the platform they will
use to demonstrate their learning. This podcast will serve as the students' way to demonstrate their
understanding of the phases of matter and how they change.
Lesson idea implementation:
This lesson will take place after students have listened to the podcast linked to my audio page. When
students came into class the following day, I would inform them of our learning goals to ensure they
understood what was expected of them in this lesson. Then, I will remind students of the classroom
 Multimedia: Audio or Video Lesson Idea
Samantha Roper – ITEC 3100
podcast they listened to and ask them to tell me some examples of matter they found at home. I
would expect many different answers to this question and some of the same answers, such as ice
and water. After hearing their examples of matter, I will introduce each phase and examples of each.
Students will then watch a video discussing the phases of matter and what happens when heat is
added and removed from each phase of matter. Next, students will fill out a graphic organizer that
correlates with the worksheet to ensure students have the correct information. With the help of
their graphic organizer and an introduction in the Anchor application, students will create a podcast
that discusses what happens to each phase of matter as heat is added or removed from a solid,
liquid, and gas. Students will be shown how to work with Anchor and how to include music into their
podcast if they want to be more creative with it. Before students record, they must write a script
and ensure they have the correct information in their podcast. Students will use this script and use it
as a trasncript for other students who listen to their podcast. I will check in with students to ensure
their information is correct and inform the student if they are ready to record and offer them
feedback. As students record their podcasts, I will be available to answer any questions and observe.
To conclude this lesson, I will ask students to share their podcasts and what they enjoyed about
making their podcasts for our classroom. Their podcasts will be uploaded to our classroom page as
their official artifact of this lesson. 
Managing student learning: 
Students will take an active role in their learning when they begin to design their scripts and create
their podcasts. Students become active as they design and produce an artifact to demonstrate their
understanding of the subject. Students will provide a script for their podcast before they can begin
to record. I will check these scripts to ensure students have the correct information and assess what
they have taken away from the graphic organizer and video.
Universal Design for Learning (UDL) Reflection:
Just like the podcast I created, each student will provide a transcript of their recorded podcast. The
transcript and podcast are meant to ensure there are multiple means of representation for students
with different learning needs. Multiple means of representation ensures that students can listen,
read, or do both while following along with a peer's podcast.

Reflection:
I believe this lesson and activities will positively impact student learning by allowing them to create
something different from what they are used to creating. I hope to create a classroom podcast as we
did for this module, so students will be familiar with how a podcast sounds and eager to create one
of their own. I look forward to hearing what a student's podcast sounds like and seeing the creativity
they put into their podcasts.