Multimedia: Audio or Video Lesson Idea

Lesson Idea Name: Comparing and Contrasting Stars and Planets

Grade Level/Content Area: 4th Grade/Science
Content Standard Addressed: S4E1. Obtain, evaluate, and communicate information to compare
and contrast the physical attributes of stars and planets.
ISTE Technology Standard Addressed: What would you like students to know and be
1.6 Creative Communicator: Students able to do by the end of this lesson:
communicate clearly and express themselves Students will compare and contrast the physical
creatively for a variety of purposes using the attributes of stars and planets by creating 1) A
platforms, tools, styles, formats and digital media podcast or 2) a video where they describe the
appropriate to their goals. physical attributes of stars and planets and how
they are similar and different.
1.6b: Students create original works or
responsibly repurpose or remix digital resources
into new creations.
What is the student learning goal for this lesson idea? I can compare and contrast the physical
attributes of stars and planets by creating 1) A podcast or 2) a video where I describe the physical
attributes of stars and planets and how they are similar and different.
Selected Instructional Software Tool: Simple Show Video Maker or Anchor Podcast

Description of Software: Simple Show allows users to create short, animated videos through
computer-generated images and music. Anchor allows users to create free audio podcasts easily
from their device. These podcasts can then be shared with others as a display of learning.

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

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.)

TFrazier, 2022
 Multimedia: Audio or Video Lesson Idea

Lesson idea implementation:

Students will first share some of the observations they have previously made about stars and
planets. Students will then be introduced to the two technology tools listed above. Students will
choose if they would like to record a short podcast episode or create a short video to compare and
contrast stars and planets. Students will then be introduced to the learning goal listed above.
Students will then work independently to write a script for their podcast or video. Students will be
able to conference with their teacher to edit their scripts and receive feedback. Once the script is
approved, students may begin creating their artifact. Finally, students will be able to share either
their podcasts or videos with the class. We will then have a conversation about some of the
similarities and differences we noticed about stars and planets from the presentations.
Managing student learning:
This tool enables students to make the shift from passive to active learners because they are taking
responsibility and ownership of their own learning. Students are encouraged to be creative thinkers
in this activity and are given voice and choice in the presentation of the information they have
gathered. I will allow for more time-on-task and shift from passive to active learning by requiring
students to submit a script to me before they present their technology artifact. Doing this allows
students to spend a greater amount of time getting to understand the material. This also allows
students to collect their thoughts in a way that will best allow them to be successful when it comes
to creating their podcast or video.
Universal Design for Learning (UDL) Reflection:
In this lesson, I focused on the UDL Principle: Provide Multiple Means of Engagement. This lesson
optimizes individual choice and autonomy, as students are given the opportunity to choose the best
way, they would like to display the information they have gathered. These technology tools support
all students because they enable students to be creative thinkers. They enhance student learning by
allowing students to design a technology artifact that best fits the way they would like to display
information. Doing this enhances the value of the learning experience for each student in the
classroom, as their engagement is increased when they can create what best makes sense for them.
Reflection:
I believe that this lesson will positively impact student learning. When students are encouraged to
take ownership of their own learning, and how they want to display their understanding, you will see
a much greater portion of your class actively engaged with the material. I look forward to seeing the
different podcasts and videos my students create to represent their own learning. I’m excited to see
this because I know that when students are able to take the material they have learned in class, and
use it to create something of their choosing, you can better ensure that they have achieved mastery
of the content.

TFrazier, 2022
 Multimedia: Audio or Video Lesson Idea

TFrazier, 2022