Multimedia: Audio or Video Lesson Idea

Lesson Idea Name: Flow of Energy in Our Community

Grade Level/Content Area: 4/Life Science
Content Standard Addressed: S4L1. Obtain, evaluate, and communicate information about the roles
of organisms and the flow of energy within an ecosystem.
b. Develop simple models to illustrate the flow of energy through a food web/food chain beginning
with sunlight and including producers, consumers, and decomposers.

ISTE Technology Standard Addressed:  What would you like students to know and be
able to do by the end of this lesson:
Creative Communicator—1.6.c. Students
Students will be able to create a video as a visual
communicate complex ideas clearly and
representation of the flow of energy through a
effectively by creating or using a variety of digital
food web or food chain.
objects such as visualizations, models or
simulations. Students will be able to explain how energy
flows from sunlight to producers, consumers,
and decomposers by using a food web or food
chain.
What is the student learning goal for this lesson idea?

I can explain how energy travels from sunlight to producers, consumers, and decomposers by using a
food web or food chain.

I can create a video on Adobe Express to show how energy travels from sunlight to producers,
consumers, and decomposers.

Selected Instructional Software Tool: Adobe Express (Video)

Description of Software: Adobe Express is an online graphic and video creation tool that provides
various customizable templates which appeals to many different content areas. For this lesson, the
video option will be utilized alongside teacher instruction where students have the opportunity to
take what they have learned from the lesson and create their own visual representation of the
content.

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.

TFrazier, 2022
 Multimedia: Audio or Video Lesson Idea

☒ 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:

First, I will ensure that students are aware of their goals by writing the two learning goals on the
board and having them say the goals aloud. We will also define any confusing terms within the goals.
I will then introduce the Adobe Express video tool by playing the video I created based on the
previous part of our standard which was describing the roles of producers, consumers, and
decomposers. After playing my video, I will explain to my students that they will be able to create
their own video with Adobe Express that addresses our current two learning goals. I will use my
smartboard to walk them through the features of Adobe Express and where to find free images or
videos that they can utilize. Before they start making their videos, they will research and brainstorm
their ideas on a storyboard. I will walk around as they are working on their storyboard and provide
verbal feedback as to whether they need more details or any other crucial ideas before they start
their creations. Once their storyboards are completed, they can begin creating their video on Adobe
Express. As they are making their videos, I will be walking around and providing any help that is
needed, but will mainly be a facilitator as students work and create on their own. To conclude the
lesson, I will revisit the learning goals with my students and we will have a whole group discussion
about what we learned. We will draw a food chain together on the board including all elements from
the standard. Then, I will give some students the opportunity to share their videos with the class if
there is time.

Managing student learning: The tool Adobe Express used for this lesson will cause a shift in the
behavior of students where they move from passive to active social learners because students are
able to create their own model as a representation of the standard. They are answering critical
thinking questions in order to create their videos and include all necessary information. Students can
also collaborate and communicate with their classmates in this process.

I will set a time limit on the board for how long students should plan their storyboard and then move
on to creating their videos. Students cannot begin their video until I have seen their storyboards. I
will also address any common questions with the whole class and provide my students with
feedback as I walk around and see how they are progressing through the activity.  

Universal Design for Learning (UDL) Reflection: Adobe Express supports and enhances the learning
experience for students in the classroom because it allows students to use audio, text, and/or visuals
to support their individual learning needs. This describes the representation component of the UDL
framework where students have the opportunity to display their information through the use visuals
or audio. The teacher also scaffolds the learning process as students have the chance to drive the
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 Multimedia: Audio or Video Lesson Idea
instruction and express themselves in a way that best fits their learning preferences.

Reflection: After designing this lesson idea, I feel the activities I created will help my students with
their critical thinking skills. It is very beneficial that the teacher will be facilitating the learning
process and scaffolding as students have time to think about the main components of a food web.
They have the chance to explore the learning goals on their own so that they become experts on the
topic before they create a video and teach their classmates about it. The visual and audio
representations will help keep students engaged and focused on their learning goals. In addition,
their storyboards will give me the opportunity to provide them with positive feedback to see what
parts of the standard they grasped or misunderstood before they move on to video creations. I look
forward to implementing the Adobe Express video tool for my students to create their own work
because I really love seeing students’ creativity and what they can come up with. It is a great way for
them to express themselves and to show their understanding beyond a written worksheet.

TFrazier, 2022