Multimedia: Audio or Video Lesson Idea

Lesson Idea Name: Empowering Learners to Explore Georgia's Geographic Regions

Grade Level/Content Area: 3rd Grade Science
Content Standard Addressed: S3L1. Obtain, evaluate, and communicate information about the
similarities and differences between plants, animals, and habitats found within geographic regions
(Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of
Georgia.
a. Ask questions to differentiate between plants, animals, and habitats found within Georgia’s
geographic regions.

ISTE Technology Standard Addressed:  What would you like students to know and be
Empowered Learner able to do by the end of this lesson:
1.1.a. Students articulate and set personal learning Students should leave this lesson with a
goals, develop strategies leveraging technology to thorough comprehension of the similarities and
achieve them and reflect on the learning process
differences between the plants, animals, and
ecosystems found throughout Georgia's several
itself to improve learning outcomes.
geographical regions (Content Standard S3L1).
1.1.c. Students use technology to seek feedback
They should be able to use technology tools to
that informs and improves their practice and to
discover and select content, get feedback to help
demonstrate their learning in a variety of ways.
them grasp it better, and confidently
communicate what they understand by creating
audio/video presentations or digital artifacts
(ISTE Standards: Empowered Learner 1.1.a,
1.1.c).
What is the student learning goal for this lesson idea? By the conclusion of this session, you will be
able to utilize audio/video tools to explore Georgia's geographical areas, gather data on plants,
animals, and ecosystems, and produce an audio/video presentation that highlights the similarities
and differences that you have discovered.

Selected Instructional Software Tool: Flipgrid

Description of Software: Students can make and share quick video remarks using the Flipgrid video
discussion platform. Students may participate in debates, share their ideas, and get feedback from
their classmates in this collaborative and dynamic environment. Students may simply produce and
submit video reflections or presentations using Flipgrid, which helps them improve their
communication and digital storytelling abilities.

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
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 Multimedia: Audio or Video Lesson Idea
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.)
Lesson idea implementation:
The Flipgrid video discussion platform will be used by the students in this lesson to show what they
have learned about the similarities and differences among the plants, animals, and environments
found in different parts of Georgia. The activity's introduction will include a discussion of why
students should use audio and video resources to demonstrate their comprehension. To define
expectations and encourage creativity, I will show examples of video presentations made by prior
students. The students' objective, which is to produce an audio or video presentation showcasing
their expertise, will be made clear to them. For the purpose of showing their study and
comprehension of the subject, they will use Flipgrid to record their presentations. I will ensure that
students are using technology and expressing their thoughts clearly by offering advice and assistance
as needed. Students will have the chance to share their videos with the class during the sharing
session that follows the lesson. Peer review will be used to provide feedback, with students
watching and commenting on each other's videos to offer helpful criticism on the information's
clarity and presentational abilities. I will facilitate a reflection session during which the students can
discuss their accomplishments, setbacks, and experiences using the audio/video medium for
communication and learning.
Managing student learning: The Flipgrid video discussion platform will help students go from being
passive to active social learners. Students will actively engage in the learning process and
communicate with their classmates by watching video presentations and giving feedback to one
another. I can use techniques like time limits for video recordings and peer feedback, requiring
students to submit plans or storyboards before using the tool, urging co-engagement by having
students work together or give feedback to their classmates, and using techniques like "Ask 3 then
Me" where students are urged to reach out to fellow students for assistance or clarification before
asking me. These methods will promote student ownership of their education, participation in the
learning process, and peer collaboration, resulting in a move toward active social learning.
Universal Design for Learning (UDL) Reflection: Be sure to mention one specific UDL principle you
are focused on in this lesson – Multiple Means of Engagement, Multiple Means of Representation,
or Multiple Means of Action & Expression.
By using the Universal Design for Learning (UDL) framework's engagement principle, the activity
designed for use with Flipgrid as the technological tool promotes and improves the learning
experience for students in the classroom. The activity encourages active involvement and gives
students the ability to take charge of their learning by combining audio/video capabilities and
allowing them to make their own presentations. With the help of Flipgrid, students have a platform
to demonstrate their knowledge in an interesting and useful way. By giving students the option to
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 Multimedia: Audio or Video Lesson Idea
select their presenting style, communicate with peers through feedback, and show their work to the
class, it provides numerous avenues of engagement. This encourages a feeling of ownership,
motivation, and engaged participation in the topic. Additionally, using video presentations can offer
more alternatives for representation since it allows students to express their ideas visually and
audibly. This is advantageous for various learners who could have varied educational needs or
preferences. Overall, Flipgrid as a technological tool promotes the UDL framework's engagement
element by encouraging meaningful communication, active involvement, and choices, which
improves the learning environment for all students in the educational environment.
Reflection: After developing this lesson plan, I am sure that the exercises produced will enhance
students' learning. Students will have a dynamic and participatory learning experience thanks to the
utilization of audio/video tools and the integration of technology. Students will expand their grasp of
the subject and gain crucial abilities including critical thinking, communication, and digital literacy by
actively exploring Georgia's geographical areas, doing research, and producing their own
audio/video presentations. The sharing and reflection period where students exhibit their digital
artifacts to the class is one aspect of the lesson plan that I am looking forward to engaging in with
the kids. Students get the chance to demonstrate their creativity, expertise, and diligence in this
setting. Students get the opportunity to gain knowledge from their peers as well as receive helpful
criticism. I'm interested in seeing their distinct viewpoints, the many techniques they use to show
their understanding, and the improvement in their capacity to successfully use audio/video
technologies to communicate their views. Students may take pride in their accomplishments at this
collaborative and joyful occasion, which also fosters a sense of belonging and support in the
classroom.

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