Lesson Incorporating Multimedia – Video

Lesson Title You’re the Teacher: Energy in Food Webs

Content Area This lesson encourages learning through teaching through students creating a
video lesson for their teacher and classmates to view. Students will conduct
some online research and create a video lesson on energy transfer in food webs
through video recording features on PowerPoint. The lesson is targeted for a
high school biology course (9th grade) but could be adapted for similar science
courses in middle and secondary grades.

Content Standards SCIENCE GEORGIA STANDARDS OF EXCELLENCE:

SB5. Obtain, evaluate, and communicate information to assess the
interdependence of all organisms on one another and their environment.
b. Develop and use models to analyze the cycling of matter and flow of energy
within ecosystems through the processes of photosynthesis and respiration.
 Arranging components of a food web according to energy flow.
 Comparing the quantity of energy in the steps of an energy pyramid.
 Explaining the need for cycling of major biochemical elements (C, O, N,
P, and H).
c. Construct an argument to predict the impact of environmental change on the
stability of an ecosystem.
Technology ISTE STANDARDS FOR STUDENTS:
Standards 1.3 Knowledge Constructor – Students critically curate a variety
of resources using digital tools to construct knowledge, produce creative artifacts
and make meaningful learning experiences for themselves and others.
1.6 Creative Communicator – Students communicate clearly and express
themselves creatively for a variety of purposes using the platforms, tools, styles,
formats and digital media appropriate to their goals.

Integrated Use of student-provided laptops or tablets. Can use the school computer lab or
Technology mobile devices if needed, but the device must have video recording capabilities.
An interactive whiteboard or projector can be used to display any instructions or
videos to students. Students will need Microsoft PowerPoint software.
Reference or https://www.youtube.com/
Supporting Students may upload their video projects to YouTube to reach a broader
Resources audience if public publishing is allowed. Videos can also be uploaded as private
with a direct link for the teacher. If this is not possible, students can submit the
video via your school's online platform.
https://search.creativecommons.org/
This is an excellent resource for students to search for photos for their
PowerPoint. Remember to cite any resources used!
https://owl.purdue.edu/owl/research_and_citation/mla_style/
mla_formatting_and_style_guide/mla_works_cited_electronic_sources.html
This website provides information on how to cite electronic sources.

Bloom’s Taxonomy 6. Create – Produce new or original work – Design

Levels
Integration Level Levels of Technology Integration (LOTI)
Level 4: Integration

Universal Design This lesson accommodates a variety of learners as the requirements for the
Rationale presentations are not strict and specific. Students can customize their videos
depending on their preferences. A checklist may help students help they meet all
requirements. For students who may require more support and guidance, you
can provide a slide template that they fill out. Since the use of technology is
 essential for this lesson, ensure beforehand that every student has the
necessary support to use their computer and recording equipment.
Lesson Idea This project may take multiple class sessions, this depends on students'
experience with PowerPoint and the length of your class periods. You may want
to discuss internet safety, how to find reliable sources, and how to cite sources
before beginning this project. Students may work on this project independently or
in pairs.
Introduction:
The teacher will ask students if they feel they would learn by teaching. A few
students can be called on to state why or why not. Students will be creating their
own PowerPoint mini-lesson about food chains and food webs to help
themselves and their classmates learn.
Main Lesson:
Students will create a PowerPoint presentation including slide transitions, text
and photo animations, photos, and sources slide over key elements of food
webs. The PowerPoint should discuss food chains, food webs, energy transfer in
food webs, nutrient transfer in food webs, an example of a food chain in their
local ecosystem with native species, and at least 3 human impacts on food
webs. There should be at least 6 slides with creative effort put in. These
expectations can be displayed on the front interactive whiteboard or printed on a
checklist for students to reference.
Once their PowerPoint is complete, students will insert a cameo bubble in each
of their slides. Then, under the record tab, students will begin recording
themselves in the cameo presenting and teaching their mini-lesson. I
recommend pulling up PowerPoint in the front and walking through this process
before students work independently. Students will record themselves presenting
each slide and then can save and export their PowerPoint as a ".MOV"
document. This will make their PowerPoint available as a video with all their
cameo recordings. Students may then upload this video creation to YouTube to
reach peers outside of their classroom or directly to their teacher.
Conclusion:
Once students have completed their videos, they will circulate the room and
switch with a classmate to watch the video they created. Alternatively, videos
can be uploaded online for classmates to select and view a few classmates'
videos. The teacher can call on a few students to name what they learned from
creating a video or from watching a video.
Design Reflection The use of video creates an engaging project for students to enjoy while building
their skills in technology use. Additionally, teaching the content to classmates will
enhance student understanding of concepts as well. This activity is intended for
students to review the basics of the concept, as videos would become very long
if they went in depth. However, more requirements can be included to produce
longer videos and increase the time required to complete the project. This
activity could apply to any standard. To increase adherence to components of
the UDL framework, this lesson could take place as an exam prep activity where
each student or small group creates a video lesson on a different topic from the
unit. You could also provide an option for students to choose to teach their
lesson in person or submit a video. Then, students could be required to watch all
their peers' videos in a review session. Students could also complete a peer
review session where they give classmates feedback on their presentations.
Depending on student privacy requirements, students could wear a mask in their
video and use a fake name for their upload.