MultiMedia Tools

Lesson Idea Name: Constructive and Destructive forces on Land Formations

Content Area: Science
Grade Level(s): 5th
Content Standard Addressed: S5E1. Obtain, evaluate, and communicate information to identify surface
features on the Earth caused by constructive and/or destructive processes. a. Construct an argument
supported by scientific evidence to identify surface features (examples could include deltas, sand dunes,
mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include
deposition, weathering, erosion, and impact of organisms).

Technology Standard Addressed:

ISTE standards 1: Empowered Learner, and 6: Creative Communicator

Selected Technology Tool:

☒ Movie (list application): iMovie
☐ Audio (list application):
☐ Other: (list)
URL(s) to support the lesson (if applicable):
http://www.discoveryeducation.com/
https://www.dropbox.com/login

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level): (Select the best level)

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☒ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): Students will be given ample class time devoted to the creation of
their project to ensure equal access to necessary tools. Directions for the project will include Spanish
translations for ELL students and the families of students. The project includes high quality visuals as well
as text to support visual learners, and ELL’s.

Lesson idea implementation:

As the standards are addressed, the teachers will have begun teaching the unit SFE1 prior to the assignment.
Knowledge of this entire unit will be compiled to fully address the assigned project. During the project
overview, the teacher will show the example video and fully explain the directions. The teacher will review
the importance of digital footprint and review the safety and netiquette expectations that were established in
the beginning of the year procedures. Students and parents will have previously signed documents regarding
web safety and netiquette. A separate form will be made available to students and families reviewing project
guidelines, safety concerns and how they are being addressed as well as the heightened learning potential
this project brings. To begin the project, the teacher will divide the class into 4-5 teams to match the number
of teams for the partner classroom and each team will choose a team name as their identifier. The teacher
will select team members for the purposes of fairness and learning differentiation. Students will virtually
“meet” the partner classroom teacher and the partner classroom teams through a brief team-created bio

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paragraph and team name. All information will be sent via Dropbox. Teams will be assigned a physical
feature of the earth’s surface with a high-resolution sample picture. With a team-created video to support
their stance, the students will state whether their physical feature is due to constructive processes,
destructive processes, or both. Ample class time will be allotted to work together and materials such as a
sample image of a landform, a rubric, iMovie, an iPad (one per group), and a storyboard handout will be
provided to students. Students will have two weeks to work on their projects. Intermittent class time will be
devoted to the project development, and the project will be broken into parts, such as research and collection
of images and clips, storyboard development, filming, editing, submission and review of shared projects.

The groups will collaborate to produce a professional video presentation using what they have learned about
surface features as their final product. All submissions will be uploaded to the shared project Dropbox. Both
classes would be able to watch each other’s presentations and post direct comments. This method is simple,
private, and secure, yet it also expands the Loti Levels of the project. Students will receive two grades for
participation in this project, and grading will be based on a rubric provided at the onset of the project.
Quality of the overall project, participation in creation and feedback, correct identification, argument support
with classroom knowledge and professionalism will all be criteria that are considered. The conclusion of the
lesson will be a popcorn viewing of all presentations (both classes) on the smartboard and finally the
submission of feedback.

Importance of technology: This lesson idea would actually be impossible to implement as written without
technology. The students may be able to use a different video editing tools to complete their
presentations, students must use a video editor similar to iMovie to complete their videos. In addition to
that, there must be a safe platform for students to post their videos for sharing and easily comment. This
would be impossible without technology.

Inspiration (optional): I did not use a source for inspiration.

Internet Safety and Student Privacy: One of my chief concerns was student safety in the design of this
lesson. One way to achieve a higher level of safety for students is to allow interclass sharing and
collaboration to occur in a shared Dropbox, rather than a more public publishing platform. The other
concern I had would be netiquette amongst the sharing classrooms and keeping feedback positive. I do not
want to stifle critical thinking; however, it is extremely important that all comments be productive.
Absolutely no form of bullying or harassment can be tolerated. Prior to starting this lesson, I would craft a
form to be signed by parents and students that emphasized, responsible professional behavior. Both
classes involved would be required to sign such a document.

Reflective Practice: I designed this lesson to act as a summative assessment for the unit that integrates
communication skills, organization, critical thinking, use of technology to create an original, professional
product and collaboration in addition to science standards. I think it would be very interesting to open the
forum up to more than one other class, and perhaps build our audience from year to year. Of course, my
chief concern is student safety and well-being so I would take a conservative approach by building the
audience slowly and cautiously. If I expanded the audience, I would definitely have to re-think the
platform used to share the videos and feedback. Perhaps I could create a site, such as a blog that is
exclusive to the project and has high level privacy settings such as password protection.

Spring 2018_SJB