Multimedia Tools

Lesson Idea Name: Student-created Video Project on Georgia Regions

Content Area: Social Studies
Grade Level(s): 2nd
Content Standard Addressed:

SS2G1 Locate and compare major topographical features of Georgia and describe how these features
define Georgia’s surface.

1. Locate and compare the geographic regions of Georgia: Blue Ridge, Piedmont, Coastal Plain, Ridge
and Valley, and Appalachian Plateau.

Technology Standard Addressed:

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. Students:

1. Plan and employ effective research strategies to locate information and other resources for their
intellectual or creative pursuits.

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. Students:

1. Create original works or responsibly repurpose or remix digital resources into new creations.

Selected Technology Tool:

☒ Movie (list application):
☐ Audio (list application):
☐ Other: (list)
URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

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

Levels of Technology Integration (LoTi Level):

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

Universal Design for Learning (UDL): As students work together in groups, they can choose which way to
display the information that they are conveying to others through their project. For example, they can choose
to have background music as their audience reads text that overlays pictures and video clips within their
video, or they can record their own voice and play it over pictures. By doing both, they will appeal to

Spring 2018_SJB
 Multimedia Tools
audiences of all learning types.

Lesson idea implementation: The teacher will give students a tool to use (iMovie) and instruct them to make
a video project based on the region that their group is assigned, for the purpose of reviewing as a class before
an upcoming test. The students’ job is to create a video that helps students review characteristics of their
given region in a new and exciting way. Students will have viewed my teacher-made video at the beginning of
the unit, so this activity will be introduced by reminding students of the video that they saw at the beginning
of the unit. Students can use this as a guide for their own video, but will be expected to put their own spin on
their videos. This project will take 2-3 social studies class periods to complete.
Student learning will be assessed by their final product that they present to the class. The teacher will
take notes and assign each group a grade for their project. Depending on how well they complete the task
and show their creativity and knowledge, they will get a certain amount of bonus points to add to their tests
scores. The final product will be used to inform student learning, as it will be informing the class on
characteristics of every region of Georgia. It is differentiating learning by letting students become the
teachers and show information in a variety of different ways that appeal to all learners. By having students
create an original product while researching a topic in a safe way, students will be performing and thinking at
higher levels.
To conclude the lesson, the class will post their videos to the classroom blog and present their projects
for the entire class to view, in a viewing party format. Students will receive feedback from the teacher, in the
form of group conferences, and then see a reflection of their work in the form of points added to their tests.

Importance of technology: Technology is important for this project because it allows students to create
videos. The project could not be done without the technology that iMovie provides, as student could not
compile their findings in a video format without it. The entire video aspect of the project would be lost
without the technology.

Internet Safety and Student Privacy: Some possible issues that could arise with student safety are their
pictures being on the blog if they choose to record themselves acting something out for their videos and
displaying their names in the credits of the videos. To avoid their pictures being posted for everyone to see,
the projects will only be posted to the classroom blog, where students have permission from their parents to
post their work and only approved people can view it. To avoid privacy concerns, students will only use first
names in their credits, a common internet safety protocol/policy. Administrators and parents will be made
aware of the project before it is carried out and invited to express any concerns they might have in regards to
it.

Reflective Practice: This project will impact student learning in a positive way, as it encourages students to
think at higher levels and make sense of the content they have learned and use it in new ways. This will help
them make connections between what they learn and the world around them. To further extend the lesson,
other classes could be invited to the blog page and urged to comment on the videos that my students
created, sparking educational conversation about things that they are both learning about in the classroom.

Spring 2018_SJB