Digital Learning Unit

Alissa Bloxham

1. Standards
Utah Core Standard
● Grade Level: 4th grade
● Subject: Science
● Standard: Standard 2, objective 1: Students will observe, measure, and record the basic
elements of weather.

ISTE Standard for Students: 4-Innovative Designer: Students use a variety of technologies
within a design process to identify and solve problems by creating new, useful or imaginative
solutions.

2. Assessment
How does your assessment determine if the students have achieved the learning objectives?
My assessment tests that students understand the basics of clouds, and tests their knowledge
of the water cycle from the objective before. They are able to use technology to find their own
picture, and use that picture to make their own predictions. Students would be graded on the
thoroughness of their answers and if they use the correct terms.

Assessment Link

3. Video
How does the video teach students what they need to know?
I would play this video after a unit about weather. This video describes 3 different types of
weather that students can discuss, and then shows a fun experiment showing it. After showing
this video, I would put students into groups and have them do the experiment themselves.
Video Link

4. Multimedia Experience/Transmedia Story

How will students use technology tools to have an experience with your standards?
 (Best if done on an overcast day)
1. Start off by turning off the lights and using a speaker to play sounds of thunder
2. Have fans set up to blow around the room.
3. Play a recording of a newscaster asking the “team of storm chasers” to predict how far
away the storm is from hitting the school.
4. The teacher divides the class in their teams and gives each team an Ipad with a
template of what information they need to record. The can take pictures as well for when
they report their findings.
5. The class goes outside and records observations such as what clouds are out, how
close the lightning is, how far away the thunder is, air pressure and temperature, and
wind speeds. If this information is not known, students can make up their own numbers
to make predictions.
6. Once each group is finished, they will take turns sharing what they observed and predict
the how far away the storm is from the school.

Media Link(s): Thunder sounds

Weather prediction template

5. Reflection
What are the top three things you learned from creating the digital learning unit?
1. I learned that a digital learning unit takes a lot of work. It is very time consuming and
takes a lot of thought and detail. If one part does not make sense, the rest of it won’t
either.
2. I also learned that while it is a lot of work, it can also be fun. After it is all finished, you
have an interactive lesson plan that will be more engaging for students and more
rewarding than a regular worksheet/pen and paper type lesson.
3. I learned that there is a lot more behind the scenes that goes into teaching. Students
may not understand how much work a teacher put into a good lesson, and that’s okay. If
I gave this lesson to my students and they really enjoyed it, it would be worth it to me.

6. Extra Credit: Implementation and Assessment

Who are your three participants?
1. [participant 1]
2. [participant 2]
3. [participant 3]

How did they do on the assessment?

1. [participant 1 score, analysis]
2. [participant 2 score, analysis]
 3. [participant 3 score, analysis]

What feedback did you get from each participant?

1. [participant 1 feedback]
2. [participant 2 feedback]
3. [participant 3 feedback]

What changes or adjustments would you make based on this implementation and assessment?