MultiMedia

Tools
Lesson Idea Name: Transparent, Translucent, Opaque
Content Area: Physical Science
Grade Level(s): 4th

Content Standard Addressed: S4P1. Obtain, evaluate, and communicate information about the nature
of light and how light interacts with objects. a. Plan and carry out investigations to observe and record
how light interacts with various materials to classify them as opaque, transparent, or translucent


Technology Standard Addressed: Knowledge Constructor

Selected Technology Tool:
☒ Movie (list application): iMovie
☐ 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)
Representation: Creating a video allows students to incorporate both audio and visual representations for
students who are visually or hearing impaired.
Action and Expression: The students will actively participate in a science experiment and express their
understandings through a creative movie.
Engagement: The students will be engaged in voice and choice with the creation of their video. They will get
to be as creative as they want and heighten their learning objective. Students will also be collaborating with
peers.

Lesson idea implementation:
I will introduce this lesson by going over the content objectives and standards. I will then show the class the
iMovie I originally made for transparent, translucent, and opaque. The class will then split up into groups to
conduct their own experiments and record themselves doing it. One group will focus on transparent, one on
translucent, and one on opaque. Each group will be provided with a set of various materials and flashlights.
They will be given the task of creating a video on how to classify objects as transparent, translucent, or
opaque based on light’s interactions. The students will use the iMovie application on a class set of iPads to
create their movie. They will be required to include a Title, a video clip of the experiment, audio, a verbal
explanation, pictures of the materials, and credits. This lesson will take three class periods to cover. The first
day will be pre-planning, the second day will be recording, and the third day will be spent editing.

Student learning will be assessed on the accuracy and completeness of information provided in their video. I
will close the lesson by playing each of the videos for the rest of the class to see. This way, everyone will get
to learn about all three of the kinds of light interactions. I will ask scaffolding and higher-order thinking

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 MultiMedia Tools
questions throughout the videos to access student understanding and need for differentiation. Student
learning will be extended by requiring students to conduct peer-assessment rubrics of the videos. I will hold
individual conferences with each group to provide feedback about their work.

Importance of technology:
Using a multimedia authoring tool is critical to this project, because they get to create a video of their specific
science experiment to share with the class. This project could be done without the video, but then every
student wouldn’t be able to see the other experiments taking place. The video component of this activity
allows for students to really focus in one experiment, and then visually watch a recording all of the other
possible experiments with light interaction. It is just like a jig-saw strategy assignment. A projector will also be
used for this learning experience in order for the whole class to share their videos,

Inspiration (optional): n/a

Internet Safety and Student Privacy:
One concern for this activity would be if I were to publish the videos online. I would minimize this risk by first
asking for parent consent to post any of the videos online to the class blog. I would also make sure the class
blog is password protected to protect student safety. I would try to make sure that students don’t include
their faces in the video, so that their identities are kept secure. Lastly, the students were required to create a
credits slide in their video. I would edit this out or have students use pseudonyms instead if I were to post this
online.
Reflective Practice:
I feel this activity would create a positive impact on student learning, because they get to conduct and
experiment and create an actual iMovie with their peers. I would further extend this lesson by having
students complete a peer assessment rubric for the video presentations. I could further incorporate
technology by having students fill out a google form as the template for the rubric.

Spring 2018_SJB