MultiMedia Tools

Lesson Idea Name: Flow of Matter and Energy Within an Ecosystem

Content Area: Life Science
Grade Level(s): 7th grade
Content Standard Addressed:
S7L4. Obtain, evaluate, and communicate information to examine the interdependence of organisms with
one another and their environments.
b. Develop a model to describe the cycling of matter and the flow of energy among biotic and abiotic
components of an ecosystem. (Clarification statement: Emphasis is on tracing movement of matter
and flow of energy, not the biochemical mechanisms of photosynthesis and cellular respiration.)

Technology Standard Addressed:

7. Global Collaborator: Students use digital tools to broaden their perspectives and enrich their learning by
collaborating with others and working effectively in teams locally and globally.

Selected Technology Tool:

☒ Movie (list application): iMovie, YouTube
☐ Audio (list application):
☐ Other: (list)
URL(s) to support the lesson (if applicable): https://www.youtube.com/

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)

Engagement – Means of engagement are represented within this lesson idea by optimizing relevance, value,
and authenticity through students focusing on ecosystems from around the world as well as real-world
human impacts. This project also optimizes individual/group choice which results in both self-determination
and pride in accomplishment.
Representation – Means of representation are met within this lesson through clarifying vocabulary and
symbols needed to understand food chains and food webs.
Action & Expression – Means of action and expression are displayed in this lesson by students being provided
graphic organizers, checklists, and templates for data collection and organizing their information needed to
create their videos.

Lesson idea implementation:

Within this lesson, students will be using what they have learned about ecosystems and how matter and
energy flow among biotic and abiotic factors to complete a project. This project will consist of the students
working in groups and:
• Choose an ecosystem
• Identify both abiotic and biotic factors within chosen ecosystem
• Choose one organism to focus on and determine the role and effect on the ecosystem it has

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• Research human impacts, both negative and positive, on that ecosystem
This project will be introduced towards the end of the unit and will be used to assess their learning of this
unit. The final product of this project will be an informative video the students script, produce, and edit. The
final product will be used to inform student learning by allowing students to view others’ videos (from with
the class to others on the internet) to learn about other ecosystems and real-world impacts. Each group of
students are going to uniquely create their own videos which will allow for differentiation.

Higher learning levels could be achieved in this project by having students not only research human impacts
on their ecosystem, but also brainstorm ideas that solve these real-world problems. Students may also Skype
or video chat students from other states or countries. Feedback will be provided both orally and through a
rubric.
Importance of technology:
Although this project could be completed using PowerPoint or other presentation tools, I believe that by
students creating their own video allows them to take both their knowledge, creativity, and use of sharable
technology to a higher level. The ability to share locally and globally may be lost if students were to not use
technology in this way. To complete this project, students may use their cell phones, laptops, and iPads to
video, edit, and publish.

Inspiration (optional): N/A

Internet Safety and Student Privacy:

Some valid concerns that administrators, teachers, and parents may have revolve around the safety and
privacy of the students. These concerns can be addressed by ensuring that students’ privacy and safety are
the main concern, educating administration and parents about what the project entails and how it will
support learning, and have students only use first names and last initials online as well as avatars to protect
their anonymity. I would also send out a permission form for parents to sign that would allow their child’s
video to be posted online. If parents choose to not give permission, precautions such as allow that student to
be the videographer or editor of the video instead of them being shown on camera. In addition, a discussion
prior to this project about copyright and Terms of Use will take place to ensure students correctly follow
internet policies.
Reflective Practice:
I believe that this project will impact students learning by relating content to the real world, as well as the
students taking pride in their videos they created and the ability to share them with others, both locally and
globally. As this would be concluded the unit, I do not see this lesson idea being further extended.

Spring 2018_SJB