MultiMedia Tools: Video

Lesson Idea Name: Types of Rocks!

Content Area: Social Studies

Grade Level(s): 3

Content Standard Addressed: S3E1. Obtain, evaluate, and communicate information about the physical
attributes of rocks and soils. a. Ask questions and analyze data to classify rocks by their physical attributes
(color, texture, luster, and hardness) using simple tests.

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.

Selected Technology Tool: iMovie

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

X Remembering X Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

X Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning newscast,
posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL)

When students watch the video on rocks, there will be a transcript available for multiple means of
representation. Providing a video as support for this lesson will meet the needs of all learners because it
provides multiple means of engagement because the information on the video is relevant and clear to the
learners. At the beginning of the video, the learning objectives will be presented to the students verbally and
in written text.

Lesson idea implementation:

The standards for this lesson will be addressed at the beginning of the lesson as well as in the informational
video. Students will watch the video and fill out a graphic organizer about the types of rocks. Students can use
the notes they take from the video to create a poster with their group on the different types of rocks. The
video will be introduced at the beginning of the lesson to inform the students all about the different kinds of
rocks. Students will take notes using a graphic organizer. Students will take the knowledge they require and
create a poster with their partners. This poster can be hung up outside of the classroom to demonstrate
students amazing work. This project takes students from a lower level of Bloom’s Taxonomy to the highest
SBooker, 2020
 MultiMedia Tools: Video
level of creating. Students level can be further extended by having them present their posters to their class.
Students can participate in an at home portion of learning where they find a rock, describe the rock, and
categorize it based on it’s characteristics.

This lesson can be concluded using a student response tool. Students can participate in a short closing quiz on
Kahoot about rocks and the different types. The teacher can give students feedback on their posters in the
form of rubric. Before students begin creating their posters, the rubric can be handed out to the students so
they know exactly what they will be graded on. Teachers can talk to the students individually to go over their
grades on the rubric and give positive and constructive feedback as necessary.

Importance of technology:

The project could be completed without the technology tool, however I feel that using video for this lesson
will support all student learning. The video will be accessible for students to view even as they begin their
project which allows students to re-watch and discover important details they may have missed the first time
they watched. The video supports all students because it has a transcript for students with hearing
impairments. Using this video provides students with information in an engaging and interesting way rather
than just verbally teaching it to the kids. The video has stimulating images and sounds that will keep the
students focused and interested throughout.

Inspiration (optional): N/A

Internet Safety and Student Privacy:

As suggested in the module, I think printing off internet safety rules and copy right regulation guidelines to
have in the classroom is a great idea. As well as having common safety rules and guidelines in the classroom, I
can minimize student risk by giving student a checklist to follow as they create videos in the classroom. To
alleviate any fears by parents and administrators, I will be following closely with the schools guidelines for
internet safety by making sure I have proper paperwork on file.

Reflective Practice:
I think these activities impact student learning by providing them with a place to showcase their knowledge on
a topic. Students have the opportunity to be creative thinkers. By introducing the topic with an informational
video, students are able to easily access the information again whenever they need it. In the future, students
can create their own videos using software in the classroom or at home.

SBooker, 2020