Multimedia: Audio or Video Lesson Idea

Lesson Idea Name: Grouping organisms

Grade Level/Content Area: 5th grade, Science
Content Standard Addressed:  S5L1. Obtain, evaluate, and communicate information to group
organisms using scientific classification procedures.
ISTE Technology Standard Addressed:  What would you like students to know and be
Empowered Learner – 1.1.d able to do by the end of this lesson: By the end
Students understand the fundamental concepts of this lesson students should be able to obtain,
evaluate, and communicate information to group
of technology operations, demonstrate the
organisms using scientific classification
ability to choose, use and troubleshoot current
procedures. These organisms include both
technologies and are able to transfer their animals and plants.
knowledge to explore emerging technologies.
What is the student learning goal for this lesson idea?
Using either an audio (Anchor) or video tool (Adobe Express) students will create presentations that
focus on the standard S5L1. Students will be able to choose if they would like the choose grouping
animals or grouping plants as their topic for their project.

Selected Instructional Software Tool: Anchor, Adobe Express

Description of Software: Anchor is an audio streaming and publishing platform that lets you listen to
and publish bite-sized audio broadcasts. Adobe Express makes it easy for students to communicate
ideas with stunning presentations, graphics, and short videos—in minutes. It's designed especially for
teachers and students in mind, with new quick actions, tools, and resources that are perfect for any
subject.

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

This website provides students with an interactive lesson about classifying animals and plants and will
help students create their presentations through the information they gathered from this site.

Bloom’s Taxonomy Level(s):

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

How do you plan to implement this lesson and integrate the technology? Check all that apply:

☐ Teacher-led: There is no student voice and choice in the activities. Students are guided by the
teacher's direction and expectations. Learning activities are assigned to the student and mostly
practice based.

☒ Student-Led: Students are given voice and choice in the activities. They may select the topic of
learning and/or determine the tool they will use to meet the learning goal. The teacher facilitates
the learning as the students direct their own learning processes.

☒ Problem-based and/or Publishable: Students are solving problems and completing projects to
demonstrate their learning. Additionally, the projects can be shared outside of the classroom.
(Note: This objective could be reached by displaying the project on the school’s morning
newscast, posting the project to the classroom blog, presenting it to another class, or publishing it

TFrazier, 2022
 Multimedia: Audio or Video Lesson Idea
via an outside source.)
Lesson idea implementation:
The activity that will be implemented will be a learning reflection that students will complete using
multimedia. Students will either create an audio recording through Anchor or a video through Adobe
Express. Students will create a presentation that either focuses on part a (grouping animals) or part b
(grouping plants) of the standard: S5L1. These tools will be introduced to students in class, going over
basic functions of each tool. In addition, students will have access to a step-by-step video tutorial on
how to use each of the tools correctly. Students will receive a detailed direction guide, a rubric, as
well as examples to ensure they know the outcome of the project. On a Padlet, each student will share
their creations that they made so all students can be accounted for. Students will share their creations
to the board, which will also allow their peers and myself to see it. Students are then able to listen to
or watch their peers’ creations to learn more about how to group organisms using scientific
classification procedures. I will be able to give students feedback in the comment section of the
Padlet. To conclude the lesson, as a class, we will have a whole class discussion about the various
ways to group organisms and create a chart on the board that will be posted into the Padlet by me, so
students have access to these notes. If something was forgotten on the chart, students can comment on
the Padlet at a later time to add to the information that we learned.

Managing student learning: 
The tools that students will be using for this project will shift students’ behavior from passive to
active social learners since students need to think, discuss, challenge, and analyze this new
information with others around them. To ensure students are on task, as a class, we will move at the
same pace. First, students will explore the website provided with all the information that need and
pick out facts that they find interesting. Together, we will then watch the video about organism
classification and discuss it, to ensure all students retained the information from the video. After this,
students will get a brain break, allowing them to use the restroom, stretch, get water, etc.… Students
will then have time to come up with a blueprint for their project that includes which tool/tools they
will use and their script. Once I have checked for these things, students are ready to create their
projects.
Universal Design for Learning (UDL) Reflection:
The technology tool I selected for this lesson idea supports all students through multiple means of
representation since the content that is being taught has audio and visual components for students,
ensuring all students can retain the content. Multiple means of action and expression are also present
within this project since students can choose an audio or video presentation to create. Next, students
have a choice as to what topic they are covering and what tool they will be using to cover this topic,
enhancing their learning experience since they are able to make this choice independently.
Reflection:
I feel like the activities incorporated in this lesson will ensure that students have learned the content
due to the various ways the content will be presented to them. In addition, listening and watching your
peers explain a topic oftentimes engages students more, resulting in higher retention. I look forward to
seeing the various creations my students come up with and how they plan to use the information I
provided for them in their presentations.

TFrazier, 2022