Multimedia: Audio or Video Lesson Idea

Lesson Idea Name:

Grade Level/Content Area: 2nd grade/Science
Content Standard Addressed: Life CyclesS2L1. a. Ask questions to determine the sequence of the
life cycle of common animals in your area: a mammal such as a cat, dog or classroom pet, a bird such
as a chicken, an amphibian such as a frog, and an insect such as a butterfly.
ISTE Technology Standard Addressed:  What would you like students to know and be
1.6 Creative Communicator - Students able to do by the end of this lesson:
communicate clearly and express themselves Students should be able to ask questions to
creatively for a variety of purposes using the determine the sequence of the life cycle of
platforms, tools, styles, formats and digital media common animals in their area.
appropriate to their goals. s
1.6a Students choose the appropriate platforms
and tools for meeting the desired objectives of
their creation or communication.
What is the student learning goal for this lesson idea?
I can ask questions to determine the sequence of the life cycle of common animals in my area.
Selected Instructional Software Tool:
Anchor (podcasting tool)
Description of Software:
Anchor is a podcasting tool that makes it easy for students to create and share a podcast.
URL(s) to support the lesson (if applicable):
http://anchor.fm
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 via an outside source.)
Lesson idea implementation:
Teacher will send link of a “flipped classroom” podcast introducing what they will be learning and a
hook/short activity for the students to bring to class with them the next day (ex: do you have a pet
or know someone who does? Take a picture or draw a picture of the animal and bring it to class
TFrazier, 2022
 Multimedia: Audio or Video Lesson Idea
with you tomorrow so we can talk about the life cycle of the animal). The next day, students will
work in small groups to create their own podcast about the animals they’ve chosen and their life
cycle. The teacher will create and send link to podcast to get students excited about next day of
learning. They will also engage in a class discussion about the life cycle of these animals and help
students plan and create their own podcasts using Anchor. Feedback will be given in real-time as
podcasts are being planned and produced and after they’ve been shared with class. Lesson will
conclude with students sharing their podcasts, getting feedback from teacher and peers.
Managing student learning: 
Students will be active learners during this activity in that they will have to research, write a script,
edit, use critical thinking skills, create, and publish. Time limits will be set for each step in the
process. Students will submit a transcript before using toll and will also co-use/co-engage.
Universal Design for Learning (UDL) Reflection:
Anchor supports UDL in that it aids with dual language learners and the visually impaired. It is
engaging because students are already creating stories on social media so this activity meets them
right where they are.
Reflection: This activity will create a meaningful learning experience that students are likely to never
forget. Because of the process, they reengage in learning through writing scripts, recording scripts,
editing scripts, and publishing them to be able to hear them repeatedly. I look forward to seeing
what students come up with. I will give them the freedom to design their podcasts the way they see
fit (readers theater, interview style, etc.)

TFrazier, 2022