Multimedia: Audio or Video Lesson Idea

Lesson Idea Name: Sorting Common Objects into Categories

Grade Level/Content Area: Kindergarten ELA
Content Standard Addressed:

ELAGSEKL5: With guidance and support from adults, explore word relationships and nuances in word
meanings.

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the
categories represent.

ISTE Technology Standard Addressed:
1.6 Creative Communicator: 1.6.c Models and
Visualizations Students communicate complex
ideas clearly and effectively by creating or using
a variety of digital objects such
as visualizations, models, or simulations.
What would you like students to know and be
able to do by the end of this lesson: I would like
students to know how to identify items that
belong in a category and sort them. For example,
kitchen- dishwasher, refrigerator, microwave,
oven, etc. (kitchen appliances)

What is the student learning goal for this lesson idea?

I can look at an item and know how to sort it into a category with other items that are similar or
belong.
Selected Instructional Software Tool: N/A

Description of Software: N/A

URL(s) to support the lesson (if applicable): N/A

Bloom’s Taxonomy Level(s): (Which level(s) will this lesson meet using this technology tool?)
Please put an X in the box or next to the level(s). Do not highlight or bold the response.

☒ 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.

TFrazier, 2022
 Multimedia: Audio or Video Lesson Idea

☒ 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:

The day before the lesson students will listen to the podcast that introduces what we will be doing in
the next day in class. The podcast asks the students to go on an adventure around their house
looking for common objects that can be sorted into categories. (For example, kitchen- dishwasher,
refrigerator, microwave, oven, etc. (kitchen appliances) They will have help from a parent/ guardian
to write down the items and categories they’re placed in. In class, during whole group discussion
students will go over the list they came up with when they went on their adventure. Then each
student will be placed in groups around the class classroom. Each group will be placed at a table
where they are given bins and a pile of manipulatives (plastic bears, magnetic letters and number,
foam blocks, and animal action figures) to sort. After the lesson, students will be producing an audio
podcast show with the help of the teacher and co-teacher, where they will be given computers and
have to explain what did during the lesson and why they sorted specific items into categories/bins.

Managing student learning:

Throughout the entirety of the lesson the students will be actively learning. From the beginning they will be
sharing with their peers about the adventure they went on the night before and asking their peers questions
about the items and categories. There will be set-time limits throughout the lesson activity (while the
students are identifying item and sorting them into categories). The students will be provided two 10-minute
breaks throughout the lesson. Considering the younger the students the more their attention span seems to
be smaller. The learning goal/target will also be reiterated during the breaks and lesson. Before creating the
actual podcasts, the students will use a storyboard to help them break their ideas down. They will be given
15-20 minutes to work on each activity. Throughout the duration of the lesson the teacher will scaffold when
needed and consistently walk around to see how the students are preforming.
Universal Design for Learning (UDL) Reflection: Be sure to mention one specific UDL principle you
are focused on in this lesson – Multiple Means of Engagement, Multiple Means of Representation,
or Multiple Means of Action & Expression.

Throughout this lesson, the audio podcast supports engagement and multiple means of
representation of the UDL framework. The students are actively engaged throughout the duration of
completing the lesson. They are put into groups, conversating with their peers and doing
interactive/hands-on activities. As for representation the students go on a adventure through their
home- that activates prior knowledge, complete a storyboard as a rough draft to their audio podcast
which is the end of the lesson.
Reflection:

TFrazier, 2022
 Multimedia: Audio or Video Lesson Idea

I feel like the activities I created for this lesson will impact student learning because of the creativity
aspect of it. The students can be as creative as possible using the audio podcast platform. I look
forward to implementing the podcast portion of this lesson with students.

TFrazier, 2022