Multimedia: Audio or Video Lesson Idea

Lesson Idea Name: What is Pollution and How Do We Fix it?

Grade Level/Content Area: 3rd
Content Standard Addressed:
S3L2. Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water)
and humans on the environment.
a. Ask questions to collect information and create records of sources and effects of pollution on the plants
and animals.
b. Explore, research, and communicate solutions, such as conservation of resources and recycling of
materials, to protect plants and animals.

ISTE Technology Standard Addressed: What would you like students to know and be
1.6 Creative Communicator able to do by the end of this lesson:
1.6.c Models and Visualizations Students should be able to define pollution.
Students choose the appropriate platforms and tools Students should be able to describe effects of
for meeting the desired objectives of their creation or pollution on plants, animals, and humans.
communication. Students should explore and communicate their
own solutions for pollution.
Students should be able to create their own
solutions to decrease pollution.
Students should be able to use a variety of digital
tools to represent their learning.
What is the student learning goal for this lesson idea? (Add 1 to 2 sentences stating the learning
outcome you would expect students to achieve using the technology tool selected. This goal will be
shared with students so make it clear, concise, and kid-friendly.)

Students should use online tools to create their own audiobook, digital book, video, or
presentation to represent how pollution effects our world. Students will also come up with their
own solutions to decrease pollution.
Selected Instructional Software Tool: PowerPoint, Flip, Canva for Education, or any other digital tool
approved by teacher.

Description of Software: These software’s allow students to create videos, audiobooks,

presentations, and use other digital methods to represent the topic presented to them.

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

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 X Evaluating X Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply:
TFrazier, 2022
 Multimedia: Audio or Video Lesson Idea

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.

X 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:
First, our class will talk about pollution and define what that is. We will then brainstorm different
examples of pollution and write them on the board. This will allow the students to begin to think
about pollution and what it means exactly. Students can also break up into small groups and
complete this project together, depending on what they are comfortable with. Students will also
include their solutions for pollution, in their community and globally. The main idea is for students to
be comfortable working in the classroom, whether that be with a small group or by themselves, and
create a digital representation of what they have learned. Students will already be familiar with the
tools presented to them so this process will be smooth and efficient. Students will work on their
projects throughout class and will have several days to complete this project, then each group, or
student, will present their lesson to the class. This is how we will conclude this learning target or
objectives, by reviewing what we have learned through digital representations. The teacher will also
have kid-friendly examples for students, if needed, but it is important for students to have creative
freedom in order to excel and be proficient learners.

Managing student learning:

I believe these tools will allow students to be active learners because they can be as creative as they would
like, and choose which tool they enjoy using the most. I do not want to rush my students during this process,
but I will be observing their progress and create reasonable time limits, and make sure all students are on
task, collaborating, and participating in learning.

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.
This lesson supports all students because there are many different digital tools to choose from.
Every tool provides differentiation so students can choose which one works best for them. In this
lesson, we will be focused on multiple means of representation, as students can use many different
digital tools to represent what they have learned. Using digital tools and applying UDL allows
students to become active participants in learning, and allows them to be in control of their learning,
no matter how young.

TFrazier, 2022
 Multimedia: Audio or Video Lesson Idea

Reflection:
I think that this lesson will allows students to creatively participate in the learning process rather
than just listening to a teacher lecture. Putting their skills and knowledge to the test allows them to
elaborate and expand on what they already know, and they can use different pieces of learning to
create a completed masterpiece that is personably theirs. I look forward to seeing which digital tools
the students use and how they choose to represent their new knowledge.

TFrazier, 2022