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m11 Multimedia Video Lesson Idea Template 2021

The document describes a lesson plan for a 3rd grade science class on heat energy. It will have students make a video using Adobe Spark explaining different sources of heat like sunlight, friction, and burning after learning about them in class. The teacher provides an example video. Students will then collect data on how sunlight affects objects and explain their results in their own video.

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55 views2 pages

m11 Multimedia Video Lesson Idea Template 2021

The document describes a lesson plan for a 3rd grade science class on heat energy. It will have students make a video using Adobe Spark explaining different sources of heat like sunlight, friction, and burning after learning about them in class. The teacher provides an example video. Students will then collect data on how sunlight affects objects and explain their results in their own video.

Uploaded by

api-540403338
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Multimedia Tools: Video

Lesson Idea Name: The Sources of Heat Energy


Grade Level/Content Area: Third Grade/Science
Content Standard Addressed:
S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and
measured.
a. Ask questions to identify sources of heat energy.

Technology Standard Addressed:


Students curate information from digital resources using a variety of tools and methods to create collections
of artifacts that demonstrate meaningful connections or conclusions.

Guiding question or statement:


What is heat energy? What are the different ways to produce heat energy? What is sunlight? What is friction?
What is burning? How are sunlight, friction, and burning related?
Set a goal that you want to achieve with this plan for learning with the use of multi-media tools. Will you
use your video as a sample of what students will design or will you use the video for meaningful learning
about a topic? Be sure to mention what tool you/your students will use.

Using Adobe Spark editor, my goal was to create a sample lesson of what students will design for the
upcoming lesson. I included picture illustrations with verbal explanations. The students will make a video
explaining the data that they collected using the standard: S3P1. Obtain, evaluate, and communicate
information about the ways heat energy is transferred and measured b. Plan and carry out an investigation to
gather data using thermometers to produce tables and charts that illustrate the effect of sunlight on various
objects.

URL(s) to support the lesson (if applicable): https://spark.adobe.com/

Bloom’s Taxonomy Level(s):


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

Levels of Technology Integration:

☐ 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): The technology tool you selected for this lesson idea will support all
students. The Adobe Spark video supports the UDL framework by providing another mean iof representation
of the topic discussed in class. Its main purpose is to provide a visual representation of what is expected of
the student to create. The students use of Adobe Spark provides another mean of action and expression. On
an upcoming lesson, the students will gather data and create a video themselves summarizing their data

TFrazier, 2021
Multimedia Tools: Video
results.
Lesson idea implementation: The students will receive a lesson in class about the sources of heat energy. At
the end of the lesson, the teacher will show the video as a recap and also as a model to represent an example
of what the student will create in the upcoming lesson. The video length is approximately 5 minutes long and
the student’s project will be produced using Adobe Spark as well. The student will be able to create a video
approximately 5 minutes long while providing and verbally explaining their data. The final product is used to
differentiate learning as it serves all students by giving them another mean of representation and
action/expression. At the end of the instructional lesson video, students will fill out an exit ticket listing what
they learned and any questions that they may have concerning making their own video. The students work
will be scored based on their ability to meet the objective and standard (rubric) and immediate verbal
feedback will be given.
Importance of technology: The Adobe Spark multimedia video tool is critical to this project as this technology
resource serves the student in two ways: 1. A modeling tool (representation), and as an expression project.
Students can also utilize an iPad with an online data collection/graphing tool to easily upload their data.
Internet Safety and Student Privacy: While using Adobe Spark, students are more likely to use pictures from
the web. In order to minimize risks for students, I would remind them that not all photos that they search can
be used because they may be fake, or they may not be relatable to the topic. When students are creating
their own videos, I will remind students, "10 percent or three minutes (whichever is less)". This means
that "may use portions of lawfully acquired copyright works in their academic multimedia,” defined as of
“motion media.” When it comes to internet safety, I will remind my students that they should not use their
name, address, or any personal information while on the internet. I would be aware and make their students
aware of the sites they can use to post images, sound, and/or documents online with attributions as
required. 
Reflective Practice: After designing this lesson idea, I believe that the activities that I created can impact
student learning my enhancing what they have already learned in class while providing them with an example
for their own future product. To further extend the lesson, I would have students provide a Grow and Glow
feedback on their peers’ videos after they all present. This will enhance their communication and feedback
skills as they give their peers constructive criticism.

TFrazier, 2021

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