MULTI-MEDIA AUTHORING TEMPLATE

Name: Alanna Turry

PART A: Describe how students could create and publish an original movie, audio file, podcast, or vodcast in order to achieve
required learning standards. Challenge: For an “A” provide an idea where the learning activity reaches a LoTi level 4a or
above. To do this you will have to design a project where students engage in higher-order thinking and publish their work to an
audience that will use or care about the results. Broad feedback for their work is also a great way to boost interest and
performance.
Grade Level: 7
Content Area: Social Studies
Technology Used (check all that apply): Movie Audio Podcast Vodcast Other: (list)

Content Area/Grade/Standards/Topics Addressed:

SS7G2 Explain environmental issues across the continent of Africa.

a) Explain how water pollution and unequal access to water impacts irrigation, trade, industry, and
drinking water.
b) Explain the relationship between poor soil and deforestation in Sub-Saharan Africa.
c) Explain the impact of desertification on the environment of Africa.

Brief Description of Learning Experience:

This project will be introduced at the end of our unit on Africa. As a class, we will have already covered the remaining standards
regarding Africa’s geography (SSG71, SS7G3, and SS7G4). The reason I chose this particular standard (SS7G2) for the project
is because I want my students to realize how the environmental issues of Africa haven’t just gone away; they are very much so
still prevalent and worsening. The project will be introduced after I display my video (see link to YouTube). My video covers
topics we have gone over in class regarding the effects of these environmental issues. It is now the students’ job to create a video
that will raise awareness to at least one of the environmental issues in Africa (water pollution, unequal access to water, poor soil
and desertification, or desertification) and how it impacts the country as a whole (population, land, resources, jobs, etc.).

Students will be allowed 4 class periods to work on this project. They will be numbered into groups of three or four. To introduce
this project, I will give my students the assignment sheet as well as their group assignments. I will then allow them the rest of the
class period to brainstorm ideas and research information that can be useful for their videos. The second class period will be
utilized for students to finish their research and plan their video layouts. The criteria will include a minimum of 6-8 transition
slides (title pages, fact pages, etc.). Students will be given a packet with eight blank boxes where students can fill out the
information they want to include about their chosen environmental issue. The remaining two class periods will be utilized in the
computer lab for students to create and finalize their videos. Students will present their videos to the class on the following day.
Given that this is a summative assessment, I will be grading each group’s project myself. Audiences that would care to watch my
students’ videos would include those who fight for awareness of/progress for environmental issues taking place in Africa.
However, my students’ videos will be turned in through Google Classroom, which guarantees confidentiality and privacy.

Student Engagement/Higher-Order Thinking:

This lesson would be LoTi level 5 because it encourages student-centered planning, decision-making, creation, editing, and
finalizing skills. Students will be using multiple technologies (i.e. iPads/tablets for research, computers) while addressing real-
world issues. The videos they will be creating can be beneficial to people who advocate for better conditions in Africa, and
students will see that the way they use these technologies to advocate for issues, such as those regarding the environment of
Africa, can have an impact on the real world.

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Importance of technology:

Using multimedia authoring tools is critical to this project because students are going to have an impact on someone who
watches this video. They will see how powerful media and visual content can be when attempting to reach an audience. Whether
that audience is large or small, video and visual content can be very impactful to those who are uneducated or unaware of issues
such as the environmental issues existing in Africa. Without video, people would not receive the same impact. For example, a
student who chooses the issue of unequal access to water may choose to show a photo or video of what a day in the life for a
citizen of Africa who does not have access to clean water may look like. This will grab the audience’s attention and inform them
of how serious the issue really is. Other technology used for this project includes iPads or tablets for research purposes during the
research portion of this project (days 1 and 2).

Inspiration (optional): N/A

Internet Safety and Student Privacy:

Possible issues surrounding internet safety and student privacy could be that a parent/guardian becomes uncomfortable either
with the purpose of the project or that they do not want their child’s name or identity to be published on the internet. Given that
my students’ parents/guardians were previously asked to sign and return the consent form given at the beginning of the year, this
problem should not arise. However, if it does, I can personally explain to the parent(s) who has a misunderstanding or issue with
the project and reassure them the safety and confidentiality of their child’s work. I will re-explain my concept of “Internetiquette”
to the parent/guardian and ensure them that the safety of their child’s name will not be tampered with.

Other comments about your proposed student multimedia authoring activity: N/A