MultiMedia Tools

Lesson Idea Name:

What principle/rule/law do you see?
Content Area:
Mechanics
Grade Level(s):
9th grade
Content Standard Addressed:
Since it is students’ choice to explain any principle/rule/law in Mechanics, the standard may cover all the
items of Science GA Standards of Excellence in Mechanics, including SP1, SP2, and SP3.

Technology Standard Addressed:

ISTE for Students:
1.c: use technology to seek feedback that informs and improves their practice and to demonstrate their
learning in a variety of ways.
2a. cultivate and manage their digital identity and reputation and are aware of the permanence of their
actions in the digital world.
2b. engage in positive, safe, legal and ethical behavior when using technology, including social interactions
online or when using networked devices.
2c. demonstrate an understanding of and respect for the rights and obligations of using and sharing
intellectual property.
2d. manage their personal data to maintain digital privacy and security and are aware of data-collection
technology used to track their navigation online.
3a. plan and employ effective research strategies to locate information and other resources for their
intellectual or creative pursuits.
3c. curate information from digital resources using a variety of tools and methods to create collections of
artifacts that demonstrate meaningful connections or conclusions.
3d. build knowledge by actively exploring real-world issues and problems, developing ideas and theories
and pursuing answers and solutions.
4a. a. know and use a deliberate design process for generating ideas, testing theories, creating innovative
artifacts or solving authentic problems.
5b. collect data or identify relevant data sets, use digital tools to analyze them, and represent data in
various ways to facilitate problem-solving and decision-making.
6a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or
communication.
6b. create original works or responsibly repurpose or remix digital resources into new creations.
6c. communicate complex ideas clearly and effectively by creating or using a variety of digital objects such
as visualizations, models or simulations.
6d. publish or present content that customizes the message and medium for their intended audiences.
7b. use collaborative technologies to work with others, including peers, experts or community members, to
examine issues and problems from multiple viewpoints.
Selected Technology Tool:
x Movie (list application): iMovie
x Audio (list application): Audacity
x Other: (list) smartphone, video recorder, laptop, iPad, network connection, etc.
URL(s) to support the lesson (if applicable):
https://www.apple.com/imovie/

Spring 2018_SJB
 MultiMedia Tools
https://www.audacityteam.org/
Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating x Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration

☐ Level 5: Expansion x Level 6: Refinement

Universal Design for Learning (UDL):

This project provides:

1. Multiple means of engagement: Both instructor use of video and student-generated video can recruit and
sustain interest for a particular topic and lead to more meaningful participation in the classroom.

2. Multiple means of action and expression: Offers students the opportunity to create video as an active way
to demonstrate understanding, particularly for those who experience challenges in the area of writing or live
presentation.

3. Multiple means of representation: Teacher uses video, audio, as well as transcript to provide divers
methods for students with different learning styles to understand the process and goal of this project.
Lesson idea implementation:
Teacher will first show an example of how to explain real-life applications of Newton’s three laws by audio,
video, and transcript. Students will have an open topic project to create a piece of video by groups, to show
any principle/rule/law in Mechanics as a real-application, and upload it on the class blog. They can create a
scenario or video record a scenario in their daily life, and explain why it happens in the language of physics,
through an audio file and transcript. They can also choose to bring up a question to audiences, and publish
the answer after enough discussion among audiences has been completed. Usually the answer will be
published one week after publishing the original video. Student learning will be evaluated by the quality and
depth of explanation, the response of audiences will also be counted.

Since students need to choose a topic by themselves, create their own video/audio/transcript, and publish
their product online, they will have an opportunity to practice Create level of Bloom’s and the LoTi 6. Express
by video, audio, and transcript are particularly for those who have differentiate learning styles to view. At the
end of the project, teacher will:

1. Have audiences to take a survey to rate their understanding of the topic explained by each piece of video.

2. Ask students to provide feedback to other products.

3. Ask students to answer questions brought up by teacher according to the content of their product.

4. Provide final conclusion and feedback to each group.

Importance of technology:
This project makes classroom teaching and learning a multimedia authoring activity. The online classroom
provides a rich setting in which a number of different forms of communication co-exist, such as speech,
writing and projected images/videos. Without using these technologies, much of the information in a lecture
will be poorly recorded or lost. Tools to aid in the capture and subsequent access of online classroom

Spring 2018_SJB
 MultiMedia Tools
information will provide learning flexibility and enhance both the learning and teaching experience. Besides
video/audio recording, other technologies that may be used to improve learning experience could be
video/audio editing, and zooming amplifier for students with vision impairments.
Inspiration (optional):
The help teacher set up rubrics for project involving technologies, and students apply technologies, here is a
good process to follow about Multimedia Creation: https://tlt.cofc.edu/multimedia-stuprojects/
Internet Safety and Student Privacy:
Internet safety and student privacy are issues that teachers and students/parents need to be aware of when
implementing online tools for learning, such as: how to protect students’ personal information, how to keep
students safety online, how to avoid copyright issues of tech tools, how to follow common Internet
Safety/Acceptable Use Policies, etc.

To solve these issues, teachers should follow these rules (but not limited to):

1. Educate students and parents about Internet safety and how to protect their privacy.

2. Be familiar with FERPA/school district/school Internet Safety/Acceptable Use Policies.

3. Every comment posted on blogs should be pre-approved by teachers.

4. Each year, parents are asked to return a “Receipt of Family Guide” indicating that they have read and agree
to the policies in the guide. If parents choose to opt out, it is the responsibility of each school to keep these
records and the responsibility of each teacher to know if their students’ parents have agreed to the publishing
guidelines or if they have “opted out.”

5. Teachers should help students understand that they should “never place personal contact information or a
personal photograph on the internet, email, or any online communication device.”
Reflective Practice:
This project can be extend to online projects, online collaboration sites, and online publishing opportunities. Videos can
be uploaded to those sites, and invite students of other countries and experts to discuss those topics together.

Spring 2018_SJB