Itec Module 11 Lesson Idea

MultiMedia Tools: Video
Lesson Idea Name: Food chain!

Content Area: Biology
Grade Level(s): 9th grade
Content Standard Addressed:
SB5. B. Develop and use models to analyze cycling the cycling of mater and flow of energy within ecosystems
through the processes of photosynthesis and respiration.
 Arranging components of a food chain according to energy flow.
 Comparing the quantity of energy in the steps of an energy pyramid.
Technology Standard Addressed:

Creative communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms,
tools, styles, formats and digital media appropriate to their goals.
Selected Technology Tool: Screencast-O-Matic & Flipgrid
URL(s) to support the lesson (if applicable):
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)

This lesson falls wells within the UDL principles. For starters, the lesson presents information in video format
rather than from a textbook or a PPT presentation. The content is delivered in a way that promotes
engagement and relevancy for the students. They are not reading about food chain or watching a stranger
discuss them, but rather, they are watching and following along as their teacher talks about it just as they
would if they were in the classroom with them. Students are more likely to do the work since videos are
easier to comprehend, more engaging, and overall more exciting than reading a textbook. Lastly, this lesson
gives students the option to work on their graphic organizer in the form that works best for them. Students
can work within the Word desktop app, the online Word version, or print it and then scan it.
Lesson idea implementation:

This lesson will be a continuation of the ecology unit. Students have been introduced to ecology with a
Nearpod lesson, and now they will be learning how to read food chains. The lesson will start with a short
SBooker, 2020
video in which the educator will discuss food chains and show the students how to read one. The video will
state the goal and the standard of the lesson at the beginning. Students will be asked to pay extra attention to
how the teacher interprets a food chain since they will be doing it later. This lesson is intended to be a short
single-day lesson in which students will watch a video, complete a worksheet, submit it through CTLS, and
create a short Flipgrid. The worksheet is set up as a graphic organizer with pictures of various food chains and
questions about them. Students will download the sheet or open it up on Microsoft Word online to type
directly onto the sheet. If they want to print and submit a scanned copy of their work, that is also an option.
After completing the graphic organizer, the student will then find a food chain of their choice and create a
Flipgrid video explain the food chain and explaining what would happen if an organism from that food chain
was removed. The Flipgrid will be posted on the class homepage on Flipgrid, where other classmates and
other science instructors will view it.
Students' learning will be access to how well they can identify patterns and relationships on a food chain.
Their responses will be used to plan out the next lesson and future review sessions. The teacher will focus on
the topics students missed most on the worksheet and misinterpreted the Flipgrid as an area to focus on. If
necessary, review stations will be created, with each station focusing on different aspects of ecology. Student
data will be used to select who will be going to each station. Finally, students will receive feedback on the
comment section within Synergy. If a student shows a significant lack of understanding of background
knowledge, then a one-one section will be held to create a plan for that student.
Importance of technology:
Screencast-O-Matic is critical to the project because, without it, the teacher would not deliver
engaging content. This technology enables the educator to reach their students even on days when
meeting face-to-face is not possible. Students will be more engaged watching a video that their
teacher created than one created by a stranger. The lesson could be delivered without technology,
but sending home an assigned reading with worksheets to complete would not be as effective as an
interactive video with their instructor. Additionally, the task might be challenging to achieve by Els
and students with disabilities. Other technologies that the students will use are Word documents and
the learning portal CTLS.
Inspiration (optional): N/A
Internet Safety and Student Privacy:

This lesson was created with student's safety in mind. The link to the video and instructions will be posted on a
board post on the Cobb County student learning portal CTLS. Students have accounts created by the county for
them, so they cannot create an account themselves. Additionally, the video should take them directly to the
Screencast-O-Matic website, where they will not be asked to create an account to watch the video. The
graphic organizer will also be posted and submitted onto CTLS. A safety concern that I would have is students
looking for additional information on other websites and them running into obscene content. To minimize this
risk, I can provide an option website to check out if they want to explore the topics more. I would also explain
to them the importance of citing their information if they pick up ideas from other websites and make sure
that the information is reliable. I will also discuss not creating or clicking on suspicious links that might take
them to inappropriate content or malware. Lastly, I would alleviate parents' fears by sending out weekly
emails explaining what we will be doing in class that week and discussing the websites the students will be
working on. I will also send out the links so that parents can check them out.
Reflective Practice:
I feel that this activity delivers content and tests for understanding fairly well. Students will find the
information given through video more exciting and comprehendible than from a text. This lesson was not an
introduction to a unit but rather a continuation of one, but If it was, then I could extend the lesson by having
students act out a food chain or design a model of one. Other technology that they might need is a computer
or phone to do further research on particular food chains.
SBooker, 2020
SBooker, 2020

Itec Module 11 Lesson Idea

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MultiMedia Tools: Video

Lesson Idea Name: Food chain!

Technology Standard Addressed:

Selected Technology Tool: Screencast-O-Matic & Flipgrid

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

Bloom's Taxonomy Level(s):

Levels of Technology Integration:

Universal Design for Learning (UDL)

Lesson idea implementation:

Inspiration (optional): N/A

Internet Safety and Student Privacy:

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