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MultiMedia Tools

Lesson Idea Name: Producers, Consumers, and Decomposers


Content Area: Science
Grade Level(s): 4th
Content Standard Addressed: S4L1. Obtain, evaluate, and communicate information about the roles of
organisms and the flow of energy within an ecosystem.

Technology Standard Addressed: 3- Knowledge Constructor

Selected Technology Tool:


☒ Movie (list application): iMovie
☒ Audio (list application): Audacity
☐ Other: (list)
URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):


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

Levels of Technology Integration (LoTi Level):


☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):


Engagement: Students are able to involve their families within learning about producers, consumers, and
decomposers within their own neighborhoods. They are also able to choose what pictures they want to use
for the activity.
Representation: With the audio and video files, students are able to hear and see the different classifications
towards producers, consumers, and decomposers. There are also graphics within the lesson to should a visual
representation to all students.
Action and Expression: Students are able to show what they found on their walk with their families. The
pictures should be different from other students.

Lesson idea implementation:


The teacher will have introduced the roles of producers, consumers, and decomposers before this lesson. At
the beginning of lesson, as a review the teacher will play the video created with iMovie. The movie consists of
the roles and identifications of producers, consumers, and decomposers. Once the movie has concluded, the
teacher will have students predict how energy flows between producers, consumers, and decomposers. Then
the students will pair up and discuss their thinking. When all the pairs have discussed, the class will come
together and create an anchor chart, writing down their predictions.

After the anchor chart has been created, the teacher will show the students how they will find their
homework for the weekend. The activity is part of the flipped classroom on the class blog. After showing the
students where to find the activity. The students will go home and listen to the audio directions of their home
activity. When the students come back from the weekend, the students will be able to use their nature walk
as experience finding producers, consumers, and decomposers in their own neighborhoods. The food chains
and food webs created after the weekend will let the teacher know how much knowledge and information
students grasped on the concept.

Spring 2018_SJB
MultiMedia Tools
Importance of technology: Technology is important to this project because it is used to display the roles and
classifications of producers, consumers, and decomposers. Videos and audio files are two ways that
technology is incorporated within this lesson. Technology did not have to incorporated into the lesson, but
this is how all students are able to learn, based on UDL in the classroom.
Inspiration (optional):
Internet Safety and Student Privacy:
Some safety and student privacy issues would be how students are accessing the audio file on the blog. While
the blog is a direct link from the school webpage, some students may deviate from the webpage on to a
different site. As a teacher’s role it is important to show students how the access and maneuver websites
while on the internet.
Reflective Practice: To extend this lesson further, I would have research a child friendly website, that would
allow students to create their own food chains and food webs. Even though they brought in their own
pictures and are using them to create their own food chains and food webs, this will add an additional
technology piece. This is lesson acts towards a continuation from an introductory lesson.

Spring 2018_SJB