MultiMedia Tools

Lesson Idea Name: Algebra Exploration Assignment

Content Area: Algebra I/II
Grade Level(s): 9-11
Content Standard Addressed:
https://www.georgiastandards.org/Georgia-Standards/Frameworks/Algebra-I-Standards.pdf
https://www.georgiastandards.org/Georgia-Standards/Frameworks/Algebra-II-Advanced-Algebra-
Standards.pdf

Technology Standard Addressed:

2a: Students cultivate and manage their digital identity and reputation and are aware of
the permanence of their actions in the digital world.
2b: Students engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices.
2c: Students demonstrate an understanding of and respect for the rights and obligations
of using and sharing intellectual property.
3a: Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
3b: Students evaluate the accuracy, perspective, credibility and relevance of information,
media, data or other resources.
3c: Students curate information from digital resources using a variety of tools and methods
to create collections of artifacts that demonstrate meaningful connections or conclusions.
4a: Students know and use a deliberate design process for generating ideas, testing
theories, creating innovative artifacts or solving authentic problems.
5b: Students 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.
5d: Students understand how automation works and use algorithmic thinking to develop
a sequence of steps to create and test automated solutions.
6d: Students publish or present content that customizes the message and medium for their
intended audiences.
6b: Students create original works or responsibly repurpose or remix digital resources into
new creations.
7c: Students contribute constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal.
Selected Technology Tool:
☒ Movie (list application):
☒ Audio (list application):
☐ 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):

This activity provides options for comprehension by using background knowledge students
should already know, as well as guides information processing, visualisation and
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manipulation. It also provides options for physical action by varying the methods for
responses and navigation of the assignment. Additionally, it sustains effort and persistence
by fostering collaboration and community through allowing students to work together.

Lesson idea implementation:

As a final project, students will be asked to choose a topic and create a short clip explaining their
topic and providing real-world examples of that material being used. The lesson will be introduced
four weeks before the end of a semester and students will be given two official weeks to complete it.
During this time, they will be given a few days during class at the beginning and end of the two weeks
to collaborate and work with their group members on completing their video. This project allows
groups to think freely and creatively to develop a unique and original informatory video for other
students to watch.

After the project is due, we will take class time to watch the videos and students will be asked to
grade their peers on criteria such as video quality, audio quality, content quality, content knowledge,
and overall quality of video. They will also be asked to grade their fellow group members on their
involvement in the project, leadership, and overall helpfulness. This will give me an idea of what
students think of others’ videos as well as of the work of their peers. It can be used to help me grade
and assess students on their work and effort in the project. As we watch the videos I will provide
feedback for each group so that they can use it to reflect on their overall grade.

Importance of technology:
This project is one that could simply be done as an oral presentation for class, however, by creating
their own video students must implement their knowledge of audio and video editing as well as use
creativity to create a project that is visually appealing and enjoyable to watch. By using technology
to complete this project, students can edit and adjust until they feel that they have created their best
product, while an oral presentation may be more difficult to practice and rehearse. Students will be
required to create the audio and video separately so that the audio overlays the video and any
visuals they provide.
Inspiration (optional): I had to do a similar project when I was in high school that I enjoyed and gave
me a better idea of the materials I covered with my group.
Internet Safety and Student Privacy:
This project is one that can be published online to YouTube or some other video viewing site if
allowed by the parents. Students would have to know the school policies on internet safety, and one
day of class could be dedicated to reviewing that before beginning the project
Reflective Practice:
This activity is itself an extension of all material we will have covered that semester as it is designed as
a final project. I feel that this activity helped students gain a better understanding of whatever topic
they chose to discover, and also helped them develop their technology skills regarding audio and
video design and effort.

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