MultiMedia

 Tools  
Lesson  Idea  Name:  Georgia’s  Geography    
Content  Area:    Social  Studies    
Grade  Level(s):  2nd  Grade        
Content  Standard  Addressed:  SS2G1  Locate  and  compare  major  topographical  features  of  Georgia  and  
describe  how  these  features  define  Georgia’s  surface.  
 
Technology  Standard  Addressed:  Empowered  Learner  -­‐  1  
 
Selected  Technology  Tool:        
 X  Movie  (list  application):    iMovie    
☐    Audio  (list  application):      
☐    Other:  (list)  
 

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

 
Bloom’s  Taxonomy  Level(s):        
 

X  Remembering            X  Understanding            ☐  Applying              ☐  Analyzing                ☐  Evaluating              ☐  Creating  

 
Levels  of  Technology  Integration  (LoTi  Level):      
☐    Level  1:  Awareness                X  Level  2:  Exploration          ☐    Level  3:  Infusion            ☐    Level  4:  Integration  
 

☐    Level  5:  Expansion                  ☐    Level  6:  Refinement            

 
Universal  Design  for  Learning  (UDL):  Providing  students  with  videos  in  the  classroom  supports  UDL  because  it  
offers  students  the  opportunity  to  learn  new  content  through  the  use  of  audio  and  visuals.  Some  students  
may  benefit  from  watching  and  listening  to  a  video  and  end  up  learning  better  from  them  as  well.  Students  
will  be  more  likely  to  be  actively  listening  and  engaged  while  watching  the  video.  The  teacher  can  also  post  
videos  onto  the  classroom  blog  for  students  to  view  as  well  as  send  it  to  parents  via  email.  Students  can  pause  
and  rewind  the  video  if  they  need  more  time  to  process  and  comprehend  the  information  in  it.      
Lesson  idea  implementation:    
The  lesson  will  begin  with  the  students  viewing  the  video  about  Georgia’s  topographical  features  that  I  
created  on  iMovie.  After  the  video  is  over,  we  will  have  a  class  discussion  over  how  the  features  in  the  video  
define  Georgia’s  surface.  Next  I  will  explain  how  this  is  part  of  a  bigger  unit  that  we  will  be  covering  going  over  
Geographic  Understandings.  The  unit  will  last  for  a  month,  with  this  part  of  the  unit  going  for  the  course  of  
two  weeks.  For  a  grade,  students  will  be  put  into  groups  of  3-­‐4  and  told  that  they  will  be  creating  their  own  
short  iMovie,  where  they  can  use  a  green  screen,  clay,  or  by  creating  their  own  characters.  Students  will  have  
to  pick  a  geographical  region  in  Georgia  and  present  a  video  that  discusses  it.    
 
To  differentiate  the  lesson,  students  will  be  given  the  option  to  choose  their  geographical  region  of  study.  The  
students  can  choose  from  the  Blue  Ridge,  Piedmont,  Coastal  Plain,  Ridge  and  Valley,  and  Appalachian  Plateau.  
Students  will  be  given  class  time  to  collect  data,  do  research,  and  create  their  movie.  Students  will  also  be  
encouraged  to  work  at  home  on  their  iMovie  projects.  In  order  to  be  sure  that  the  students  are  remaining  on  
task,  learning,  and  benefiting  from  the  experience  I  will  check  in  with  the  students  at  the  end  of  each  class  
period.  This  way  I  can  give  the  students  feedback  on  their  progress  and  offer  them  assistance.  There  will  be  
higher  learning  involved  because  the  students  are  getting  to  collect  their  own  research  on  the  geographical  
region  that  they  chose.        
Importance  of  technology:  Incorporating  technology  into  lessons  is  extremely  important  for  students  because  
it  help  further  their  creativity  as  well  as  gives  them  new  skills.  For  this  lesson,  technology  is  important  because  

Spring  2018_SJB  
 MultiMedia  Tools  
students  are  able  to  put  their  findings  and  their  research  into  an  iMovie  that  they  can  then  share  with  not  
only  the  teacher  and  classmates,  but  also  with  others.  These  videos  can  be  uploaded  onto  the  teachers  blog  
or  sent  to  families  so  that  they  can  see  their  students  work.      
 
 
Internet  Safety  and  Student  Privacy:  Since  these  students  may  be  posting  their  videos  on  a  website  or  blog  
and  sharing  it  with  others  outside  of  the  classroom,  it  is  very  important  that  they  do  not  use  their  full  names  
or  put  any  personal  information  into  the  iMovies.  Students  will  be  instructed  to  only  visit  student  and  school  
friendly  websites  when  collecting  data  and  researching  information  for  their  projects.  In  order  to  let  parents  
know  that  students  will  be  creating  these  videos,  a  letter  (email/blog  post)  will  go  home  at  the  beginning  of  
the  year  explaining  to  the  students’  parents  and  guardians  what  they  will  be  doing  throughout  the  school  year  
with  the  use  of  technology  and  everything  online.  Administrators  will  also  be  informed  so  that  they  are  alaso  
aware  of  what  the  students  will  be  doing  both  inside  and  outside  the  classroom  for  technology  related  
assignments.    
 
Reflective  Practice:  What  I  find  to  be  the  best  part  of  this  lesson  is  that  the  students  are  getting  to  use  their  
creativity  to  develop  their  very  own  video.  In  the  future,  the  students  will  already  know  how  to  work  with  
iMovie  and  be  able  to  create  even  more  in  depth  videos.  For  an  extension  on  this  activity/project,  the  
students  could  be  given  a  student  friendly  rubric  in  which  they  will  assess  each  other’s  work.  The  students  
could  also  write  a  short  personal  reflection  in  their  journals  about  what  they  liked  about  the  project  and  what  
they  did  not  like.        
             

Spring  2018_SJB