MULTI-MEDIA AUTHORING TEMPLATE

Name: Kristen Borgognoni

PART A: Describe how students could create and publish an original movie, audio file, podcast, or vodcast in order to achieve required
learning standards. Challenge: For an “A” provide an idea where the learning activity reaches a LoTi level 4a or above. To do this you will
have to design a project where students engage in higher-order thinking and publish their work to an audience that will use or care about the
results. Broad feedback for their work is also a great way to boost interest and performance.

Grade Level: 9th

Content Area: Biology
Technology Used (check all that apply): Movie Audio Podcast Vodcast Other: Learning
Management System (i.e. Schoology), laptops
Content Area/Grade/Standards/Topics Addressed: SB2. (c)
Brief Description of Learning Experience: As you address the standards, what will students and teachers do? How will the
project be introduced? How long will it take to complete? What audience will use/care about the multimedia projects students are
creating? How broad is this audience? How will student work be assessed and by whom? Who will provide feedback to students
about their work? (Overview should be a minimum of 2 paragraphs)

This standard, SB2. part c, calls for communication about bioethics. This lesson will take place at the end of or immediately
following the genetics unit. Using a prompt from this lesson idea created by the English Speaking Union (ESU), students will
participate in a technology-infused team debate. The statement selected for this debate is “Technologies that allow parents to
influence the genetic composition of the fetus should be banned.” Before beginning the work, students will receive a lecture from
the teacher on technologies that can alter genetic composition of a fetus, and other information surrounding the topic.
Students will discuss the statement in class with their groups and will write down at least two concerns they have regarding the
statement, as well as their stance. To prevent student unproductivity, the teacher should post the words ‘agree’ and ‘disagree’ on
either side of the classroom. Students should select their answer and form groups with others that share their opinion. A class set
of laptops will be provided during class for research. Students should be advised to write down the resources used for their
research. Students will work collaboratively to write up their argument for or against the statement. They should address their
concerns and should cite resources.
Each group will be required to record a brief (2-3 minute) point of view statement to be shared with the class later. Audio files
will be created using Audacity. These audio files should be turned in, in addition to the write up document, on the LMS used by
the teacher.
The following day in class, students will listen to each group’s point of view. Afterwards, students will be invited to share
whether their opinion has changed or stayed the same. The teacher should facilitate a scientific discussion/debate surrounding the
topic. After the lesson, students will write a short (no more than 1 page) summary on their opinion and what they have learned
through the process of scientific inquiry and debate.
The teacher will assess student work in groups based on four components: participation in discussion, write up, point of view
recording, and summary.
Student Engagement/Higher-Order Thinking: What SAMR and LoTi levels would this lesson be and Why?
The SAMR level for this lesson would be Modification. While this lesson is still possible without the use of technologies,
the usage significantly alters the way in which students interact with the lesson. Technology use decreases the in-class
time that this lesson takes, and allows students to exercise creativity.
This lesson fulfills LoTi level 5: Expansion. Students can apply what they have learned in biology to real-world situations. They
required to use higher order thinking skills, and to work collaboratively with others. This lesson also fosters a student-centered
learning experience since they are expressing their opinion on a scientific current event, and get to create their own stance on the
topic.
Importance of technology: Why is using a multimedia authoring tools critical to the project? Could the project be
completed without this technology? What would be lost without using it? What other types of technology, if any, are
going to be used in the learning experience?
Multimedia authoring tools are critical to this lesson because it allows students the opportunity to express their point of view on a
topic without the fear of messing up. This lesson allows students to record (and re-record if necessary) to express what they are
thinking. The lesson would be possible without this, but it also is a type of lesson that requires lots of thinking and splitting it up
will help students to solidify their ideas. Other forms of technology used will be laptops, as well as the class LMS.
Internet Safety and Student Privacy: Briefly discuss some possible issues surrounding internet safety and student
privacy that could arise while implementing this learning experience and explain how you’d minimize risks to
students/yourself, alleviate any fears by parents/administrators, and follow school districts’ Internet Safety/Use Policy.
Regarding internet safety, it is important for this lesson to have already shown students how to conduct smart research. Students
may be advised to use Google Scholar, or the teacher may select sources for use and post them on the LMS. Audio files should
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be turned in under the safety and security of the LMS, so that they are not accessible to the public.