MultiMedia Tools

Lesson Idea Name: Different Types of Animals

Content Area: Life Science
Grade Level(s): Kindergarten
Content Standard Addressed: SKL2. - Obtain, evaluate, and communicate information to compare the
similarities and differences in groups of organisms.
a. Construct an argument supported by evidence for how animals can be grouped according to their features.
b. Construct an argument supported by evidence for how plants can be grouped according to their features.
c. Ask questions and make observations to identify the similarities and differences of offspring to their
parents and to other members of the same species.

Technology Standard Addressed: Knowledge Constructor

Selected Technology Tool:

☒ Movie (list application): iMovie
☐ 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 lesson incorporates all students because it allows for students to
watch a video, as well as interact with their peers and communicate among each other.

Lesson idea implementation:

To begin this lesson, the teacher will play the introductory video that was created for this lesson, this video
shows a little bit about the classification of different types of animals and also shows a variety of different
types of animals. After the students watch the video, we will talk a little bit about the various grouping that
animals can be put into, such as mammals, reptiles, amphibians, birds and fish. We will list some examples
from the video and place them into their correct groupings on the white board or smart board.
After this introduction to the lesson, the teacher will pass out various images of animals, they can be cut out
from magazines, or printed from the internet. She will give each student an image of an animal and then ask
the students to group themselves in to the groups that their animal belongs in. Some will have mammals,
some will have fish, some will have birds, some will have reptiles, and some will have amphibians. The teacher
will give about ten minutes for the students to get up and walk around the room, they can talk with other
students if they need help or if they need to ask questions about their animal, and they will form themselves
into their groupings. The teacher can assign areas of the room and place poster boards there with the name
of an animal grouping to make this easier on the students (so that there will be a designated place for each
grouping to be formed). After the students form their groupings, we will go around the room and have each
student hold up their animal image and share with their classmates what animal they were given and why
they chose to classify themselves in the group that they did.

Spring 2018_SJB
 MultiMedia Tools
Importance of technology: This activity could be completed without the use of technology, but I think that
the students will benefit highly from having this use of multimedia in the classroom. This introductory video
that was created for this lesson will be a way to engage the students in the content that they are going to be
learning about, and the video clip that was inserted into the video gives a great overview of the content that
they will be learning. This is a great way to summarize the information that the students need to know, while
also keeping them engaged in the material.

Inspiration (optional):

Internet Safety and Student Privacy: There are some potential issues that could come up from the use of
multimedia in the classroom, but the teacher should be able to avoid these potential issues, or if they do
some up, then they should know how to correct them as quickly as possible. A potential issue that could come
up from this lesson is, while opening the video to be played for the classroom, there could be technical
difficulties where the internet is not working, or the webpage where the video is located may not come up, or
the video may not be able to be played. All of these issues should be able to be troubleshooted fairly easily,
by checking to make sure things are properly plugged in, checking to make sure that the connection to the
WiFi is working and is strong enough to support the video that is trying to be played, and if one web browser
appears to not be working with the video, then another browser can be tried.

Reflective Practice: I think that the multimedia that is being used in this lesson will impact student learning
because the students are getting access to an interesting video which will keep them engaged in the material
that they are learning. I think this will greatly enhance student learning, just by the tools that are being used.
This is a very easy way that teachers can positively impact students’ learning for the better. This activity is
created as an introductory activity, and there are almost countless things that could be done with the use of
technology to further this lesson. The teacher could implement something as a type of “WebQuest”, where
the students are to go to various websites online and access materials online where they are getting
information about the various classifications of animals; the teacher could implement an activity as a group
project where students are placed into groups, with each group representing a various classification of
animals, and they are to go online to access certain resources and create a group project to present to the
class about their classification of animals that they were assigned. These are just a couple of ideas that could
be implemented using technology to further this curriculum in the classroom, but there are many other ways
that teachers could use technology to continue with the teaching of this content.

Spring 2018_SJB