Ecology Unit Multimedia Presentation

Biology

Grades: 9-10

Objectives:

B1.2C Develop an understanding of a scientific concept by accessing information from

multiple sources.

Rationale:

In line with the Michigan Merit Curriculum, this lesson provides a structured learning activity

that utilizes technology with intranet/internet-based tools and resources as the delivery method

for instruction, research, assessment, and communication. Students will gain experience

conducting research using internet-based search engines and software tools. Students will be

expected to create and share electronic documents and multimedia materials with educators and

other students. The creation of the multimedia project will have students using critical thinking

skills as they examine the information they have gathered to determine if it accurately depicts

their topics. Students will also have the opportunity to build their data collection and

interpretation skills. In addition to gaining research experience beyond the classroom textbook,

students will also be addressing the ecology standards noted below as they present their projects

to their classmates.

Teacher Background:

Students should have prior knowledge on the ecological topic they choose to research. While it is

not required, it will be beneficial if students have prior knowledge on conducting internet-based

research. After creating and viewing their classmates’ projects, students will:

Describe ecosystem stability. B3.4A

Examine the negative impact of human activities. B3.4C

Describe energy transfer through an ecosystem. B3.2B

Predict changes in the food web when one or more organisms are removed.B3.2C

Describe environmental processes (e.g., the carbon and nitrogen cycles) B3.3b

and their role in processing matter crucial for sustaining life.

Explain the influences that affect population growth. B3.5B

Summarize the process of photosynthesis. B3.1f

Students will need to be taught how to use Audacity and Windows Movie Maker. It is a good

idea if you familiarize yourself with these programs because there will be numerous questions

from students throughout the lesson pertaining to the use of these programs. If at all possible,

have a parent volunteer, teacher aid, or the computer teacher (the more the better) to help answer

questions and work with the students while constucting their presentations. If you do not have

extra help available set aside additional time for the students to work on their projects.

Common Misconceptions: It is important to remember to stress copyright laws in this lesson.

Many students believe if they have purchased visual, audio, or video media they can use/modify

it as they wish. This is not the case. Remind students that copyright for music is 10% or 30

seconds of the track, whichever is less.

Materials:

Computers with internet access, Audacity, and Windows Movie Maker

Headphones

Microphones

Scanner

Jump drives

Textbook

Ecology Multimedia Project rubric

Procedure:

Preparation:

Schedule time in the computer lab to work on multimedia projects.

Make sure computers have Audacity and Windows Movie Maker loaded onto

them.

Check for operational headphone and microphone jacks on the computers.

Engage:

Play a few videos from testtoob.com or something you or past students have

made. It can be segments- not necessarily the entire video need be viewed.

Ask students if there’s anything they think they could do to improve the video.

Discuss some of the topics they have learned in the ecology unit (good things to

discuss would be those mentioned in the teacher background section). Ask which

concepts might make a good video presentation.

Tell the students they will be making a multimedia project similar to what they

have just seen.

Explore:

Have students form groups of two.

Write the following topics on the board:

photosynthesis and respiration

ecosystems

changes in ecosystems

element recombination

human impact

populations

environmental factors

Tell the students they are going to produce/construct a video presentation that

demonstrates their knowledge of one (or more if they choose to do so) of the

ecological topics on the board. Each presentation should be around 3 minutes in

length.

Have the groups write down their top 3 choices on a sheet of paper. Let them

know that only 2 groups will be allowed per topic and the concepts within each

topic should differ (some overlapping may be unavoidable). Tell them you will do

your best to give them their first choice.

Have students go through their textbooks to get ideas on what they would like to

present.

Once students have written down their top 3 choices, head over to the computer

lab.

While in groups, open and begin explaining how to use Audacity. This is a good

time to mention the copyright laws (for music, use 10% or 30 seconds of the

track, whichever is less if not free to use).

Have students go to freeplaymusic.com and download some audio tracks to

experiment with importing audio tracks and using the effects in Audacity.

Have students practice voice recording as well.

Once students have a grasp on Audacity, have them do an image search in google.

Show students how to search for images that are labeled free to use, reminding

them again of the copyright laws. Have them save 4 or 5 to practice with using

Windows Movie Maker.

Once students have some images have them open Windows Movie Maker, import

the images, and practice arraigning them and adding effects.

Give the class time to experiment with both Audacity and Windows Movie

Maker. While they are getting to know the programs you can be assigning the

topics to the groups. Once you have this completed, hand back the group papers

with their topics circled.

Pass out the Ecology Multimedia Project rubric and have students read it through

so they have an understanding of what is expected of them.

Instruct the students to begin brainstorming ideas for their presentations.

Allow them class time to research images, music/sounds, and create their scripts.

Explain/Develop:

Walk around and observe the class as they are preparing and recording their

presentations.

Encourage the students to explain concepts and definitions in their own words.

Check to see if students are including evidence with their explanations of the

topics.

Answer any questions the students may have pertaining to the development of the

presentations.

Extend and Apply:

Encourage students to apply or extend the ecological concepts they researched to

new situations when incorporating them into their presentations.

When students have completed their presentations have them develop 3 questions

that can be answered from viewing the video. The combined questions will be

used to form the unit test.

Allow time for the students to finish.

Ecology Unit Multimedia Presentation Rubric

Category 4 pts. 3 pts. 2 pts. 1 pt. Score

Conceptual

Understanding

Presentation demonstrates strong conceptual understanding of key ideas because it is

comprehensive and accurate.

Presentation demonstrates solid conceptual understanding of

key ideas because it is mostly comprehensive and accurate.

Presentation demonstrates adequate conceptual understanding of key

ideas because it is somewhat comprehensive and accurate.

Presentation fails to demonstrate adequate conceptual understanding of key

ideas because it is not comprehensive or accurate.

Content

Coverage

All primary concepts are

included in the presentation and depict accurate associations.

Most primary

concepts are included in the presentation and most depict accurate associations.

Most primary

concepts are included in the presentation,but many are depicted by inaccurate associations.

Several primary concepts

are missing and many of those included are depicted by inaccurate associations.

Images At least 10 images are used and they are relevant to the concept.

At least 10 images are used and they mostly relevant to the concept.

At least 10 images are used, but many are inaccuate representaions of the concept.

Less than 10 images are used and they are not relevant to the concept.

Narration,

Music/Sounds

Recorded narration is coherent and matches with the video/sound. Any music/sound effects used in the video are appropriate for the content and theme of the video.

Recorded narration is coherent and mostly matches with the video/sound. Any music/sound effects used in the video are mostly appropriate for the

content and theme of the video.

Recorded narration is somewhat illogical and fairly matches with the video/sound. Any music/sound effects used in the video are somewhat appropriate for the content and theme of the video.

Recorded narration is illogical and does not match with the video/sound. Any music/sound effects used in the video are inappropriate for the content and theme of the video.

Student

Generated

Questions

At least 3 questions are submitted and they are relevant to the concepts presented in the video.

At least 3 questions are submitted and they are mostly relevant to the concepts presented in the video.

At least 3 questions are submitted, but they are not relevant to the concepts presented in the video.

Less than 3 questions are submitted and they are not relevant to the concepts presented in the video.