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Video Worksheet

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Technology: Animoto Videos - Small Group Project

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Technology: Animoto Videos - Small Group Project

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https://animoto.com/
Small groups, 3-4 students, create a short video on the rock cycle including all key terms from lesson.  Video ideas must first be scripted on paper and approved by teacher for content before production can begin.  Students will be granted class time to work using Chromebooks.  This lesson activity will expand to cover the entire Instructional Unit.

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Individual Activity, Whole Class Instruction

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Individual Activity, Whole Class Instruction

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https://youtu.be/g93jXTUv_RQ
Reference video for teacher to guide activity. May or may not be played for the class. Hands-on activity with candy; approx 7 min.

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https://youtu.be/6bkyXvYP4jM
Professionally produced video on classifying rocks; approx 4 min.  Supplement for discussion on how rocks and the rock cycle apply to our everyday world.

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0:00 / 3:45•Watch full video

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Rock Types and the Rock Cycle: Igneous Sedimentary Metamorphic

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https://youtu.be/CeuYx-AbZdo
Funny animation video to gain student attention; approx 4 min.

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Types Of Rocks | The Dr. Binocs Show | Learn Videos For Kids

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https://youtu.be/EGK1KkLjdQY
Professionally produced video with good visual images and video, approx 5 min., suggested use of a fill-in-the-blank handout with video viewing

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3 Types of Rocks and the Rock Cycle: Igneous, Sedimentary, Metamorphic - FreeSchool

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Alignment with Science Content Standards

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Alignment with Science Content Standards

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Strand 1: Inquiry Process- Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results.

Concept 1: Observations, Questions, and Hypotheses- Formulate predictions, questions, or hypotheses based on observations. Locate appropriate resources.

PO 1. Formulate questions based on observations that lead to the development of a hypothesis. (See M07-S2C1-01)

Concept 4: Communication- Communicate results of investigations.

PO 2. Display data collected from a controlled investigation. (See M07-S2C1-03)

PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information. (See W07-S3C2-01)

PO 5. Communicate the results and conclusion of the investigation. (See W07-S3C6-02)

Strand 6:  Earth and Space Science -  Earth and Space Science provides the foundation for students to develop an understanding of the Earth, its history, composition, and formative processes, and an understanding of the solar system and the universe. Students study the regularities of the interrelated systems of the natural world. In doing so, they develop understandings of the basic laws, theories, and models that explain the world (NSES, 1995). By studying the Earth from both a historical and current time frame, students can make informed decisions about issues affecting the planet on which they live

Concept 2: Earth’s Processes and Systems -  Understand the processes acting on the Earth and their interaction with the Earth systems.

PO 1. Explain the rock cycle.

PO 2. Distinguish the components and characteristics of the rock cycle for the following types of rocks:

igneous

metamorphic

sedimentary

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Unit videos on rock types and the rock cycle will be available on Google Classroom as well as played in class for student reference to visually reinforce learned content.

An funny animated video will be used to gain students attention.  Second, a high-quality, visually engaging video with lots of examples in nature will be used to summarize concepts from the textbook.  Finally, short video on why rock types are important will be viewed to open up a discussion on where and how rocks play a role in our lives.

Students in small groups of 3 or 4 will create a short video using the website Animoto with classroom Chromebooks showing the rock cycle and including lesson key terms.  This tool will help students visualize the rock cycle and organize the order of events in the process.

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What is being taught?
Classifying rocks and the rock cycle. This lesson will utilize visually stimulating Youtube videos to explain concepts and open up discussion, plus individual and small group participation in activities to reinforce concepts.

Design Learning Tasks:
Students will complete a worksheet outlining the key concepts in a short video describing the rock types and the rock cycle. .This worksheet will assist to reinforce class instruction concepts and encourage students to remain engaged during the video
Students will participate in a teacher guided activity following the process of the rock cycle and the formation of each rock type using Starburst candies. This activity will engage kinesthetic learners.
Students will complete a scripted outline of the rock cycle in small groups for approval by the teacher and then convert that outline into a short video using Chromebooks and the website Animoto. Concepts for this learning Strand can be better internalized and understood with repetitive descriptions of the process using differentiated instruction.

Devolop student outcomes:
Students will list and describe the three major groups of rocks and their characteristics. Students will also produce a short video depicting the rock cycle using Animoto.

SED 501 Course Content:
I truly appreciate the extensive list of technology resources made available through the Tech Infusion portion of our class.  I have been introduced to so many different and useful tools that I am excited to use in my classroom teaching.  Google Classroom, Animoto, EduBlog, Wiki Tools, and Kahoot! are all tools I know I will use in my unit and lesson planning.  A clear understanding of the ISTE-S and -T standards has also been helpful as I hope to continue to diversify my tech tools to give my students broad exposure to tech skills that will help them in their future.

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The following ISTE Standards for Teachers are being met by the teacher in this unit:  ISTE-T 1(a), 1(c), 1(d), 2(a), 2(b), 2(c), 3(b), 3(c), 4(a), 4(c)

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The following ISTE Standards for Students are being met by the teacher in this unit:  ISTE-S 1(a), 1(b), 1(c), 2(a), 2(b), 2(d), 3(a), 3(b), 3(c), 4(b), 5(a), 5(b)