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Planning a Digital Story Presentation

ITEC 7230

1. Purpose: The purpose of my presentation will be to inform students that all

organisms on Earth are dependent on one another. In addition, the presentation will

demonstrate to students that matter and energy are transferred from one organism to

another in any given ecosystem. It will also motivate students to explore the role that

humans and other organisms play in the web of life.

The following standards will be addressed:

S7L4. Students will examine the dependence of organisms on one another and

their environments.

a. Demonstrate in a food web that matter is transferred from one

organism to another and can recycle between organisms and their

environments.

b. Explain in a food web that sunlight is the source of energy and that thisenergy moves from organism to organism.

2. Learner Analysis:

a. Age: This presentation is intended for 25 students (15 male and 10 female)

ranging in age from 11 to 13 years.

b. Cultural Background: The class consists of seventeen Caucasian

students, seven students of African American descent, and 1 student of

Asian descent. Students socioeconomic status ranges from the poverty

level to middle class. Most students in the class reside within a two parent

household. However, four of the students reside with a single parent and

one student resides with grandparents.

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c. Educational Level: Although all students are seventh graders, there is a

wide range of abilities within the group. The class is a collaboration class

with several of the students receiving special education services. Eight of

the students did not pass the 6 th grade CRCT in math. The same eight and

one additional student did not pass the 6th grade CRCT in reading and

language arts. Reading levels in the class range from 2nd to 9th grade as

identified by S.T.A.R. testing.

Special Needs/Accommodations: Several students have specific

learning disabilities. One has Asperger Syndrome and requires

specific interventions in the general classroom setting. They

include: frequent redirection, short specific instructions, breaks

when frustration levels are high, and a peer tutor whenever

appropriate. Two students are considered mildly intellectually

disabled and require substantial teacher assistance. Their

modifications include: shortened assignments, instruction and

testing over essential content only, short specific directions,

frequent checks for understanding, and text is read to students

when necessary. Four students have Attention Deficit Disorder.

Their accommodations include: 1 or 2 step instructions, extratime for responses, clarify instructions or directions, provide

warning prior to calling on student, repeat directions, check for

understanding, and redirection as needed.

d. Specific Entry Skills: All students have general knowledge of

relationships among organisms like predator/prey relationships. The class

has discussed all 6 kingdoms of life from bacteria to animals. All students

can differentiate between producers, consumers, and decomposers as

previous tests over these concepts have shown. Students also know that

plants carry out the process of photosynthesis.

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e. Learning Styles: All students completed the Abiators Online Learning

Styles Inventory at www.berghuis.co.nz/abiator/lsi/lsitest1.html. As

predicted, there were several different types of learning styles within the

group. Twelve of the students were identified as visual learners, nine were

identified as tactile kinesthetic learners, and four were identified as

auditory learners.

f. Motivation (Kellers ARCS Model)

Attention: Students attention will be acquired with the first

slide. It will be a picture of many of the students in the classroom

eating lunch. Above the picture will be the caption Where did

the energy in the food that you ate come from?

Relevance: The material presented in the story will be relevant

to students every day life because it will show them how energy

has traveled all the way through the food web to reach their

plates. Examples of common organisms that students are familiar

with will also be used to link new information to what students

already know.

Confidence: The organisms used in the presentation will be ones

that students are familiar with. The presentation will also build

upon their prior knowledge of producers, consumers, and

decomposers. The assignment that students will be asked to

complete during the presentation is developmentally appropriate

for their age and previous knowledge.

Satisfaction: At the end of the presentation students will be

allowed to build a food web using a given set of organisms. They

will be given the opportunity to work with a partner while doing

this.

g. Gardners Multiple Intelligences: The presentation and the activities

associated with it actively address the range of learning styles present

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within the class. For the learners in my class that prefer active engagement

in a tactile or kinesthetic experience, they will benefit most from the

experience of using the pictures of different organisms to build a food web

at the end of the presentation. For those students that prefer more

interpersonal interactions in their learning, discussion with and working

with a partner during this activity will greatly benefit them. For the

students that prefer visual and verbal modes of learning, the digital story is

well suited to them.

3. Objectives:

a. When given a diagram of a chloroplast and a mitochondrion, seventh grade

students at Ebenezer Middle School will be able to describe the relationship

between photosynthesis and cellular respiration.

b. When given a variety of different types of organisms, seventh grade students

at Ebenezer Middle School will be able to organize them into an appropriate

and accurate food web based upon their trophic level i.e., producer,

consumer, or decomposer.

4. Theory of Instruction: The major theory of instruction that will be incorporated

into the presentation will be Cognitivism as information will be delivered throughthe digital story in a specific orderly presentation. In addition, students will use a

graphic organizer as a guide throughout the presentation. Students prior knowledge

of producers, consumers, and decomposers will be drawn upon to incorporate new

information about food webs.

5. Content Outline:

a. Basic topics that support objectives

Photosynthesis

Cellular Respiration

Producers

Consumers

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Decomposers

Food webs and food chains

Interactions between organisms

Predator/Prey relationships Competition

Symbiosis

b. Factual information that explains each topic

Photosynthesis the chloroplasts in the cells of producers use the

energy in sunlight to convert CO2 and H2O into sugars and oxygen.

Cellular Respiration the mitochondria in the cells of organisms use

the sugars and oxygen created by producers to create ATP (cellular

energy & CO2).

Producers - organisms like plants and algae that are able to carry out

photosynthesis in their cells.

Consumers organisms that most consume energy from other living

things.

a. Herbivores consume plants or other producers.

b. Carnivores consume animals.

c. Omnivores consume plants or other producers along with

animals.

Decomposers consume the energy remaining in dead organisms and

recycle nutrients like nitrogen.

Food webs and food chains matter and energy is cycled among

producers, consumers, and decomposers in an ecosystem.

Interactions between organisms organisms interact to cycle matter

and energy in an ecosystem.

a. Predator/Prey relationships matter and energy is transferred in a

predator/prey relationship.

b. Competition organisms compete for energy.

c. Symbiosis organisms work together to obtain energy

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6. Plan for participation of the audience: While viewing the digital story, students

will be asked to complete a graphic organizer that shows the relationship between

photosynthesis and cellular respiration as well as how energy flows through a food

web in any ecosystem. Students will also be asked to identify specific examples of

producers, consumers, and decomposers from the digital story. In addition, students

will be asked to complete an accurate food web at the end of the digital story using

the given picture cards of organisms. This activity will be completed with a partner

or in a small group.