Video Integration
By MiminKu (Own work) [CC BY-SA 4.0 (http://creativecommons.org/licenses/by-sa/4.0)], via Wikimedia Commons
Video Library
This video library contains videos that can be integrated into library lessons for the middle elementary grades 3-5.
Video Enhanced Lesson Plan
Lesson Title: Bats!
Introduction: In this lesson students will learn about bats and will compare and contrast both a fiction and nonfiction piece on the same subject.
Content Area and Grade Level of Students: This lesson is intended for a grade four library class, but could be used for grades 3-5.
Objectives: After completing this lesson, the students will be able to:
Standards Addressed: This lesson addresses the following Kentucky Academic Standards:
SCIENCE
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4-LS1-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
ELA/LITERACY
SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Relative Advantage: At this age, the students have probably heard the story Stellaluna by Janell Cannon. Using a video with a star reading and performing the story makes it more interesting for the students and they might pay attention. Because it wouldn’t be feasible to go on a field trip to visit a bat cave and it is not fiscally possible to go on a field trip to the zoo, it makes sense to show students realistic videos about bats.
Timeline: This class meets once a week for 40 minutes. During that 40 minutes, the students also need to look for and check out books. This lesson will take 4 library periods.
Materials
Grouping Strategies: In order to complete the bat vocabulary worksheet, the students will need to work with the other students at their table to share the dictionaries. They will be grouped in tables of five students for this portion of the lesson. The rest of the activities are individual activities.
Learning Activities:
Day 1:
Assessment: The students in our school do not receive a library grade. The bat fact worksheets, venn diagram, and bat vocabulary sheets will be corrected and checked for accuracy. The final project will be assessed using a rubric.
Adaptations for Learners with Special Needs:
Introduction: In this lesson students will learn about bats and will compare and contrast both a fiction and nonfiction piece on the same subject.
Content Area and Grade Level of Students: This lesson is intended for a grade four library class, but could be used for grades 3-5.
Objectives: After completing this lesson, the students will be able to:
- Identify facts about bats.
- Define and illustrate vocabulary related to bats.
- Compare and contrast information from a fictional story and non-fiction documentary presentation.
- Realize that although stories are fiction, they can contain factual information that can be verified through non-fiction.
Standards Addressed: This lesson addresses the following Kentucky Academic Standards:
SCIENCE
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4-LS1-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
ELA/LITERACY
SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Relative Advantage: At this age, the students have probably heard the story Stellaluna by Janell Cannon. Using a video with a star reading and performing the story makes it more interesting for the students and they might pay attention. Because it wouldn’t be feasible to go on a field trip to visit a bat cave and it is not fiscally possible to go on a field trip to the zoo, it makes sense to show students realistic videos about bats.
Timeline: This class meets once a week for 40 minutes. During that 40 minutes, the students also need to look for and check out books. This lesson will take 4 library periods.
Materials
- Projector and Interactive Whiteboard
- Speakers
- Laptop Computer
- Pencils
- Handouts
- Dictionaries
- Black construction paper
- Bat wing templates
- Scissors
- Glue
- Bat fact worksheets: Includes a bat fact worksheet for Stellaluna and a bat fact worksheet for the Discovery Kids video on bats.
- Compare and Contrast Worksheet: A worksheet for the students to use to compare and contrast Stellaluna and the Bat video.
- Bat Vocabulary Worksheet
- Bat Project Sheets: The students will complete these sheets for their final bat project.
- Stellaluna on Storyline Online: https://youtu.be/VLRIvyWUzxs?list=PLzOIDHrtakWhif7exkM9-UEb4k4KWUHIA
- Bats video on D4K: http://ket.pbslearningmedia.org/resource/idptv11.sci.life.oate.d4kbat/bats/
Grouping Strategies: In order to complete the bat vocabulary worksheet, the students will need to work with the other students at their table to share the dictionaries. They will be grouped in tables of five students for this portion of the lesson. The rest of the activities are individual activities.
Learning Activities:
Day 1:
- Before watching the video, the teacher will review with the students the difference between fiction and nonfiction. The teacher will introduce the video.
- The students will watch the video of Pamela Reed reading Stellaluna on the SmartBoard.
- While watching the video, the students will look and listen for facts about bats within the story.
- After watching the video, the teacher and class will discuss the bat facts they found in the story. The teacher will write some of these facts on the board.
- The students will complete the bat facts worksheet for Stellaluna.
- The teacher will collect and check the worksheets.
- The students will watch the “Bats” video on D4K.
- While watching the video, the students will take note of facts about bats and complete the bat facts worksheet.
- The teacher will discuss the video with the students and its differences from the video they watched last week. The students will share the facts they found in the video and the teacher will list them on the board.
- The students will then use both bat facts worksheets to complete the venn diagram comparing and contrasting the two videos.
- The students will turn in the bat facts worksheet and venn diagram and the teacher will check them.
- The teacher and students will list and discuss some of the vocabulary and new words they learned from the videos about bats.
- Using the dictionaries and working together as a table group, the students will define and illustrate the words found on the bat vocabulary worksheet.
- The students will turn in the bat vocabulary worksheet. The teacher will check the worksheets.
- The students will use the venn diagram and bat vocabulary to complete a final bat project.
- The students will trace the bat wings from the template onto black construction paper, cut them out, and glue them to the black rectangle construction paper.
- The students will write out the information from their venn diagram in complete sentences onto the bat project sheets. They will also answer in complete sentences two things they learned about bats and two questions that they still have.
- The completed papers will be glued to the black construction paper--one on each side.
- The teacher will hang the papers from the ceiling.
Assessment: The students in our school do not receive a library grade. The bat fact worksheets, venn diagram, and bat vocabulary sheets will be corrected and checked for accuracy. The final project will be assessed using a rubric.
Adaptations for Learners with Special Needs:
- Since both videos in this lesson can be found on YouTube, closed-captioning can be turned on.
- The speed of the video presentation can be slowed down in YouTube.
- Students with visual or hearing difficulties can sit closer to the SmartBoard.
- The videos could be loaded on the three iPads we have so that students who might have difficulty following them can go back and watch them individually as they complete their worksheets.
- Students who need extra help, might work with a partner or the school resource teacher.
- Students who have learning difficulties might be allowed to answer with less facts than the other students.
- Students who find it difficult to write, could dictate their answers.
Video Interview
In this Video Interview, five educators were interviewed about why and how they use videos in their educational settings.