Grade level(s)	5th Grade
Content area(s)	Social Studies
Purpose	To capture their field trip experience of Washington, DC and to have fun while using technology.
Brief description	As the students go around and sightsee for their 5th grade field trip they will be asked to use multimedia devices such as a video cameras, etc to capture what they are seeing. They will need to do some research before the trip to find out some background information on the places they will be visiting. Once they are in Washington, DC they will be recording their sights and will comment on their experiences. Their findings can be put up on the web for their parents to see while they are gone and then their final completed assignments can be put on DVD when they return home for the students to keep as a souvenir from their trip. For students who were unable to make it on the field trip, they would be able to see the videos that their classmates were doing and then I would be able to do their own video that would act as a reaction to what they thought about when seeing the different sights of DC.
Resources	websites on places in Washington, DC that the students will be going to so that they can find out some background knowledge.
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis because the students are combining their knowledge to create one project. They are also composing, creating, and designing their own digital video and these are all components of the synthesis level of Bloom's Taxonomy.
Which learning styles are addressed? How?	All learning styles will be addressed because the students will be lectured and taught exactly what to do in order to use the video cameras and other multimedia devices in order to accomplish the assignment.The students will also have hands-on work when using the video camera and working on the material that they want to include. Visually the students will be to see the work they have created by looking at the film and seeing the actual sights that Washington, DC has to offer.
Which MIs are addressed? How?	All because the students can work together in groups and individually to get the assignment accomplished. The other intelligences will also be addressed because the digital video assignment will have different parts that will incorporate each individual MI.
Student's name	Lindsey Pavlik

Grade level(s)	1-5
Content area(s)	Social Studies
Purpose	For students to create a tour of the school, including places to get help, cafeteria, classrooms, bus loading area, media center, etc. It will be used for students in Kindergarten (or transfer students) and their parents on open house night or the first day of school.
Brief description	Assuming that the students have already been taught how to use digital video cameras and editing programs, they will capture important areas of the school. They will use a map to help guide them through and to provide accurate information in the video. The students filming will have to provide important information about each place they visit on the school property, thus creating a tour. They may also briefly interview school staff. The video will be filmed in such a way that is appealing to new coming students and their families. Back together as a class, the students will use an editing program to add sound clips and special effects. The students will write down the names of locations that they capture in the film in a foreign language as well so that the video can accommodate other cultures. The names will be at the bottom of the clips. The final video will be used for open house and placed on the school website for new, incoming students and their families.
Resources	iMovie help - the class can go to this site for help in editing and using iMovie. Free Translation- the students can use this website to translate words in to other languages for when editing their video.
What is the highest level of Bloom's taxonomy reached? Explain	Creating- The students get to generate a tour by designing a video that will allow new students to view the school in a different way. They get to use their imagination to plan the footage and construct the video.
Which learning styles are addressed? How?	Visual- the students who are visual learners get to view the film on the computer and add in features. Auditory- these students will also like to film the tour and add in sound effects. Kinesthetic- these learners will like to actually do the filming as well as the acting since they like to move around a lot.
Which MIs are addressed? How?	Visual/Spatial- these students love to use videos and pictures. They will be a great contribution to the project. Verbal/Linguistic- these students are generally good speakers and can make great tour guides. Logical- these students like to find relationships among information. They may be good at interpreting the school map and navigating the tour, showing that areas in the school are not hard to get to. Bodily/Kinesthetic- these students express themselves through movement and therefore this project will be great for them. Musical- These students think musically and can really contribute to including sound clips in the editing of the film. Interpersonal- these students understand others and can maintain the peace among the group as well as communicate well. Intrapersonal- some students may be really good at filming or editing or may even speak another language which would greatly help this project.
Student's name	Jill Pluchino

Grade level(s)	5th-6th
Content area(s)	Social Studies
Purpose	This activity will help the students apply the knowledge about the time period they are learning, while learning to use video making equipment and applications.
Brief description	In this lesson students will be asked to to use a time period or event that takes during a certain time period that they are learning about in class. Students will be formed into groups will create a video that mimics a newsreel. Students will be asked to research the time period, find out what kind of things were happening then, what people wore etc. Using this information students will write a script for their news peice. Students can edit their backgrounds to match the time period by multiple methods. Pictures from books could be scanned in, or the students could create and draw them themselves. They might also look up pictures for thier project on the internet.
Resources	movie making application such as iMovie, video cameras, and a scanner
What is the highest level of Bloom's taxonomy reached? Explain	I believe synthesis is the highest level of Bloom's Taxonomy reached since the students will collecting data and assemblying is and organizing it to design and create a newsreel that will use and apply the information about that time period. Students are not only applying what they learned, but putting it together in a new way that shows they inderstand it.
Which learning styles are addressed? How?	Visual: students are recreating the time period visually Auditory:Students will be discussing the material and creating scripts that they will be voicing for the videos. Kinesthetic: Students are actively participating in their learning as they are using the material to create backgrounds and write out scripts.
Which MIs are addressed? How?	Verbal: Students are discussing what they know, and how they are going to apply it to their video. Kinesthetic: Studens will beworking hands on to create the video project. Interpersonal: Students will be learning to work with each other towards their final goal
Student's name	Jessica Williams

Grade level(s)	4th - 6th
Content area(s)	History
Purpose	Teach students about different events throughout history.
Brief description	The students will be assigned to groups. Each group will have a different significant event in history. As a group, the students will research the event, write a script, shoot footage, and create a digital story. Once the groups have finished, each will present their digital story to the rest of the class in chronological order.
Resources	computer w/ internet access, video cameras, movie making program
What is the highest level of Bloom's taxonomy reached? Explain	Creating - The students are required to pull all of their knowledge of the event together to create a video that adequately displays their event. Then they must present it to the class to serve as a teaching tool.
Which learning styles are addressed? How?	All learning styles are addressed in the lesson. There are so many different roles to be played and jobs to fill that there truly is something for everyone. The videos will have voice-over scripts for auditory learners, actual pictures or re-enactments of the events for visual learners, and kinesthetic learners will benefit from the actual making of the video.
Which MIs are addressed? How?	Bodily-kinesthetic - The students will have hands-on experience with the information, moving around, and creating the events in the video. Visual/Spatial - Watching other groups' videos will help these students process the information. Verbal/Linguistic - Writing the script and hearing the information in the other presentations. Musical - Students can select appropriate music to go with the events of their video. Interpersonal - The students will be brainstorming, generating ideas, and working as a group to complete this project. Intrapersonal - The tasks can be broken up - especially researching different aspects of the historical event - for individuals. Naturalistic - The majority of the videos will be shot outside because of the subjects and events discussed in history classes - Boston Tea Party,Civil War, etc.
Student's name	Erin Byrne

Grade level(s)	2nd Grade
Content area(s)	Reading & Technology
Purpose	For students to understand the play Johnny Appleseed by acting the play out on camera.
Brief description	After the students get done reading Johnny Appleseed in class, they will form groups in which they will act out the play Johnny Appleseed so they can form a better understanding of the story and the play.
Resources	Johnny Appleseed book and Digital Video Camera
What is the highest level of Bloom's taxonomy reached? Explain	Application. This is the highest level reached becuase the students are demonstrating the play. They are applying the play to their acting.
Which learning styles are addressed? How?	Bodily/Kinisthetic & Auditory - Bodily/Kinisthetic is a huge part because students are moving around and constantly acitng out the play. Auditory plays a smaller role because students read the lines to each other and have to listen to each other to know when to speak their lines of the character they are playing.
Which MIs are addressed? How?	Visual & Bodily/Kinesthetic - These two are the most used because they have to visualize what they will say and how they will say it and more appropriatley how they will be seen acting a line out. Bodily will be used because they are using their body to express the feelings in a line.
Student's name	Shane Erb

Grade level(s)	2-4
Content area(s)	Social Studies
Purpose	Students will learn about different job occupations. They will learn about the job description and how the job helps others or how it benefits the community.
Brief description	Each student or a group of students will pick a job occupation that is of interest to them (or the job occupations can be assigned). They will then research the occupation, look for pictures or videos of that occupation and interview people who are in that job. They will then use of all of this information to make a video about that particular job.
Resources	video camera, scanners, internet access, a movie making program such as iMovie.
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis is the highest level of Blooms taxonomy reached. This is the highest level reached because the project requires students to research different parts of job occupations and put these parts together in an organized, presentable format.
Which learning styles are addressed? How?	All three learning styles are addressed. Visual learners will benefit from the use of scripts, collecting information on the internet and using pictures and videos to describe the job. Auditory learners will be able to discuss and learn about the information with each other and will also be able to use their voices in the video. Kinesthetic learners will benefit cause they will be able to use their hands (filming, use of various materials).
Which MIs are addressed? How?	Linguistic: Students are able to write scripts and read from them. They also get to verbally hear the presentations. Musical: Students can add music to set the mood of the video or add sounds for sound effects. Spatial: Using pictures and videos will help these students make the video but watching the end result will also help these students process and learn the information. Bodily Kinesthetic: This intelligence is addressed because this project uses alot of manipulatives and physical movement (filming). Interpersonal: Students can work together on this project. Intrapersonal: The teacher can have students work seperately or if working in groups, students can assign each other parts that are completed individually.
Student's name	Rosanna Dugan

Grade level(s)	6th grade
Content area(s)	Language Arts, Drama
Purpose	Students will become familiar with the writing of William Shakespeare and experience acting in front of and using a camcorder. They will make a digital video.
Brief description	Students will first read a William Shakespeare play such as Romeo and Juliet. In groups of 5-6, they will pick a scene, preferably one with numerous characters. Students will act out their parts and be filmed on the camcorder. They will then edit their footage with a program such as iMovie.
Resources	Romeo and Juliet by William Shakespeare, a camcorder, and a computer.
What is the highest level of Bloom's taxonomy reached? Explain	Application, because the students are not just reading the book, but they are using the book to dramatize.
Which learning styles are addressed? How?	Visual: Students have the book in front of them so that they can see the script clearly. They also observe what others are doing. Auditory: Students hear the script being read out loud. They also listen to the directions or suggestions of the teacher or classmates. Kinesthetic: Students are standing up and perhaps making motions with their hands and/or feet. They are moving around as actors generally do.
Which MIs are addressed? How?	Linguistic: Students read and orally recite their lines. Spatial: Students use the camcorder to film their group's acting. As a whole class, everyone watches their own and other people's digital video. Bodily-kinesthetic: Students reenact a Shakespeare play, acting like the characters. For example, if there is a quarrel, students may pretend to be sword fighting. Interpersonal: Students are working together in groups. As a group, each student decides if they want to act, film, or direct the play. They may take turns doing each role.
Student's name	Alice Ching Yin Chiu

Grade level(s)	6-8
Content area(s)	Math (Polygons)
Purpose	For students to be able to connect what they have learned about polygons to the real world and to practice recognizing and naming different types of polygons.
Brief description	The students would have had lessons of what a polygon is and different types of polygons. In groups of 4 or 5 they will have to go out with a video camera and tape different pictures of different polygons they find around their house, on street signs, buildings, etc. The students will have to video tape the polygon and will talk about the polygon and answer questions like why they picked it, what kind of polygon is it, what makes it a polygon, etc. The students can also take pictures of the polygon and scan it or download them onto their computer and they can place the picture in the video and then have a student talk about it while: The picture is still visible. Or the student can be holding it while he/she is talking. Or they can show the picture and then switch to the student talking. The students will then use a computer to put the video together and edit it. I will encourage them to be creative and original and they will have to play their video to the class for the other students to listen to their explanations and see their examples.
Resources	I will give them a worksheet that shows them all of the different polygons so they can use it while they are out comparing and looking for polygons. They can also use the following website for more detailed information or if they loose or misplace the worksheet I gave them. http://www.homeschoolmath.net/teaching/g/polygons.php Materials: Computer, Video Camera, Digital Camera (optional), polygon worksheet
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of Blooms taxonomy that the students will reach will be application because the students will have to apply the new concepts they have learned in class to the outside world by finding similarities between different polygons and pictures and/or video footage they will take. The students will also have to construct and organize a video that they will present to the class.
Which learning styles are addressed? How?	Visual: The students get to see different examples of polygons and watch different videos on it. Auditory: The students listen to their classmates describe and explain all of the polygons in their videos. Kinesthetic: Since the student has to go out and find examples of polygons they will remember what they videoed and/or took digital pictures of.
Which MIs are addressed? How?	Verbal Intelligence: These students are good at explaining so they will contribute a lot when they have explain their polygons and/or help the other students on what they are going to say when it’s their turn to speak on camera. Linguistic: These students learn great using words and the videos will really help them with the explanations from their classmates. They will also be excellent in using words and clearly explain the polygons. Spatial: They will contribute a lot to the project because they can picture how the final product will end up and help in the production and structure of the video. Bodily/Kinesthetic: The students are using their hands by using a video camera and/or digital camera to take and/or record objects of different types of polygons.
Student's name	Annabel Alban

Grade level(s)	Grade Levels:(1st-5th Grade)
Content area(s)	Physical Education/Technology
Purpose	Students will describe, act out, and show other students how to play a certain sport/activity.
Brief description	Students will use video cameras to teach and describe how to play a certain sport/activity. Students will need to research the sport/activity, to learn the set up, rules, and game, so they can teach others using video cameras. Once the students research and learn the game/activity, students will tape an example of the game being played. The videos will be used to teach an old sport to students(basketball/football) or to introduce a new activity or sport students have come up with. Students will learn how to use video equipment, explain rules of a sport/activity, and teach others.
Resources	http://www.pecentral.org , http://www.educationindex.com/physed . Google: physical education Video camera, movie making/editing software(imovie), a computer to access internet.
What is the highest level of Bloom's taxonomy reached? Explain	Synethesis, becuase students are using their research of a particular sport, (or to come up with a new sport/actiity) to create a video project. They are creating and designing their own video to teach others, which is syntheisis is all about.
Which learning styles are addressed? How?	Bodily-Kinesthetic- Because students are active, they are using their hands/feet to create a video on a particular sport. Visual/Spatial- Students will watch other groups videos to learn about other sports/activities. Interpersonal- Working in groups. Verbal/Linguistic- Students use researched information/rules to set up filming (script) and listen to others.
Which MIs are addressed? How?	Linguistic- Students will wirte down researched information and then write out a plan/script to show the game/activity. Musical- Students could add music to make video more fun to watch. Visual- using video camera and pictures to create instructional video.
Student's name	Matt Forrest

Grade level(s)	5-8th Grade
Content area(s)	Language Arts
Purpose	Students will get to know one another during the first week of school as well as become more familiar with video editing software. This knowledge will foster friendships in the classroom.
Brief description	Students will write three-minute scripts about themselves in the form of a story. Then, using video cameras from the class, students will record their plays and upload them onto a computer. After revising their videos with movie editing software, students will showcase their digital stories to the rest of the class.
Resources	iMovie support, my own example of a digital video Other materials: video camera, computer microphone, video editing software such as iMovie
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis: students will prepare and organize their own scripts to create a digital story.
Which learning styles are addressed? How?	Auditory: students will use their voices to record the narration of their story on a video camera and/or computer microphone. Visual: students will manipulate the videos that they record, watching and rewatching them to ensure that their story visually makes sense for the rest of the class. Kinesthetic: the act of splitting, moving, and trashing video clips gives students the power of physically editing and controlling their videos.
Which MIs are addressed? How?	Linguistic: students are conscious of the best words they should use to describe themselves as well as the components of a good story as they write and record three-minute scripts. Musical: students record their voices for the narration of their video. When doing this, they must pay attention to pitch and rhythm so that playback of the information will be clear. Students are also encouraged to use music in their videos. Intrapersonal: students will be writing stories about themselves, thereby allowing them to think about their own strengths, relationships, and personal lives in a new way. Interpersonal: because students are thinking about their audience (in this case, their peers) when they create these videos, they will also become more aware of the importance of making new friends. Kinesthetic: students will physically edit the video feed with a video editing program on the computer.
Student's name	Melissa Blanco

Grade level(s)	4th grade
Content area(s)	Reading and technology
Purpose	For students to improve their reading skills and learn to use technology to create their own movie.
Brief description	Students will be broken into groups and given a play from their reading books. Each child will be assigned a part from the play. The students will dress up in costumes and act out the play while other students videotape them. Once the students are finished with the play, they will edit the footage to create a movie and show the movie to parents on back to school night. All students will have the opportunity to star in a movie as well as use technology to edit the footage they made to create a movie. They can also choose to add music and credits to their movie.
Resources	Video camera, costumes, copies of a play, editing equipment, computers
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis: Students are organizing all of the footage they have taped, then using that footage to create a movie by editing it and adding music and credits.
Which learning styles are addressed? How?	Auditory: Students will have speaking roles in their movies and will be discussing how to create their movie with their peers. Visual: Students will be videotaping their peers and watching their footage to decide what to add to their movie. Kinesthetic: Students will be acting out a play, using video cameras and editing equipment.
Which MIs are addressed? How?	Linguistic: Students will be reading the play and then acting it out. Bodily-Kinesthetic: Students will be acting, and using technology to edit and create their movie, along with adding credits, an introduction and music. Musical: Students will choose the music they would like to add to their movie. Interpersonal: Students will be working closely with their peers to create their movie, which means listening to their classmates ideas and compromising.
Student's name	Haleigh Dillender

Grade level(s)	4-5
Content area(s)	Science
Purpose	To grasp a better understanding of certain plants in the environment and broadcast this information in the form of video.
Brief description	In groups of 3, students will be required to record different plants that they can find on the playground on video. After recording the video, they will cut the important segments that they want to voice over. They will be required to research about thier plants and present this information to the class by playing thier video. Including background music would be required.
Resources	Video Camera Digital Video Program (iMovie) Teacher Example
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis: Students will arrange their video clips, assemble the clips with audio recordings, collect information about the plants they capture on video, create a final presentation while designing a fun and entertaining program.
Which learning styles are addressed? How?	Visual: Students will be able to record the plants that they find in the environment and research the informaton on the internet using their visual intelligence. Auditory: Students will use thier auditory intelligences by voice recording over the video and providing background music. Kinesthetic: Physically the students will have to explore the playground and find plants. In addition, they will have to research on the internet to find the information using the mouse on the computer.
Which MIs are addressed? How?	Spatial intelligence: Students who are "picture smart" will be able to address thier preference by video recording Bodily-Kinesthetic intelligence: going outside and physically collecting the clips of the plants Musical intelligence: Associating background music will allow students to be critics of some music Interpersonal intelligence: working within a group and finding out other students' perspectives Naturalist intelligence: Students will be able to go into the environment of their playground and explore the plantlife.
Student's name	Dustin Trahan

Grade level(s)	2nd-5th grade
Content area(s)	Reading/ Writing
Purpose	The purpose of this activity will be to allow students to present their daily journal in a video format.
Brief description	Everyday 5 students or more (depending on the availability of cameras) will videotape there daily journal entry.
Resources	Digital Camera Teacher
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis: Students will create their own unique journal entry. They will have to gather their thoughts and opinions in order to do so.
Which learning styles are addressed? How?	Visual, Auditory, and Kinesthetic. Students will get the opportunity to see their journal entries as well as hear their thoughts in regards to the prompt that they are given that day. Not only this, students will get the opportunity to move around and work with their hands, therefore addressing the kinesthetic portion of this activity.
Which MIs are addressed? How?	Visual/Spatial, Auditory, Intrapersonal. The students who have a visual/spatial multiple intelligence will get the opportunity to see their thoughts on tape. Likewise those who are auditory will get the chance to hear what they are thinking. This activity will be intrapersonal because it will make students think about what they are going to say.
Student's name	Ingrid Amezquita

Grade level(s)	4th-5th
Content area(s)	Language Arts, History
Purpose	The student will learn how to use a video camera to make an advertisement. The student will creatively advertise a given time period in history.
Brief description	Students will be divided into groups of four or five. Each group will be assigned a time period in American History. (For example: 1800-1850, 1850-1990, etc. You can modify the time periods. You can also modify whether or not it is limited to American History.) Each group must research their time period. Students must use this information to write out a script for an advertisement. Their advertisements must include (but not limited to) information about one great person of their time period, one great event of their time period, and typical food of their time period. Once they are ready to film, they will use the video camera to film their advertisements. They can create simple props for their advertisements if they wish. One person can be the designated camera operator, or the teacher can film for the group. After they film, they can edit their movies using iMovie or another movie editor. Once the advertisements are completed, students will show them to their classmates.
Resources	Video camera iMovie software (or other movie editing software) Computer Props (costumes, materials relevant to time period, etc.) Kids.gov - History World Almanac for Kids - History HistoryforKids.org
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis -Students must apply the knowledge they have gathered and put it into advertisement form. They are not simply memorizing facts, and the process goes deeper than just understanding. They must be knowledgeable enough about their time period to advertise it to their classmates. They have to create the advertisement.
Which learning styles are addressed? How?	Kinesthetic - Kinesthetic learners definitely benefit, as they get to act out the advertisement, use a camera, and use a computer. Visual - Visual learners will benefit as they are reading information to research their topics. They will also be watching the videos at the end, learning more about the other time periods. Auditory - Auditory learners will get to hear information through the videos presented by their peers.
Which MIs are addressed? How?	Verbal-linguistic - These students learn best through reading and speaking, and they have the opportunity to do both. They also enjoy writing, so they can participate in writing the script. Logical-mathematical - These students like to create visuals, so they can create props for their advertisements. Visual-spatial - These learners can create visual props, and they will enjoy reading information from the Internet resources. Bodily-kinesthetic - These students will benefit from acting out the script and using the computer to research. Musical-rhythmic - These students can add music to their advertisements using iMovie. Interpersonal - Students are working in groups for this assignment. Naturalistic - If students choose to do so, they may film their videos outside.
Student's name	Danielle Heaton

Grade level(s)	5th grade
Content area(s)	Science
Purpose	To have the ability to do multiple experiments (about the same topic) in a movie format. For example, this could be done in learning the properties of gravity.
Brief description	Students will divide into three groups and each will be given a camera, and a different experiment. Each group will have one class period to complete the experiment . As they are completing the experiment, they will also be taping it. At the end of the expeiment (and video) they will will have a short discussion after to state the conclusions of their experiment. In the next class period, the students will edit their videos, and have it ready for presentation for the next class. On the third day, the teacher will then show all three movies and have the students take notes on the two that they did not complete. Although this process will still take three days, it involves the students' peers in the movies, which will make them more meaningful. Watching two other experiments about the same topic as one that was already complete will also reinforce the concept being addressed.
Resources	Students will have to use video camcorders, science equipment, and a video editing software (such as iMovie). You might also want to show the children an iMovie tutorial to review the features of the program.
What is the highest level of Bloom's taxonomy reached? Explain	Comprehension: Students will have to discuss their findings with their group. It might also be advisable to have a class discussion about how all of the experiments relate and what main concepts were learned from all of them.
Which learning styles are addressed? How?	Kinesthetic: This is accomplished through the students performing the experiments and editing the movie. Auditory: Students will have a discussion about the results, and will be able to hear the movies. Visual: The movies will provide visuals to accompany the sound.
Which MIs are addressed? How?	Linguistic: Students will be speaking at the end of the video about the conclusions that they have reached. Visual: Using the experiment and movie will offer visual stimulation. Bodily-Kinesthetic: As stated earlier, students will be completing hands-on activities. Interpersonal: Students will be working in groups.
Student's name	Clary Rucker

Grade level(s)	1st - 5th grade
Content area(s)	Writing
Purpose	Students will have the opportunity to write a short script and act it out, creating a class story. It will give students the chance to see their writing in a published form, and will build classroom community.
Brief description	This activity is based on the idea of round robin story telling. Instead of verbally telling the story, or writing the next sentence, students will perform it on video. The next group will receive the tape, view the segment before them, and then create their own segment. The class will choose a topic or prompt that they would like to write a story about. The students will be divided into groups of 3, and each group will write a script and then film their 2-3 minute segment. This activity will be done throughout the school year, with each group viewing the segment before them on Monday, and completing their segment by Friday. By the time all the groups are finished, the class will view their completed story, showcasing all of their scripts and acting. **This activity could be adjusted for different grade levels and timeframes. For example, the script times could be shortened, or students could do the project within a group of 4, so it wouldn’t be extended throughout the school year.**
Resources	Video Camera
What is the highest level of Bloom's taxonomy reached? Explain	The highest Bloom’s level reached is synthesis because students are using the previous ideas of their fellow students to create new ones. They are using all of their knowledge about story writing, plot lines, characters, etc. to write their own script and act it out.
Which learning styles are addressed? How?	Visual: learners will benefit from watching the video segment before theirs, and writing a script. Auditory: learners will hear the script being acted out, and be able to speak their own words aloud. Kinesthetic: learners will enjoy acting out their script, and being able to use camera equipment (depending on the age of the students).
Which MIs are addressed? How?	Linguistic: Writing the script, reading and revising. Bodily-Kinesthetic: Acting out the script, blocking action, using camera equipment. Interpersonal: Working in the group, discussing ideas for the script, working together in acting the script out on camera.
Student's name	Jessica Lavelle

Grade level	3rd and up
Content area	Science and The Processes of Science
Purpose	The purpose is for students to share their science fair project with the class, demonstrating their processes. They are to demonstrate their understanding of the scientific method and purpose of its components. Sunshine State Standards The Nature of Science Standard 1: The student uses the scientific processes and habits of mind to solve problems. (SC.H.1.2) Standard 3: The student understands that science, technology, and society are interwoven and interdependent. (SC.H.3.2)
Brief Description	Students are to develop a science project and digitally record their process. They are to show how they come up with thier idea, their hypothesis, and procedures, and demonstrate the project. They can be as creative and engaging as they would like but must demonstrate their understanding of the processes of science. They can edit their material in iMovie or other movie production programs.
Resources	http://www.biology4kids.com/files/studies_scimethod.html Kid friendly site that explains the scientific method
Blooms	Application The student must apply their knowledge of the processes of science to performing a science experiment that they can share with the rest of the class.
Learning styles	Visual The students will be uisng digital video to present their projects that will demonstrate visual their process. Auditory The digital video will contain sound and must have commentary regarding the steps used. Kinesthetic The students will be using the digital camera, computer for editing, and demonstating the experiment as well.
MI	Visual/Spatial The students will be producing a video that visual guides the class through their experiments. Verbal Linguistic The movie must contain audio with well articulated commentary, documenting the processes that being done. Logical/Mathematical Many of the experiments contain measurements and computation. Bodily/Kinesthetic The student will be handling a camera, computer, and performing their experiment.
Name	Toshira Popo

Grade level(s)	5th Grade
Content area(s)	Language Arts; Media Persuasion
Purpose	The purpose of this activity is for the students to create their own advertisements that mimic the persuasion techniques used in various ad campaigns. This activity satisfies the Sunshine State Standard "understands persuasive messages used in non-print media (for example, television commercials, advertisements, commands, requests)." LA.C.2.2.2
Brief description	In this activity, students will work in groups of 5 to create a television advertisement that mimics the techniques used by various ad campaigns. The students will be given several ad campaigns to choose from or they will be allowed to choose their own. This activity will be an extended activity that will take place over a two-week period. In this time, the students will be responsible for written the script for the ad, using the specific persuasion technique, casting the corresponding roles to members of their group, and then shooting the footage for the ad. After these steps the students will use iMovie to compile and edit their footage to create their final product. The entire class will view each advertisement and have a discussion about the effectiveness of the persuasion techniques used.
Resources	Top 100 Advertising Campaigns - http://adage.com/century/campaigns.html
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of Bloom's taxonomy reached through this activity is synthesis. In this lesson students are asked to plan, setup, and produce a television advertisement. In this process the students are able to design an advertisement that reflects their views as a consumer.
Which learning styles are addressed? How?	All three learning styles are addressed through this activity; visual, auditory, and kinesthetic. Visual students benefit from this activity because they are able to view the produce of ad production through the digital video camera as well as on the iMovie software. Auditory learners benefit from this activity because they are able to here aloud the message they are sending to the consumer by their word choice for their ad. Kinesthetic students benefit from this activity because they are physically able to shoot the footage for the advertisement using the digital video camera.
Which MIs are addressed? How?	The multiple intelligences addressed through this activity are verbal/linguistic, visual/spatial, bodily/kinesthetic, and interpersonal. Verbal/linguistic students benefit from this activity because of their ability to use words to convey their message. These students would be best utilized as the scriptwriter for the advertisement. Visual/spatial students benefit from this activity because they are able to view their work on the digital video camera as well as on the iMovie software. Bodily/kinesthetic students benefit from this activity because these students get to physically use the video camera to record the advertisement. These students would be best utilized as the camera men/women for the project. Interpersonal students benefit from this activity because of the opportunity for group interaction. In this activity the students are asked to work together in order to produce a final product that will be viewed by their classmates.
Student's name	Jacqueline Edge

Grade level(s)	5-6
Content area(s)	Science (Processes that Shape the Earth), Technology, Language Arts
Purpose	Students understand the importance of recycling and the ways it improves the quality of life on Earth. Students use their communication skills to explain ways people can help improve the quality of the life by recycling.
Brief description	In small groups, students will address one of the following issues: ways people can reuse, recycle, and reduce natural resources, ways the community conserves natural resources, and ways the misuse of natural resources affects the quality of life. Some of these topics can be repeated among two groups depending on group size and the number of students in the classroom. The teacher can futher split these categories according to his/her own desires. Each group will conduct research on their topic. Using their research, students will create a written script for a news cast presentation, a commercial, or another type of communicative piece of choice that explains their topic. Students will use video cameras to tape their segments, and edit them using iMovie. Students will then present their informational videos to their classmates.
Resources	Video camera iMovie Clean Sweep U.S.A. http://www.epa.gov/recyclecity/ Recycle City http://www.epa.gov/recyclecity/ Links to kid recycle sites http://www.kidsrecycle.org/kids_links.php
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of Bloom's is understanding. Students use the information gathered to create a summary of their gained knowlegde. They explain their findings to their classmates.
Which learning styles are addressed? How?	Visual- Students watch the videos their classmates create to gain information about recycling issues. Auditory- Students listen as they watch the videos created by their classmates. Kinesthetic- Students use the Internet and other sources to collect information, they write a script, they videotape their piece, and they edit the videos on iMovie.
Which MIs are addressed? How?	Linguistic- Students write a script for their piece. Kinesthetic- Students use the Internet and other sources to collect information, they write a script, they videotape their piece, and they edit the videos on iMovie. Interpersonal- Students inform others about what they can do to improve the quality of life on Earth through recycling. They think about the needs and feelings of others and their thoughts about improving the quality of life. Students also work in groups for this project.
Student's name	Sara Zabaroni

Grade level(s)	6th Grade
Content area(s)	Writing, Reading
Purpose	Students will create a digital video that will be shown to next year's class.
Brief description	Students will start by writing a short essay on "What I Wish Someone Told Me Before Coming to Middle School." They will edit their papers and type them up so that they are easy to read. Students will take turns reviewing and editing each other's papers. Students will then take turns using the video camera to record each other reading their essays. After everyone has had the chance to perform, students will take turns editing their portion of the video and including sound clips or text if they choose to. The result will be a video that can be shown to students entering middle school for the first time. It can be used as a good introduction to middle school from students their own age.
Resources	Video Camera Video editing software (iMovie, Windows Movie Maker)
What is the highest level of Bloom's taxonomy reached? Explain	Comprehension Students will have to take their experiences and incorporate what they have learned about being in middle school into an essay. Comprehension requires that students be able to summarize and describe.
Which learning styles are addressed? How?	Visual Students will work with video editing software which will benefit visual learners. Kinesthetic Students will use video cameras and computer software to produced a final product.
Which MIs are addressed? How?	Visual-Spatial Students will work with editing software which will address visual-spatial learning needs. Bodily-Kinesthetic Students will perform for the camera and will use the computer to edit their video clips. Musical Students will incorporate music into their video clips. Linguistic Students will write their essay as well as read it for the camera.
Student's name	Callie Williams

Grade level(s)	2-4
Content area(s)	Science, Language Arts, Drama
Purpose	Students will learn about the rainforest through acting it out in a play.
Brief description	Different roles will be given to individual students. The different roles include trees, insects (butterfly), flowers, animals (birds, monkeys). Each student will have a script of what to do/say throughout the play including sing songs, walk around, sway, dance, etc. depending on their role. The entire play will represent the rainforest and each student will have a role within the play. Some students (who are not characters in the actual play) will have different roles including coordinator, assistant manager, video taper, and a variety of other helping roles. In small groups, the students will work together to view and edit the video in small segments. Then, the final video will be shown to the class and discussed. The same video can be used in future classes for educational purposes as an introduction to the rainforest and an example of how technology can be used to learn as well as an example to new classes of how a good video should look.
Resources	costumes, songs, scripts, video camera, editing program (iMovie).
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis- Students will design a video by editing and modifying scenes and details to produce a solid final product.
Which learning styles are addressed? How?	Visual- Students will be able to actually see the play take place and act it out, then view it on tape. Auditory- Students will hear others sing songs and read scripts through the video production. Kinesthetic- Students will actively participate in the actual video and the editing of the video.
Which MIs are addressed? How?	Bodily-Kinesthetic- Students will act out the play by singing, walking, dancing, moving around, etc. and also participate in producing the video. Musical- Students will sing songs in the play and add music during editing. Visual- Students will observe details of the play to know what to edit and modify.
Student's name	Stephanie Hasden

Grade	Fifth
Content Area	Social Studies
Purpose	For students to document the changes that have been made b/c of civil rights
Brief Description	Students will work in groups of 3 to create a video of how our society has changed since the civil rights movement b/c of mlk jr, rosa parks and many others we will learn about in class. Children will be active historians documenting our culture and the changes that have been made.
Resources	digital video camera, imovie, and creativity
Highest Level Of Bloom's	comprehension- students have to give examples of how things have changed and present it in a comprehensive manner.
Learning Styles	visual: knowing what to film to illustrate the change since civil rights Kinesthetic- filming, editing Auditory- listening in class to the lesson about civil rights
Which MIs are addressed?	musical: in making the video they can add music Mathematical: figuring the timing of the clips with the music Bodily-kinesthetic- the filming, using the computer to edit the footage Interpersonal- working in a group
Students Name	Alli Fields

Grade level(s)	3-5
Content area(s)	Language Arts, Social Studies
Purpose	Students will conduct an interview in order to gain an understanding of changes that society has undergone over time. They will present their project in the form of a digital video.
Brief description	Students will choose one older relative or community member to interview about their life when they were the student's age. The teacher may want to restrict the choices to people of a certain age range, in order to target the time period discussed. Each student will decide on interview questions. The purpose of these questions is to gain an understanding of lifestyles in another time period and the changes that have occured in society since that time. Students should ask specific questions, as well as broader questions that focus on ideals, values, and generalizations. The student may choose to record (either the audio, or both audio and video) the interview to use in their digital video. After conducting the interview, the student should collect pictures, maps, graphics, drawings, etc. relevant to the interview. These could be pictures given to the student by the person being interviewed, or items found on the internet. The student will then create a digital video to represent the content of their interview and their own reflections. They should make connections with their own life and discover similarities and differences in society during the different time periods. Their digital video should feature voice over with information about the interview and personal reflections.
Resources	Video camera (optional) Computer(s) equppied with iMovie (or other video editing software Scanner Digital Camera (optional) Microphone (if not embedded in computer)
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis: students will draw conclusions about society from responses to interview questions and connect their new knowledge with existing knowledge about their own life
Which learning styles are addressed? How?	Visual: students will be able to visually represent their interview and learning in a digital video, instead of just writing about it, they will be required to think about how to make all the components fit together in a visually appealing format Auditory: the students will learn about society in a different time period by asking questions and listening to answers Bodily-Kinesthetic: each student will be required to construct their digital video using the computer and other technology equipment, they will be kinesthetically involved in all these processes
Which MIs are addressed? How?	Verbal-Linguistic: this activity requires the students to engage in an interview, they must determine appropriate questions and interpret responses Visual-Spatial: students will determine how to best visually represent their learning and what elements to include in their video Musical: students with this intelligence may choose to find relevant and appropriate music that addresses the content of their video Interpersonal: students will find out about the life and lifestyle of another person and use this information to make generalizations about society
Student's name	Molly Shoniker

Grade level(s)	4th Grade
Content area(s)	Social Studies/History
Purpose	To enrich students learning of Florida History.
Brief description	Each fourth grade class will write and produce a video on the history of Florida. The class will be divided into teams to create their section of the video. Some topic areas that students will cover are: the discovery of Florida, Florida’s statehood, Florida’s government and capital, Florida’s economy, Florida’s symbols (bird, tree, symbol, etc.) and other topics regarding Florida’s history. There will be a rubric for each topic to help guide students in their video productions. Each team will write, direct, film, and edit their 5 minute section of the video. When the video project is complete, all of the fourth grade classes will get together and watch the videos. The videos will be a great way to introduce Florida’s history to students the following year.
Resources	Video camera, editing software, materials for props and backdrops, music, history book, and the internet. Some possible websites for students to use are: http://dhr.dos.state.fl.us/kids/- - This website is designed for kids and provides information on Florida’s symbols, Florida history, Florida’s capital, and quick facts. http://cybersleuthkids.com/sleuth/Geography/United_States/Florida/History/ - This website provides links to websites where information of Florida’s history can be found. http://www.stateofflorida.com/Portal/DesktopDefault.aspx?tabid=44 – This website provides information on many subject areas including
What is the highest level of Bloom's taxonomy reached? Explain	Knowledge- The highest level of Bloom’s reached is knowledge. Students will be learning and mastering the history of Florida. They will be recalling this information when producing the video.
Which learning styles are addressed? How?	Visual- Students will be watching, the filming, the editing, and the presentation of the video. Auditory- Students will be listening during the practices, the filming, the editing, and the presentation of the video. Kinesthetic- Students will be acting in the video. Also, the editing process is very hands-on. Musical- Students will be adding music to their digital videos.
Which MIs are addressed? How?	Linguistic- Students will be writing the dialogue of the video. Spatial- Students will be visualizing the movement of the actors. Kinesthetic- Students will be acting and involved in editing the video. Interpersonal- Students will be working in groups to produce the video.
Student's name	Jennifer Weber

Grade level(s)	5th grade
Content area(s)	Social Studies, Math
Purpose	To investigate about and develop a biographical understanding of a chosen historic music legend.
Brief description	Students will be separated into groups to decide which musical legend (musician or band) they would like to know more about. They will form questions regarding what they think would be most important for them to investigate on the internet, libraries, and possibly music stores and to finally teach to the rest of the class. The final presentation will be in a digital video answering their initial questions (describing the biographical and musical information they think is most important in describing the musician's contributions). Each group should include music from their chosen legend in their digital video.
Resources	Search Engines on the Internet (i.e.;www.google.com) iTunes for music clips Video Camera iMovie or other movie making software to edit and convert the video into a digital file.
What is the highest level of Bloom's taxonomy reached? Explain	Knowledge- Students will reach the Knowledge level of Bloom's taxonomy by describing an understanding of what they have learned through their authentic presentation.
Which learning styles are addressed? How?	Visual- Students will be creating a visual presentation of their information. They will be watching the film repeatedly as they edit and publish their personal movie. Students will also be watching other group's video presentations at the end of the project. Auditory- Students will be listening to their chosen musician's music as well as to the music of other group's musicians. They will be communicating with others as they work in groups. Students will also be listening to the audio as they edit and publish their movies. Kinesthetic- Students will be researching on the internet, using the mouse to navigate through web pages. Students will also be moving around and acting in their video. Finally, students will be using a computer when editing their video and will be constantly using the mouse.
Which MIs are addressed? How?	Visual-spatial: Students will be designing the movement and actions of the actors in the digital video. Intrapersonal: Students will have to communicate with each other when working together. They will also have to create a video that communicates their information well to others. Musical: Students will constantly be listening to and reading about music. The presentations will be intertwined to music clips. Bodily-kinesthetic: Students will be moving, acting, and working with the computer.
Student's name	Meagan Gaffney

Grade level(s)	4th- 5th
Content area(s)	language arts, social studies
Purpose	For students to use their writing skills and to also explore another method of expressing themselves (video camera).
Brief description	students will get into groups of four together, students will write a play about what we are learning about in social studies (civil war). Students will have to use writing skills and also research the type of dress from that time period. Students will have to combine everyone's ideas from the group in order to create a play Then, students will act out the play and video tape it. These will then be shared with the class
Resources	video camers, history books, costumes, music
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis: Students will use their knowledge about plays and the civil war to come up with their own ideas.
Which learning styles are addressed? How?	Auditory- since students are in group of four, they must learn how to listen to one another Kinesthetics- students will be moving around a lot when acting out the play
Which MIs are addressed? How?	Linguistics- students will be using this MI as they come up with ideas and write them down and explain them to the group Musical- students will be adding music to their plays. Interpersonal- students must be able to work with others in groups. They must learn how combine everyone's ideas without hurting anyone's feelings.
Student's name	Elizabeth Lyons

Grade level(s)	2nd-higher
Content area(s)	social studies/welcoming
Purpose	For students to create a welcoming video that has a tour of their school and different routines that take place in the classroom.It will be for students that just transfered into the class and also for non-English speaking students.( visual for them to see the correct processes that they need to do in the classroom.)
Brief description	-Students will break into groups five and be asked to go around and film different parts of the school that they think a person that just came to this school would like to know about. -Students will have to write their own script and decide what they want to say on their own. -They will also be asked to explain some of the normal routines that thake place in the classroom. -This video can be showed to the whole class and also to parents and the new students that arrive to their class.
Resources	Camera, scripts, and some editing tool
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis: students will prepare and orgnize their own scripts to create a digital story that will help out new classmates
Which learning styles are addressed? How?	Visual- they are making visual images for peole to watch Kinesthetic- they are moving their hands and bodies to make the video
Which MIs are addressed? How?	Linguistic- Students are writing thei own scrips to read Bodily Kinesthetic- They are up and moving around the campus and the classroom.
Student's name	Kari Parrish

Grade Level	5th Grade
Content Area	Reading
Purpose	The purpose of this activity is to allow students to reflect on the book they have read during a novel study and create a new chapter or sequel to the text they read in the class.
Brief Description	Students will read a book as a part of a classroom novel study. Working as a group, the students will discuss their observations and reactions to the reading as they are studying the book. Upon completing the book, the students will create a 2-4 minute video that will compose an additional scene to be included at either the beginning, middle, or end of the book they have read. This scene should incorporate some of the action or themes discussed in the book, so that it seems a possible “missing piece” of the story.
Resources	Video camera computers props costumes
What is the highest level of Bloom's taxonomy reached? Explain.	Synthesis is the highest level of Bloom's taxonomy reached because it allows for students to create a new piece of a novel they have already read and studied. They will be creating something new while considering the structure of the current piece.
Which learning styles are addressed? How?	Visual- Students will be creating a visual representation of the characters, settings, and events of the story they have been visualizing only in their head before. Kinesthetic- Students will be physically using the camcorder and computer while creating the video, and will also be acting out the parts and events of the video. Auditory- Students will be listening to the script and lines of other students participating in the movie, and will also hear the words in the movies of other groups.
Which MI's are addressed? How?	Linguistic- This activity engages linguistic learners because students will be reading the novel before they work on the movie project. Bodily-Kinesthetic- This activity engages these learners because they will be using the mouse and keyboard and camcorder to stay active in the assignment. Musical- Students who learn best musically can incorporate the use of musical elements in the video production. Interpersonal- These students will be engaged by working together with their peers directing, scripting, and acting in the video. Naturalistic- Students may be able to incorporate outdoor settings in their video production to fulfill their naturalistic tendencies.
Student's Name	Jennifer Krause

Grade level	2-5
Content Area(s)	Technology and Language Arts
Purpose	To develop and practice research, writing, and technology skills and apply them to a real world scenario.
Brief Description	Students will form four groups. Each group will create a video, reporting on a news story in the school or community that will air on the school's news program. Students will be required to find as story to report on and get approval from the teacher. They will have to write any dialogue that will be used in the video. They will also operate all technology equipment when recording and editing their video.
Resources	video camera editing software computeradult volunteers
What is the highest level of bloom's technology reached? Explain.	Synthesis: Students are able to connect their knowledge of the news story with their writing and technology skills to create one video, portraying the story to others.
Which learning styles are addressed? How?	Visual: Students are creating a visual video. Auditory: Students will discuss their ideas outloud and have audio on their video.Kinesthetic: Students will physicall operate camera and computer equipment.
Which MI's area addressed? How?	Linguistic: Students will use their language skills to talk about their ideas with their group and to write the dialogue and interview questions for the video. Musical: Students may choose to add video to enhance their video. Spatial: Students need to be able to visualize what they want their video to look like during shooting and editing. Bodily-Kinesthetic: Students will physically operating camera and computer equipment.Interpersonal: Students will need to understand the points of view of other memebers of their group.
Student's Name	Marissa O'Keefe

Grade Level	2nd through 5th grades
Content Area	Science/Technology
Purpose	The purpose of this activity is to educate students about aerodynamics, water, pressure, and technology through creating a rocket to launch, and then filming the rockets that students built as they lift off. Students will use the video they have created as qualitative data to reflect back on their design of the rocket, as well as what they believe they did best or could have done differently to ensure that the rocket launch went further in future launches.
Brief Description	Sunshine State Standards The student uses the scientific processes and habits of mind to solve problems. (SC.H.1.2) knows that it is important to keep accurate records and descriptions to provide information and clues on causes of discrepancies in repeated experiments. The student understands that types of motion may be described, measured, and predicted. (SC.C.1.2 understands that the motion of an object can be described and measured. The student understands that the types of force that act on an object and the effect of that force can be described, measured, and predicted. (SC.C.2.2) knows that an object may move in a straight line at a constant speed, speed up, slow down, or change direction dependent on net force acting on the object. knows that the more massive an object is, the less effect a given force has knows that the motion of an object is determined by the overall effect of all of the forces acting on the object. Students will work collaboratively in groups of two to design and construct a water rocket. The students will use the recommended websites to research, design, construct, and formulate a plan of action when launching their rocket. After students have worked together to research, design and construct their rocket, they will be provided with the opportunity to both launch their rocket and record the launches with a digital video camera. The video the group members obtain about their rocket will be used to collect data about the design and construction of the rocket. The students will be able to both use the experience they obtained watching their classmates’ rockets launch, as well as the video that they obtained from their own rocket launch to reflect on ways that they might change their design and construction in the future. Furthermore, the students will be afforded the opportunity to edit their video in such a way that they might share the best footage from the launch of their rocket with their classmates. The video shared can then lead to a class discussion about the characteristics and components of an exceptional rocket launch.
Resources	Computer Video Recorder iMovie/Digital Movie Editor Kids Can Make It NASA
What is the highest level of Bloom's taxonomy reached? Explain.	The highest level of Bloom’s Taxonomy reached is Synthesis. As the students read the websites about water rockets, they will then incorporate the ideas they have gained from the websites into the design and creation of their own water rocket. After designing and construction their own water rockets, students will incorporate the video they obtained into a presentation to share with the class about what they feel that they did best/could have done differently to ensure a more efficient rocket launch. After the students have completed this task, they are then able to share with each other and generate new ideas about water rocket design, learn about aerodynamics, water, pressure, water rockets, and technology, while also generating new ways of designing and constructing water rockets from their classmates video presentations.
Which learning styles are addressed? How?	I believe that all three of the learning styles (visual, auditory, and tactile-kinesthetic) are addressed through this science, rocket launching, and video activity. Visual learners are able to research water rockets via the suggested websites. Auditory learners benefit from the verbal directions provided by the teacher when completing this assignment. Also, tactile-kinesthetic learners benefit from the design and construction of the water rocket, as well as the direct interaction with the mouse, computer, websites, and video equipment while learning about aerodynamics, water, pressure, rockets, and technology.
Which MI's are addressed? How?	Linguistic (students read websites about water rockets, recall the information and incorporate some ideas from the websites into the construction of their own rockets, design an imaginative rocket, and create a video of their water rocket launch. Logical-Mathematical (students use the information obtained from the websites to create their own water rocket; also, students must contemplate the most efficient amount of water to place within the rocket to ensure that the launch is a success) Bodily-Kinesthetic (students use their hands to explore the websites about water rockets; students must also manually manipulate materials to create a water rocket of their own; in addition, students must manually manipulate the video camera to obtain footage of their own rocket launch) Interpersonal (as students work collaboratively together , they offer creative ideas, helpful advice, and encouragement; also, through this process, students learn about themselves, each other, as well as how they learn best individually)
Student's Name	Amber Bush

Grade Level	4th or 5th grade
Content Area	Social Studies
Purpose
Brief Description
Resources
What is the highest level of Bloom's taxonomy reached? Explain.
Which learning styles are addressed? How?

What is the highest level of Bloom's taxonomy reached? Explain.
Student's Name	Christine Brown

Grade Level	Fourth Grade
Content Area	Language Arts, Reading
Purpose	To incorporate the use of digital video in the classroom.
Brief Description	Students will be broken into groups of five. Each group will be responsible for creating a digital video. In this video students will define poetry and tell what it means to them as a collective group. Each student in the group will be responsible for writing a poem (haiku, ballad, sonnet, etc.) and recording it on the digital video.
Resources	Camera, Editing Software
What is the highest level of Bloom's taxonomy reached? Explain.	Creating - Students will show their understanding of poerty by creating their own works in the form a video.
Which learning styles are addressed? How?	Kinesthetic - Students will physically be operating the camera and computer software. Students will also be writing their poetry. Visual - Students are creating a video. Auditory - Students will be dicusiing their ideas with the teacher and peers. Students will be verbally be applying their poetry unto the video.

Which MI's are addressed? How?

Bodily/Kinesthetic - Students will be creating the video. Interspersonal - Students will be creating working relationships while in their groups and during the creation of their video. Visual/Spatial - Visually students have to be aware of the background and space while creating the video. Linguistic - Students use their language skills to verbalize their poetry. Musical - Students cann add music to their video if they wanted to.

Student's Name

Tiffany Brown