Modification: ‘Technology allows for significant task redesign’ 

Part A:


Stop Motion – Stop motion is a great modification app because it is transforming the way students are learning content, by allowing them to use technology to be engaged with the content and be more creative and critical in their thinking as they learn to be resourceful, logical and creative in their stop motion film. This app is very simple and fun to use. The use of stop motion movie making in the classroom teaches students skills such as planning, editing, publishing and videoing. The app is also very versatile, and can be used across a variety of subjects (The Cateater Team, n.d.) , (Hatten, 2015).


Image: (Hatten,2015)

The app FLIPHTML5 is a software app, which allows for the creation of online magazines, product catalogues and digital brochures with a realistic 3D page flip effect.  It enhances the reading experience as it allows for interaction with the content (adding links, videos, audio etc. into the online catalogue/brochure) (The Cateater Team, n.d.) .

This app would be an excellent tool to help students create a multimedia digital brochure, where the students incorporate themselves talking in a video into the brochure. This software/ technology can be used across a variety of subjects. By students using an app that includes multimedia, the students are developing real –life skills related to technology, learning to present in appealing ways, research, planning and organisation skills and how to think critically and creatively (Zheng, 2016), (Walsh, 2015).


Image: (Zheng, 2016)


Part B:

Lesson Plan:

Name: Tanisha Jackson KLA: Science
Date: 21/10/18 Strand:
Time: 11:00am Topic: Natural Disasters
Key lesson concept/s:

–        Natural disasters and how they effect the Earth’s surface

–        Podcasting

–        Planning, researching and group work

–        Using ICT for project work and research

–        Critical and creative thinking – in the way the podcast is presented

Outcome/Content Descriptor:

Sudden geological changes or extreme weather conditions can affect Earth’s surface. (ACSSU096)

Indicators/Achievement Standard/Learning Intentions:

  • By completing their quiz on natural disasters before their research begins will indicate what they know and where the gaps are in their understanding.
  • By concluding with pair and share and specifically having students share allowed will indicate if students were staying on task and finding research.
  • By circulating the room, the teacher can identify if students are staying on task and also the group work aspect provides opportunity for the teacher to work with specific groups if extra help is needed.
  • Their research work will be kept on google docs so that the teachers can look through and view how the students are grasping the task.
Learning resources: ipads, Kahoot (quiz), white board.
Introduction: (To hook attention)

Play hangman (the word is natural disasters) – gets the students engaged and interested in what the class will be on.

Link to prior learning:

  • Prior to this lesson the students had been taught how to create podcasts and informed on the variety of ways information can be expressed in a podcast.
Lesson development(Please list all strategies, key points & key questions)


  • Do a quiz on natural disasters.
  • Brainstorm on the board the different types of natural disaster.


  • Provide an overview of this podcast project: explain over the next few lessons in group’s, students will be expected to research a natural disaster. The students have to find a way to share their content in a creative way through the podcast e.g. through story, interview, song, informative podcast etc.
  • Specifically today, students will be focusing on researching for their natural disaster
  • Decide on the groups and offer time for questions


  • Give them time to research and work on their project
Lesson closure: (To review, share, recap learning)

Pair share – In groups share something new they learnt from their research, pick a few students to share their answers to the whole class.

Podcast link:

Reference List:

Hatten, S. (2015, August 15). Engage elementary students with stop animation!Retrieved October 21, 2018, from ISTE:
The Cateater Team. (n.d.). Stop Motion Studio Let’s Make a Movie.Retrieved October 21, 2018, from Stop Motion Studio:
Walsh, K. (2015, April 20). 8 Examples of Transforming Lessons Through the SAMR Cycle. Retrieved October 21, 2018, from Emerging EdTech:
Zheng, W. (2016, March 28). FlipHTML5 Digital Publishing Solution Review and Giveaway. Retrieved October 21, 2018, from WP Mayor:


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