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Tik Tok Video Activity | Summarize Any Content Using TikTok | Distance Learning

30 Ratings
Mister Harms
1,627 Followers
Subject
Grade Levels
Formats
PDF (19 MB)
TpT Digital Activity
Standards
CCSSMP5
CCSSMP4
CCSSMP3
CCSSMP2
CCSSMP1
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Digital Download
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Mister Harms
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Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (eg. docs, slides, etc.).
Compatible with TpT Digital Activities
This PDF can be converted to an editable, interactive version that students can complete from any device on TpT’s new tool. Learn more.

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Learning Objective

Students will creatively summarize any subject content with a guided graphic organizer and some creative Tik Tok fun!

DescriptionStandards142Reviews30Q&AMister HarmsMore fromMister Harms

Description

You have probably heard of TikTok by now as students have been going crazy with the latest trending videos. It's extremely engaging and a fantastic tool that can be used in the classroom as well! Get your students engaged and learning while presenting content-rich videos using TikTok. Teachers will love the organization of the included graphic organizers, and students will love the video fun!

You as the teacher do not need a TikTok account, but can certainly sign up for a free account at any time. It will be helpful if one student in each group has access to a TikTok account. If TikTok is not your thing, you can certainly use this resource as a generic video project activity too. Your students will love the idea of learning and creating through video! Give it a try. I think you'll love it!

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What's Included:

  1. A set of teacher instructions to guide you through the details of the project. It is plug-n-play and no prep for you. See project templates below.
  2. A complete set of numbered student directions so groups are organized in the chronological creation of their TikTok videos.
  3. A graphic organizer to guide students in making a content-rich video that follows a set of guidelines.
  4. Two complete rubrics for teachers to grade the final TikTok projects.
  5. PDFs and Google Drive versions are included for all parts of this product.

☞ Save 25% on this resource & more by getting the Emergency Activities Bundle! ☜

Project Templates

This product currently has 6 guided projects that will guide students in the creation of their TikTok videos. The following graphic organizers are included:

  • Mathematics Video Project = Students will present on any concept or problem to solve giving the viewer a clear understanding the given math topic.
  • Science Video Project = Students will explain how any science concept works.
  • Book Report Video Project = Students will summarize a book including major settings, themes, characters, etc.
  • Biography Video Project = Students will explain the life of any person and the major events/people surrounding that person.
  • History Video Project = Students will present the main facts around any historical topic.
  • Customize Video Project = This one is fully customizable! A template is provided but the headings are intentionally left blank so you the teacher can make it fit for any class or subject matter! Enjoy!

☞ Thanks for supporting Mister Harms! If you find value in this product, help other teachers find this resource by dropping an awesome rating on TpT and sharing this resource over social media! ☜

Thank You!

Thanks so much for stopping by! It's great to meet you! I hope this resource adds value to your classroom. If you'd be so kind, I'd love for you to leave a rating on this product with your awesome feedback, and make sure to follow Mister Harms for important updates and savings. I would also love to see how you've incorporated this product into your classroom. Feel free to post a photo of this resource in action and tag @misterharms on Instagram or TikTok so I can meet you! I hope you have a wonderful day!

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Total Pages
N/A
Answer Key
Does not apply
Teaching Duration
2 days
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Standards

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CCSSMP5
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
CCSSMP4
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
CCSSMP3
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
CCSSMP2
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
CCSSMP1
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

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