Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Living, Living Living!

Content Area: Science
Grade Level(s): Kindergarten

Content Standard Addressed: SKL2. Obtain, evaluate, and communicate information to compare the
similarities and differences in groups of organisms.

Technology Standard Addressed: 3 – Knowledge Constructor- Students critically curate a variety of

resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.

Selected Technology Tool: Popplet

URL(s) to support the lesson (if applicable): http://popplet.com/app/#/4779166

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): By offering written examples, as well photos and videos, I am providing
students with the opportunity to individual learn the lesson on living animals. But I would be concerned with
the lack of certain technologies (resembling speaking notes on PowerPoint) to accommodate blind students,
ESOL students or students who are audio learners.

Lesson idea implementation: The standard will require that students learn the difference between plants and
animals, and also why each is considered “living”. I will introduce the project with the Popplet presentation I
have created for the students with short notes of the difference between plants and animals and examples of
each. I will show the Popplet I have created on the board and teach the lesson, emphasizing the key
differences. I will emphasize that plants obtain energy from the sun and animals obtain energy through
eating, but nonetheless, each must obtain energy which classifies them both as living. I attached videos about
sharks and algae, to give an in-depth look into both a plant and an animal example. I will also create a quiz
through BrainPop that I will present to the class from the front of the room. I will require that the students
answer the questions on paper, which I will use to assess the students learning. I will cover plants one day and
animals on a second day (a separate quiz for animals and plants).
The final product will be used to aid learners who require audio and visual learning. Allowing the students to
read, listen and watch a video will help extend learning to a higher level, as the students are required to
remember and understand the material, and then apply and analyze the questions presented in the quiz at
the end of the lesson. The lesson will be concluded with the final quiz on living animals. I will provide
feedback to the students with grades form their quizzes and the opportunity presented to them to learn more
about other animals or plants if they would like during free time for the remainder of the week.
Reflective Practice: Students will have a variety of learning styles addressed during my lesson, as they are
seeing, hearing and reading about plants and animals and how they are alike and different, but living, living,
living! This could be an introduction to an entire unit introducing the difference between living and non-living
things. I could extend the lesson by creating a separate Popplet for the non-living animals that would include

Spring 2018_SJB
 Beyond-the-Basic Productivity Tools (BBPT)
visual aids, videos and other activities resembling the lesson I created for the living animals. A PowerPoint
with speaking notes would have also helped benefit my student's learning, if the videos were not sufficient.
My PowerPoint would also be able to address the concerns I addressed about UDL.

Spring 2018_SJB