Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: The Water Cycle

Content Area: Science
Grade Level(s): 4th

Content Standard Addressed:

S4E3. Obtain, evaluate, and communicate information to demonstrate the water cycle.

1.Plan and carry out investigations to observe the flow of energy in water as it changes states from
solid (ice) to liquid (water) to gas (water vapor) and changes from gas to liquid to solid.
2. Develop models to illustrate multiple pathways water may take during the water cycle (evaporation,
condensation, and precipitation).
Technology Standard Addressed: 6– Creative Communicator

Selected Technology Tool: Discovery Education

URL(s) to support the lesson (if applicable): http://www.discoveryeducation.com/

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):

This lesson is applicable to any student that is able to watch a video and take in information. The
video will be kid-friendly and easy to understand. There will also be subtitles available to students
who need them. For students who struggle with their writing Discovery Education allows you to
upload pictures and videos so I could differentiate the instructions to only require those instead of
written words. This will still show their understanding and still allow them to create and work with
the same program as the rest of the class.
Lesson idea implementation:
The students will begin this lesson by watching a video over the water cycle. After watching the
video, we will walk through the water cycle as a class. We will make sure to go over vocabulary and
clear up any misconceptions or confusions. After this they will complete the water cycle activity to
make sure they have the knowledge and are ready to move on. They will have to be able to identify
each part of the water cycle and explain it in their own words. The teacher will be walking around
taking notes on students learning and assisting if anyone needs help. The students answer to the
different activities will be graded based on knowledge over the water cycle. The students will create
their own online poster using discovery education to answer the questions on my Discovery Education
page. The teacher will go around and make sure the students all have the right definitions and order of

Spring 2018_SJB
 Beyond-the-Basic Productivity Tools (BBPT)
the different stages in the water cycle. Once everyone is finished the teacher will ask them to share
something new that they have learned.

Reflective Practice:
I think this lesson impacts students learning because they are actually having to create a product that
is unique and in their own words. If I were to just have them copy down notes on the water cycle or
cut out and paste definitions, they would not take in the information as much. With this lesson they
have to take the definitions we learn and actually absorb and understand them to where they can
restate them in their own words. To extend this lesson we could do more of a hands-on learning
experiment where we create the water cycle with real water in a baggy so they could see the cycle
happen in real time to understand it deeper.

Spring 2018_SJB