Instructional Software

Lesson Idea Name: My Very Own Water Cycle

Content Area: Science

Grade Level(s): 4th

Content Standard Addressed: S4E3. Obtain, evaluate, and communicate information to

demonstrate the water cycle.
b. Develop models to illustrate multiple pathways water may take during the water cycle
(evaporation, condensation, and precipitation).

Technology Standard Addressed: 3 - Knowledge Constructor

Selected Technology Tool: BrainPop and Smart Board

URL(s) to support the lesson (if applicable): https://www.brainpop.com/science/earthsystem/

watercycle/

Type of Instructional Software:

☐ Drill and Practice X Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-

references

Features of this software (check all that apply):

☐ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
X Accessible to students beyond the school day
X Accessible via mobile devices
X Multiple languages
X Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

X Remembering X Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐

Creating

Levels of Technology Integration (LoTi Level): 


☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion X Level 4: Integration

☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): BrainPop is able to help all types of learners by the
following:
• BrainPop has captions and captivating visuals to help students who are auditory impaired.
• The video uses mostly speaking to describe the topic to help students who are visually impaired.
• BrainPop supports ELLs by having English and Spanish versions of the videos.

Spring 2018_SJB
 Instructional Software
Lesson idea implementation: The teacher will introduce the concept of the water cycle by asking
the class if they know how clouds form. Once the teacher collects a few answers, he/she will play
the BrainPop video. Before the video, the teacher needs to tell the students to write down a few
interesting facts they learned.
After the video, the teacher will ask the students to get in groups and to choose a certain path
the water cycle can take. The students will construct a path on a medium sized white board within
their groups. The teacher will pull up a water cycle template such as the one below but without
the arrows. Each group will come to the Interactive Board and draw their path while describing
what is happening to the water and what form it is in throughout their cycle. I will conclude the
lesson by having the students draw their creation on a poster board and posting it around the room
to display their work.

Reflective Practice: I feel like the activities would help the students design their own path and do
a lot of student directed learning. To extend the LoTi levels, I would have the students digitally
create their water cycle path and post it to our classroom blog.

Type to enter a caption.

Spring 2018_SJB