Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Is it Living?

Content Area: Science

Grade Level(s): Kindergarten

Content Standard Addressed: SKL1. Obtain, evaluate, and communicate information about how
organisms (alive and not alive) and non-living objects are grouped.
b. Develop a model to represent how a set of organisms and nonliving objects are sorted
into groups based on their attributes.

Technology Standard Addressed: 3 - Knowledge Constructor

Selected Technology Tool: Popplet

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating X Creating

Levels of Technology Integration (LoTi Level):

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

Universal Design for Learning (UDL):

The activity can support all students in multiple ways. The popplet allows students to organize
their work very neatly and colorfully. It supports ELLs by allowing them to add visuals to the
popplet and the colors will help them guide their focus and pay attention to one group at a time.
The popplet also helps kids express themselves and be creative in organizing their groups. If a
student are visually impaired, the student can either work with another student or orally tell me
the characteristics.

Spring 2018_SJB
 Beyond-the-Basic Productivity Tools (BBPT)
Lesson idea implementation:

For the lesson, I will bring a plant and a rock for the students. I will point out the different
characteristics between a plant and the rock and what makes the plant living. While doing this I
will be writing the characteristics on the Interactive Board. After, I will introduce the project of
doing the popplet. I will tell the students that their project needs to have a living and nonliving
group and each group will need to contain two characteristics along with two examples. The
project should take them no more than ten minutes.

After, the students will come and pull up their popplet on the interactive board to present it to the
class. I will keep track of the examples to see what they can come up with. I would conclude the
lesson by reviewing the characteristics and holding up examples online to ask if living or nonliving.
I would extend the student learning by putting asking the children to create a play about living and
nonliving things for them to show their creative side.

Reflective Practice:

The activity impacts student learning by letting them express what they know by developing a
model. I like using the interactive board with the students because I can present it to the whole
class at once and then share it on the classroom blog or somewhere they can access it later. I
would post their creations on the classroom blog so the parents can see what the students have
learned that day.

Spring 2018_SJB