Basic Productivity Tools (BPT)

Lesson Idea Name: What’s your favorite season?

Content Area: Science
Grade Level(s): 1st
Content Standard Addressed:
S1E1. Obtain, evaluate, and communicate weather data to identify weather patterns. d. Analyze data to
identify seasonal patterns of change. (Clarification statement: Examples could include temperature,
rainfall/snowfall, and changes to the environment.)

Technology Standard Addressed: 3 – Knowledge Constructor

Selected Technology Tool: PowerPoint

URL(s) to support the lesson (if applicable): N/A

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):

Any students in the classroom who need visual aids will be supports by this lesson. Any ESOL student will
also benefit from this lesson. If there are any parents that log onto the classroom blog, they will be able to
listen to the audio and have the PowerPoint read to them. If there are any students who need pictures to go
along with their words, this is going to benefit them as well. To further their education, they will be able to go
through the PowerPoint as many times as they would like and listen to it as many times as they like as well.
Lesson idea implementation:
When the PowerPoint is ready to be presented, it will be assumed that the students and the teacher have
at some point at least talked about seasons already. In the lesson, the students will then be learning what
weather is associated with what seasons. The PowerPoint will be used to address the different types of
seasons, but also the different types of weather that comes with each season. The teacher will start the
lesson off by asking students what their favorite season is and why. After the students answer the question
and there’s a small class discussion, the teacher will begin the PowerPoint. The teacher will click through each
slide and ask the questions while going along with the PowerPoint. The teacher will wait a few seconds to
allow the students to answer the questions. The entire PowerPoint should take roughly 10 to 15 minutes to
complete depending on the amount of discussion that goes on. The student learning that is being assessed
during the lesson, is when the teacher is asking the students the different questions. The teacher then allows
the students to think and raise their hands to answer the questions. Once the lesson is done, I will put the
students in a total of 4 groups, and each group will represent a different season.
The students will then do further research about their assigned season and make a PowerPoint based off
it. They will be allowed to be creative with it and add a voice memo in as well as if they are going to be
presenting them to the class. I will then publish the completed PowerPoints to the classroom blog. To extend
the student learning to a higher level, I will ask students questions like what months do these seasons fall in,
etc. And if they choose to, they can provide the information in their PowerPoint. The lesson will be concluded
when we see everyone’s PowerPoints and they are published to the classroom blog. When providing

Spring 2018_SJB
 Basic Productivity Tools (BPT)
feedback to students, I will let them know if they are meeting my organization standards and letting them
know if there is anything on their PowerPoint that they can improve.
Reflective Practice:
This activity will further educate students on how to use PowerPoint, interact with their peers, and learn
more about the different seasons and weather changes. To further enhance this project, I’m sure I could find
an app or game that would further educate students about the different types of weather.

Spring 2018_SJB