Instructional Software

Lesson Idea Name: Create an Ecosystem

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

Content Standard Addressed: S4L1. Obtain, evaluate, and communicate information about the roles of
organisms and the flow of energy within an ecosystem.
a. Develop a model to describe the roles of producers, consumers, and decomposers in a community.

ISTE 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/diversityoflife/ecosystems/

Type of Instructional Software:

☐ Drill and Practice ☒ 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
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

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

Levels of Technology Integration:

☒ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL):

Using BrainPOP helps to reach all learners. When showing the tutorial, teachers have the option to turn on
closed captioning to support any students who are auditory impaired. The videos also have engaging pictures
to hold the attention of all students to ensure they are grasping all content being presented. BrainPOP also
supports ELL students by providing an option to listen or read the videos in Spanish. This supports the
Representation principle included in the Universal Design for Learning.

SBooker, 2020
 Instructional Software

Lesson idea implementation:

To begin, the teacher will introduce the new unit, The Ecosystem. They will start by asking the class if they
know what an ecosystem is. The teacher will make notes of the responses on chart paper at the front of the
room so that the students will be able to see their answers through the lesson. Next, the teacher will play the
BrainPOP video while asking the students to make note of any interesting or important facts they learn during
it.
After the video, the students will break into their table groups and create their own ecosystem on a piece of
large chart paper. The students will be required to label producers, consumers, and decomposers. They will
also need to include a minimum of 3 abiotic or nonliving factors in their drawing. The students will have
markers, colored pencils, and crayons at their disposal to ensure they are being as creative as possible with
their drawing. Once all ecosystems have been created, the students will present each one to the class and
explain why they included the organisms they did. The teacher will be able to make comments and provide
feedback as each group presents their ecosystem. The teacher can also hang each ecosystem around the
classroom to provide a reference for their students as the unit continues.

Reflective Practice:
I feel like the activity I created was a great introduction to the topic and allowed the students a sense of
responsibility in their education. They took the information they gained from the class video and created their
own ecosystem using facts they wrote down or took away. I used this activity as an introductory activity to
the ecosystem unit. To further extend the lesson, I could have the students create an energy model and show
how/where energy transfers in their ecosystem. The students could use the Smart Board to create their
energy model in front of the class, while explaining their thinking processes.

SBooker, 2020