Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Life Cycle Board

Content Area: Science
Grade Level(s): 2nd Grade

Content Standard Addressed: S2L1. Obtain, evaluate, and communicate information about the life cycles of
different living organisms.

Technology Standard Addressed: 6c. Creative Communicator: Students communicate complex ideas clearly
and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

Selected Technology Tool: Discovery Education Board Builder

URL(s) to support the lesson (if applicable): https://app.discoveryeducation.com/learn/home

Bloom’s Digital 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):

This activity is a great form of Universal Design for Learning. By using the program elected, students are able
to have multiple means of expression. Students have the freedom to create their board however they can
best express their knowledge, whether that be typed up articles, videos, or audio. This program also offers
multiple means of engagement and assessment. Students can assess themselves through completing quizzes
on the program or completing individual assignments or worksheets.

Lesson idea implementation:

The teacher will encourage students to each choose a different animal. Once the animals have been chosen,
students will then begin creating their boards. Their boards are required to explain the life cycle of their
particular animal. These boards will have this information explained in article, audio, and video form so that
once they are completed other students that interact with their boards will be able to have multiple means of
receiving information. The students creating their boards will also add a quiz as well as an activity that the
website can provide. If they prefer to choose an activity that has been found elsewhere, they must receive
approval from the teacher.
Students will have two days to create and finalize their boards. Once the boards are completed, the teacher
will review each one to assure they have the correct information and everything that was required to be on
the board. The students will then be assigned a board randomly and given the URL. They will have the
opportunity to navigate and learn from another student’s board, assignment, and quiz. Students will be able
to gain confidence in teaching material they know as well as strengthen their technological abilities.

SBooker, 2020
 Beyond-the-Basic Productivity Tools (BBPT)
Reflective Practice:
I believe that this lesson can help students gain confidence in teaching certain materials. Once students have
the confidence to teach their material it is because they are confident in their knowledge. To further extend
this lesson, as a class, we can study the life cycle of one particular animal, such as a butterfly, together.
Another technological tool that can help with these lessons, is incorporating stimulations. We can watch a
stimulation of the life cycle of a butterfly.

SBooker, 2020