Basic Productivity Tools (BPT)

Lesson Idea Name: Wanda Water and her Water Cycle

Content Area/Grade(s): Science, 4th
Content Standard Summarized: S4E3. Obtain, evaluate, and communicate information to
demonstrate the water cycle.

Technology Standard Addressed: 6a. Students communicate clearly and express themselves
creatively for a variety of purposes using the platforms, tools, styles, formats, and digital
media appropriate to their goals.

Selected Technology Tool: Microsoft 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:

☐ 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. All products of learning
are unique and personalized. The teacher becomes more of a facilitator walking around monitoring
the student-led activity.

☐ 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):

Engagement: Students get to watch and listen to an eBook, participate in active discussion, and
create their own water cycle.
Representation: Within this lesson there are multiple means of representation. Students will
first watch, read, and listen to the short eBook. Students will then participate in a discussion on
the water cycle and how it relates to Wanda. A graphic organizer will be provided to go along
with the discussion for students to use.
Expression: In this lesson students will try to recreate the water cycle. They may do so by
drawing, painting, writing a short explanation, creating a scientific eBook, or coming up with
another way. This gives students a multitude of ways to express their knowledge of the water
cycle.
Lesson idea implementation: This lesson would be the first in learning about the water cycle.
Students will begin the lesson by watching the eBook. The eBook has been specifically written in a
vague manner to make students really think about what is happening to Wanda Water.
TFrazier, 2021
 Basic Productivity Tools (BPT)

After students watch the eBook we will begin a class discussion led by the teacher. The teacher will
ask questions like, “What happened to Wanda when she got hot?” “What did she mean when she said
that she would take a trip like this again?” “Why could Wanda end up in different places when she
landed?” These questions can help students begin to learn about the water cycle and the different steps
and paths water can take. Students will also be presented with a graphic organizer for the discussion.
They can write down anything interesting they hear. The graphic organizer also has spots for certain
vocabulary words and meanings that will be introduced through the discussion.
Lastly, using what they know and what they learned through the eBook and discussion, students will
create a digital or physical piece of art or explanation that shows their new rough ideas about the
water cycle. Students are not expected to get it completely right or correctly use all of the vocabulary
until later on. This lesson and activities are just to get them to start considering the water cycle.
Vocabulary and accuracy will come in later lessons once students have learned more content.

Reflective Practice: This lesson is a fun and easy introduction into the water cycle. There is a lot
of room for student collaboration in the discussion and creation of the water cycle. A fun
extension would be to have students revisit their first draft of the water cycle and make a final
draft that they can compare. This way students can visibly show how their knowledge on the
topic improved and show their understanding and use of vocabulary related to the water cycle.

TFrazier, 2021