Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Harriet Tubman

Content Area: Social Studies
Grade Level(s): 4th

Content Standard Addressed: SS4H4 Examine the main ideas of the abolitionist and suffrage movements.
a. Discuss contributions of and challenges faced by Susan B. Anthony, Frederick Douglass, Elizabeth Cady
Stanton, Sojourner Truth, and Harriet Tubman.

Technology Standard Addressed:

1.6 c Students communicate complex ideas clearly and efficiently by creating or using a variety of digital
objects such as visualizations, models, or simulations.

Selected Technology Tool: Bubbl.us

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

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): Helps to build knowledge, visual learners, product creation, information
presented in a way that is different than teacher lecturing, self-expression via students creating and
presenting what they have learned.

Lesson idea implementation:

I will begin my lesson by introducing students to the social studies topic at hand, which is about the life and
impact of Harriet Tubman. I have created a Bubbl.us presentation that clearly shows the information that is to
be learned. The information is organized into a thought map, which students can easily explore. After
presenting my information and the Bubbl.us platform, I will place students in four groups and assign them one
of the other figures covered in the content standard (Susan B. Anthony, Frederick Douglass, Elizabeth Cady
Stanton, and Sojourner Truth). Students will then research their subject and create their own Bubbl.us
presentation to share with the class. Each group will present their information to the class, thus teaching their
peers new information. The entire lesson will take place over two class periods, the first will consist of
learning about Harriet Tubman and Bubbl.us as well as creating presentations. The second day will provide
time at the beginning to finalize presentations and practice presenting, and then students will present to the
class. As each group presents, students are expected to take notes for their own studies.

Student learning will be assessed based on the presentations they give. Accurate and adequate information
must be present as well as correct use of the Bubbl.us software. After presenting all projects, students will
SBooker, 2020
 Beyond-the-Basic Productivity Tools (BBPT)
post their work on our collaborative class website so that it can be used by anyone at any given time, thus
concluding the lesson. Students are encouraged to go home and show their parents their work. The student
learning is extended in that students are teaching their peers new information while using this new tool.
Feedback will be given by the teacher by monitoring group work and providing input when necessary. This is a
student-led activity, so teacher input should be kept at a minimum.

Reflective Practice:
This lesson plan provides students with the means of learning new academic knowledge as well as learning
about a new and exciting virtual tool. Showing students this tool early on will benefit them because they will
be able to use this all throughout their years at school. Students that learn best visually, or those that have a
hard time organizing their thoughts will benefit greatly from this technology. An additional tool that could be
used would be recording audio that goes with the presentation. In doing this, auditory learners could use the
presentations from home and thrive. The teacher could perhaps record students as they present and attach it
to the presentation posted on the class website.

SBooker, 2020