Basic Produc,vity Presenta,on Tool

Lesson Idea

Lesson Idea Name: Looking Into the Sky

Grade Level/Content Area: Kindergarten/Science
Content Standard Addressed: SKE1.a
Ask questions to classify objects according to those seen in the day sky, the
night sky, and both.

ISTE Technology Standard Addressed:
Crea5ve Communicator-
Element 1.6d Students publish or present content
that customizes the message and medium for
their intended audience.
What would you like students to know and
be able to do by the end of this lesson:
Students should be able to classify what they
see in the sky during the day and night. As
students look into the sky they should be able
to iden5fy things during the day and at night.

What is the student learning goal for this lesson idea?

I will be able to classify objects in the sky correctly depending on if it is day or night.
Selected Basic ProducCvity Tool: PowerPoint URL(s)
to support the lesson (if applicable):

Bloom’s Digital Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evalua?ng ☐ Crea?ng

How will this lesson be implemented? Check all that apply.

☐ Teacher-directed: There is no student voice and choice in the ac?vi?es. Students are guided by the
teacher's direc?on and expecta?ons.

☐ Student-Led: Students are given voice and choice in the ac?vi?es. They may select the topic for
presenta?on and/or determine the tool they will use to meet the learning goal. Products of
learning will be uniquely designed. Teacher simply facilitates the learning in a lesson like this.

☐ Project-based and/or Publishable: Students are comple?ng projects to demonstrate their learning
and the projects can be shared outside of the classroom. This objec?ve could be reached by
displaying the project on the school’s morning newscast, pos?ng the project to the classroom blog,
presen?ng it to another class, or publishing it via an outside source.
Lesson idea implementaCon:
 Basic Produc,vity Presenta,on Tool
Lesson Idea

To begin this lesson, I will ask my students what they see in the sky during the day and what
they see at night. AFer the students gave me ideas of what they see in the sky during the day
and at night I would then prompt them to turn their aGen5on to the board and come to the
carpet to watch my short story. Before the story began, I would tell them to try to remember
things Sage saw in the sky during the day and at night. As the video plays, I would stop and
pause to ask them some ques5ons as the short story goes on to help them think deeper. AFer
they are done listening to the short story, I would then ask the class what Sage saw during the
day and what she saw at night. I would write their responses down on a chart for the students
to refer to later. AFer that I would send the students back to their desk and tell them to have
a pencil our while I pass around the guided notes. We would go over things seen during the
day and at night and why you can only see those things during that 5me of the day. Following
the notes, I would tell my students they are to make a storybook about things seen in the sky
during the day and at night. As they are working on this, I would walk around the classroom to
make sure no one needs any help. At the end of class I would ask a few students to come up
and share their short stories on the screen to the class. I would then give the other students
the opportunity to give posi5ve feedback to the student.
Managing the technology/engagement: Describe a way to use this technology in a way that
gets students acCvely involved in authenCc tasks and contexts? How will you manage the
classroom behaviors on the technology:
To get my students aGen5on I will say “Class, class” and they will reply “Yes, yes” so that I
know everyone is listening. I will then transi5on my students to the carpet which is in the
front of the classroom by the board. Once they are siPng on the carpet, I will go over the
students’ learning targets for the day that are prin5ng on the side of the board so they can go
back to read them if needed. I will tell my students how important it is to pay aGen5on to the
lesson since they have never learned this before. Before playing the video on the board I will
ask some students to raise their hands and tell me what they shouldn’t be doing during
learning carpet 5me. AFer that while the students are moving towards independent work, I
will remind them I will be walking around if they need help or have any ques5ons. The
students will be crea5ng a digital story about what they see in the sky during the day and at
night.

Universal Design for Learning (UDL):

Throughout my lesson I felt as I used all levels of UDL. To start the first principle of UDL I used
was Mul5ple Means of Representa5on. During my digital book I have audio, words, and
pictures which would accommodate mul5ple different types of learners. Having the visuals for
students will be beneficial for students who are more visual learners whereas the audio could
be beneficial for my visually impaired learners. Having the digital video available for students
allows them to be able to stop the video, speed it up, or slow it down depending on
 Basic Produc,vity Presenta,on Tool
Lesson Idea

what best accommodates them. Having the pictures there for students to see could help them
beGer understand what is going on in the story. This lesson also uses the principle of Mul5ple
Means of Engagement. LePng the students create their own digital book allows for students’
crea5vity and understanding of the lesson to show in different ways.

ReflecCng on enhanced learning:

When students make their digital story, I will be looking forward to each student’s
creativity. When they make these digital stories, I will be able to see each student
understanding of the topic. Since the students get to work independently on this
activity I feel as they will be engaged and excited to do this assignment. Doing this
story book students have free range of how they make it and what their theme is as
long as they include classifications of what is in the sky during the day and at night.