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M05basicproductivitytoolslesson Kinseymarlink

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63 views

M05basicproductivitytoolslesson Kinseymarlink

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api-515106812
Copyright
© © All Rights Reserved
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Basic Productivity Tools (BPT)

Lesson Idea Name: Relationships in Ecosystems


Content Area: Science
Grade Level(s): 4th
Content Standard Addressed: LS2.A: Obtain, evaluate, and communicate information about interdependent
relationships in relationships in ecosystems.

Technology Standard Addressed: Knowledge Constructor: Students critically curate a variety of resources
using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning
experiences for themselves and others.

Selected Technology Tool: Microsoft PowerPoint

URL(s) to support the lesson (if applicable):

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):


Engagement: Students will be allowed to choose which organisms they would like to research and include in
their PowerPoint. This will increase student engagement as they can pick their favorite organisms or some
they find interesting.

Representation: Students will be given the choice to research the topic and their organisms through the
Internet, a library book, or both. This allows students to choose how they will learn the information that will
be included in their PowerPoint.

Action and Expression: Students will be using PowerPoint to create their presentation. However, they have a
choice as to add their information by text or audio. They also get to choose how to format each slide and
what pictures they would like to add of each organism.

Lesson idea implementation:


The students will first watch the PowerPoint as an introduction and to see how they will be making their own.
In the PowerPoint, I will explain what a producer, consumer, and decomposer is. Then I will show organisms
that are examples of each one and explain what they eat. The students will then split into groups of three and
be asked to research producers, consumers, and decomposers in ecosystems using the Internet and books
from the library. They will select one producer, 2 consumers, and 2 decomposers to include on their own

SBooker, 2020
Basic Productivity Tools (BPT)
PowerPoint. They will research each of their organisms to find out what they eat. The students will have
about 45 minutes to do this.

The next day, students will have about an hour to construct their own PowerPoints. A third day will be added
if needed. They will need to include pictures of each organism in their PowerPoint. They will also have the
choice of adding text to explain what each one eats or to record audio over their PowerPoint like my example.
Once they are all finished, the students will present or share, depending on how they chose to add
information, their PowerPoint to the class. Students will be assessed on their final presentation. To conclude,
students will be able to share which organism that they saw is their favorite and why.

Reflective Practice:
To extend the lesson, students can be asked to present their PowerPoints to their parents at home and the
parents will sign off that they presented it. This will increase the LoTi level of this lesson as it will reach
viewers outside the classroom. This will promote discussion at home about the topic and get parents involved
in student learning.

SBooker, 2020

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