You are on page 1of 2

Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Seasons of the Year


Content Area: Science
Grade Level(s): First

Content Standard Addressed: SKCS5. Students will communicate scientific ideas and activities clearly.

Technology Standard Addressed: 3: Knowledge Constructor- plan and employ effective research strategies
to locate information and other resources for their intellectual or creative pursuits.

Selected Technology Tool: Bubbl.us

URL(s) to support the lesson (if applicable): http://www.bubbl.us

Bloom’s Taxonomy Level(s):


☐ Remembering ☐ Understanding ☐ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):


☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):


Engagement: Links can be added to each bubble that can take the students to interactive educational games
or videos about the topic at hand. This can help students with special learning needs, and make learning more
fun.
Representation: Information is displayed and represented in a neat and organized matter with bubbl.us.
Information in the webs can even be color-coded to help students see the breakdown of which aspects of
each season fall into that season.
Action and Expression: This type of software provides a unique outlet for students to show what they know
by allowing them to organize their ideas into different bubbles that they can choose and change the color of.

Lesson idea implementation: For this lesson, students will be creating their own bubbl.us graphic organizers
regarding the seasons of the year. As the teacher, I will open the lesson asking questions about each season.
What’s your favorite part about summer? The beach? The sun? What can you tell me about fall? Leaves
change color? Halloween? These are some examples of the types of questions that should be asked. Following
this, I will have each of the students go to www.bubbl.us on a computer (in the computer lab as each student
will need a computer). They will begin creating their webs by starting with seasons of the year, and each
season under it. I will write how to spell the words on the board as not all first graders may be able to spell
some words yet. Then, they will continue adding different words that go along with each season under the
correct bubble. This lesson should take in total about 30-45 minutes. Student learning will be assessed
throughout the entirety of the lesson.

I think it’ll be interesting to see what different words each child comes up with to describe each season. To
further extend this lesson, we could go deeper into the meaning of each season. Why are they important?
How does the climate affect us as humans, and the plants and animals surrounding us? To conclude the
lesson, I will ask the students what types of words they used to describe the seasons, and ask them to save

Spring 2018_SJB
Beyond-the-Basic Productivity Tools (BBPT)
their webs. I would then review each students’ work and provide feedback as to whether their adjectives
correctly described the season the put the word under and why it works, or why it does not work.
Reflective Practice: I believe this method of teaching the seasons of the year would positively impact student
learning as it clearly categorizes each season and its components in a color-coordinated way; making it easier
to visually see and understand. As stated above, to go a step further with this lesson idea, we could discuss in
more depth the importance of each season and how each one affects our planet. There are many other forms
of technology that can further enhance this project as well. A PowerPoint presentation could be effective in
displaying each season along with adjectives and pictures to go along with each one; it can even be turned
into an eBook!

Spring 2018_SJB