You are on page 1of 2

Instructional

Software
Lesson Idea Name: Classification
Content Area: Science
Grade Level(s): 5th

Content Standard Addressed:
S5L1. Obtain, evaluate, and communicate information to group organisms using scientific
classification procedures.

Technology Standard Addressed:


3. Knowledge Constructor: Students build knowledge by actively exploring real-world issues and
problems, developing ideas and theories and pursuing the answers and solutions.

Selected Technology Tool: Brain POP

URL(s) to support the lesson (if applicable):
https://www.brainpop.com/science/diversityoflife/classification/
https://www.brainpop.com/games/sortifytreeoflife/

Type of Instructional Software:

☐ Drill and Practice ☒ Tutorial ☐ Simulation ☒ Instructional Game ☐ e-books/e-references



Features of this software (check all that apply):

☐ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

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):
The activity that I have planned for the students involves watching a BrainPop video on the classification of
organisms. After watching the video, the students will be asked to play a game that gives them a list of
organisms and asks them to sort them using different characteristics such as warm blooded, aquatic,
consumer, single celled, etc. The technology tools I selected support and enhance the learning experience for
the students in my classroom by allowing them to interact and engage in the content they are learning
through the fun BrainPop video as well as the game. These forms of engagement hit on the UDL principle of
multiple means of engagement. I will allow for multiple means of representation during the video by making

Spring 2018_SJB
Instructional Software
sure the subtitles are on so that students can read what is being said as well as hear it. I would also have the
script for the movie printed out so that any student who needs it can reference the script rather than try to
remember what was discussed in the video. Multiple means of action/expression will be presented in the
lesson when the students are presented with formative assessments to assess what they have learned. The
students will be able to express what they have learned in a format of their choosing from the tic-tac-toe
board I give to them.
Lesson idea implementation:
To open the lesson, the students will be divided into groups and given a handful of random objects. The
students will be asked to organize these objects into groups however way they think is best and name the
groups using the common characteristics of the objects. After the students are done organizing their groups,
we will have a class discussion about classification and why we classify things. We will then watch the
BrainPop video to give them a better idea of classifying animals. After the video Ill split the students into
groups again and give them a stack of cards with pictures of different organisms on them as well as cards with
the names of groups to separate the organisms into such as vertebrates, invertebrates, mammals, reptiles,
aquatic, cold blooded, warm blooded, etc. Before beginning we will talk about each of these terms and their
definitions so that the students are clear on each of them. The students will then work with their groups to
organize the organisms into their best fit characteristic. They will then complete the BrainPop game by
themselves to get more practice with classifying.
During the lesson, I will extend student learning to a higher learning level by asking higher order thinking
questions using Depth of Knowledge and Bloom’s Taxonomy. To assess the student’s learning, I will give each
of them a tic-tac-toe activity with multiple different kinds of assessment options for them to complete. They
must complete 3 activities each of their choosing which will then be graded by me. The tic-tac-toe method
allows for differentiation on a UDL level by allowing for multiple means of representation and engagement.
The students will receive feedback from me on their assignments and they will receive them back to review.

Reflective Practice:
Based off of the lesson I’ve designed, I think that the activities I have created allow for active and engaged
learning in the classroom. The group activities allow for collaboration among students and let the students
learn from each other rather than sitting and listening to the teacher lecture. I think that more technology
could definitely be incorporated into this lesson. I would definitely incorporate a couple of technology
activities such as certain productivity software or instructional websites and apps into the tic-tac-toe
assessment. I think with more thought and planning, this lesson idea could turn into a really fun and engaging
lesson for 5th grade students.

Spring 2018_SJB