Basic Productivity Tools (BPT)

Lesson Idea Name: Animals

Content Area: Science

Grade Level(s): 1st

Content Standard Addressed: S1L1. Obtain, evaluate, and communicate information about the
basic needs of plants and animals.
b. Ask questions to compare and contrast the basic needs of plants (air, water, light, and nutrients)
and animals (air, water, food, and shelter).

Technology Standard Addressed: 3rd- Knowledge Constructor

Selected Technology Tool: Microsoft Office- PowerPoint

URL(s) to support the lesson (if applicable): https://www.youtube.com/watch?v=Xj1ASC-TlsI

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 introductory video supports visual and auditory learners because it includes the
text, images, and a narration.
• Students with learning disabilities or developmental delays can watch the video as many
times as they need to help build their understanding of the content being addressed.
• The video helps build background by addressing the different habitats we will be learning
about and mentioning various animals that live in each habitat.
• The tutorial for creating a PowerPoint presentation also supports visual and auditory
learners because it will be a narrated, step-by-step video explanation.
• Giving students the opportunity to customize the presentation of their research.
• Providing students with a choice for the habitat they want to research.
• Giving students the chance to enhance their collaboration and communication skills

Spring 2018_SJB
 Basic Productivity Tools (BPT)
Lesson idea implementation:
I will begin the lesson by asking the question, “What is a habitat?” While students are sharing
their answers, I will be writing them on the white board to display their thoughts. After the
students are done sharing their ideas, I will share a YouTube video about habitats so students can
get a deeper understanding. We will have a class discussion comparing what they learned in the
video versus what they shared prior to viewing the video. We will discuss why certain animals need
to live in these specific environments.
The students will then be presented with the research project I would like for them to
complete. Students will get into groups of 4 and select a habitat. Each group will have a different
habitat. The group will research the habitat and determine what animals thrive in that habitat.
Students are free to present the project as a PowerPoint to showcase the information they
researched about the habitat they chose. Students must create a slideshow with at least 12 slides
including the title and reference page, which makes for 10 slides that show research. Students
must display their findings of the habitat, the animals that live there, the climate, where the
habitat exists, and include pictures of the habitat on 5 out of the 10 slides. Each member of the
group must work on 3 of the slides each. After sharing this with the students, I will present the
example PowerPoint that I have created for them to refer back to.
This activity will take a few days for the students to complete. Students will spend one day
researching and two days creating the PowerPoint. After each group has completed their
presentation, they will present it to the class.This will allow students to teach their peers about
their specific habitat. Students will be encouraged to ask questions to deepen their knowledge
about habitats.
Reflective Practice: This activity encourages students to use a fun and interactive platform such
as PowerPoint to create a short and informative presentation about habitats. This activity is not
made to be too difficult and by placing the students into groups of 4, they have other peers that
could help them complete their share of slides. Students are able to focus on their one chosen
habitat, while also being able to gain information about the others without the hassle of research.
Students have voice and choice within their presentation and are free to use their own creativity.

Spring 2018_SJB