Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: BBPT’s

Content Area: Social Studies
Grade Level(s): 1st grade

Content Standard Addressed:

SS1G3 Locate major topographical features of the earth’s surface.

1. Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and
Australia.
2. Locate the major oceans: Arctic, Atlantic, Pacific, and Indian Ocean.

Technology Standard Addressed:

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

Selected Technology Tool: bubbl.us

URL(s) to support the lesson (if applicable): <iframe width="90%" height="600" allowfullscreen
frameborder="0"
src="https://bubbl.us/NTIyNjM2NS8xMDAwNjE3OC85NDhlZTA1YjE5ZGRlOTBiYWI3NWViZDc0MDM5ZTFiOA=
=-X?utm_source=page-embed&utm_medium=link&s=10006178"></iframe>

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 technology that I used for this lesson is bubbl.us. This website allows you to customize your own bubble
maps. Instead of having the students draw their own bubble maps or filling in ones that were printed out,
students are able to create their own and customize them to their liking. They are able to choose the size of
the bubbles, the layout of their map, the color of each bubbles, and they are able to ass in different links to
their maps.
Lesson idea implementation:
I would first present the standards to my class so they know what this lesson will be over. I will make sure to
explain the standards as well as write them on the board for the students. I would then create the mind map
above so my students are able to see a demonstration on what they will be creating. I will go through the
different techniques with them such as changing the color of the bubbles and adding links into the bubbles,
so they understand how to use these different tools. I will create the bubble map and go over the different
parts of bubbl.us for ten minutes. If I do not have computers or IPads for each of my students in the
classroom, I will schedule time in the computer lab for them to do this assignment.

The students will then create the exact same bubble map as the one I created. After they have created the
same one, they will use their previous knowledge and different resources in the class to add to the bubble

Spring 2018_SJB
 Beyond-the-Basic Productivity Tools (BBPT)
map. They will create different branches off of each yellow bubble, and write at least one fact about each
one. They will make the bubbles that they created in a different color, so I am able to tell which bubbles the
students added. I will have each student raise their hand when they are done, and I will go read the bubbles
that they added onto the original bubble map. I would have a rubric that I would use to grade the students
work, and there would be a comment section to provide feedback about their work. The final product allows
students to see a map of how each bubble relates to another in some form, and allows them to see all of the
important information on one sheet in an interactive and engaging way. I would conclude this lesson by
having each student share one fact that they wrote about one of the yellow bubbles on their bubble map.

I could extend this lesson by having the students pick one continent or ocean that interests them. They would
then create their own bubble map about the one continent or ocean that they chose. They would include
different facts and pictures on their bubble map to explain the main details and points about the continent or
ocean that they chose.
Reflective Practice:
After creating this lesson, I began to see how beneficial it is allowing my students the ability to create their
own bubble maps. They are engaged in the lesson and are able to customize their map however they like.
They are also creating their bubble map online and are able to customize it rather than filling in the blanks on
a printed-out sheet. I could extend this lesson by having the students pick one continent or ocean that
interests them. They would then create their own bubble map about the one continent or ocean that they
chose. They would include different facts and pictures on their bubble map to explain the main details and
points about the continent or ocean that they chose. Another technology tool that I could use to enhance this
project would be Brain pop. This tool would allow students to pull games, quizzes, worksheets, and videos to
put into their bubble map.

Spring 2018_SJB