Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: All About Frogs by Terri Koch

Content Area: Science
Grade Level(s): Kindergarten

Content Standard Addressed: SKL2. Obtain, evaluate, and communicate information to compare
the similarities and differences in groups of organisms.

1. Construct an argument supported by evidence for how animals can be grouped according to

their features.

GeorgiaStandards.Org (Official Site) - Georgia Standards of Excellence (GSE). (n.d.). Retrieved June
29, 2019, from https://www.georgiastandards.org/

Technology Standard Addressed:

“ISTE Standards for Educators #5 Designer- Educators design authentic, learner-driven activities and
environments that recognize and accommodate learner variability.”

ISTE Standards for Educators | ISTE - International Society for Technology in Education. (n.d.).
Retrieved June 30, 2019, from https://www.iste.org/standards/for-educators

Selected Technology Tool: Popplet

URL(s) to support the lesson (if applicable): <object width="460" height="460"><param

value="http://popplet.com/app/Popplet_Alpha.swf?page_id=5435657&em=1"
name="movie"></param><param value="true" name="allowFullScreen"></param><param
value="always" name="allowscriptaccess"></param><embed
src="http://popplet.com/app/Popplet_Alpha.swf?page_id=5435657&em=1" height="460"
width="460" allowfullscreen="false" allowscriptaccess="always" type="application/x-shockwave-
flash"></embed></object>

http://popplet.com/app/#/5435657

http://popplet.com

Bloom’s Taxonomy Level(s):

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

Revised Bloom's Taxonomy. (n.d.). In University Tunku Abdul Rahman. Retrieved January 17, 2014,
fromhttp://www.utar.edu.my/fegt/file/Revised_Blooms_Info.pdf

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 Beyond-the-Basic Productivity Tools (BBPT)
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): In this lesson I plan to focus on the top five facts about
frogs. I will begin the lesson by showing the short video clip about Five Facts about Frogs (See below
for video clip). Five facts: #1) When frogs eat, they need their eyes; #2) They absorb water through
their skin; #3) Frogs shed their skin about once a week; #4) A group of frogs may be called an army,
colony or knot; #5) Frogs can be poisonous. I will begin by showing a short video about the five facts
we will focus on. I have decided to use Popplet as my technology tool to help with this lesson. I will
attach my Popplet design to this lesson, but the students will have an opportunity to create their own.
Once they create their own Popplet, they will publish it, providing others to learn from their
knowledge. Giving UDL some thought, I plan to offer flexible opportunities throughout this lesson so
that all the students will be capable of learning the material. This lesson will include project-based
learning and student choice. The choice the students will have will be what type of frog they want to
research and what facts they want to share in their Popplet or foldable book. Those students who are
more advanced will be expected to find detailed facts about an exotic frog that are not only fun facts
but intriguing facts as well. For the students who struggle, I will have them find basic facts about a
particular frog (I will provide a choice of three common frogs.) I will also bring in books about frogs
that I have checked out of our local community library as well as books from our school library that
the students can use for research. I will also provide some laminated cards that have frog information
for the students to use as resources as well. There are also three computers available to the class for
research as well (These cards are in large colorful print.) I feel implementing these elements into the
lesson will provide support and enhance the learning experience for the students in my class. By me
providing books, informational cards, and computers as three different resources, I am following
Principle II on the UDL Wheel (Provide Multiple Means of Expression- the “How” of learning.)
Students learn in multiple ways so, offering different sources is advantageous to their learning style.
For those students who prefer to not use the technology tool, Popplet, I will offer to allow them to
create a flip book to show what they have learned. By me allowing alternate sources for the students
to express what they learned, I am following Principle I: (Provide Multiple Means of Representation-
the “What” of learning)

https://www.youtube.com/watch?v=ZOCi4DGiQr4 (Video about frogs)

Educational Videos for Students (Cartoons on Bullying, L. &. (2017, July 11). Frogs are Amazing!
Learn here with our Top 5 Facts about Frogs for Kids (Educational Cartoon). Retrieved June 30,
2019, from https://www.youtube.com/watch?v=ZOCi4DGiQr4

Lesson idea implementation: As I address the standard, I will first show the video to introduce the
topic. I will then show them my Popplet about the five facts about frogs. Then, I will let the students
know their options (Books, information laminated on cards, and computer for research); (Popplet or
flip book for showing their knowledge) This lesson will likely stretch out over two days, one day for
research and one day for creating an application to show what they learned. I will be assessing their
learning based how their presentation. Differentiation will take place based on the tools the students
choose to use. For example, if they are visually impaired, the large print cards will be helpful.

I plan to invite an Amphibian representative from the Atlanta Zoo to come talk to the class and
answer questions about different frogs. He might even bring some “Friends” for us to visually see and
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 Beyond-the-Basic Productivity Tools (BBPT)
possibly touch for a hands-on experience. In order to extend the students learning to a higher level, I
will have them find one more very interesting fact about the frog they have chosen to research and
write it on their back of their flip book or add an extension to their Popplet. I will conclude the lesson
by asking if they have any more questions, they would like to ask their peers about a frog their peer
might have completed their research on. Feedback will be given to the students based on their project.
If they chose to complete a flip book, I will write their feedback on the back of the flip book.
However, if they chose to complete a Popplet, I will have a sheet that has feedback remark columns
already set up for me to show them their progress.

Reflective Practice: After designing this lesson idea, I feel the choices the students have will provide
a positive impact on their learning. They can choose which frog to research as well as the facts to add
as they discover them. I feel the students will have fun with this activity as they learn alongside one
another about the numerous frogs in our world. Since I designed this activity as an introductory
activity to a unit study on Amphibians, we will continue to branch out and learn about newts, and
salamanders in the upcoming days. Gizzmos is a great platform technology tool that would enable
students to create cool science presentations to share with the class. We might use that tool as we
move into learning about the other amphibians.

Resources:
Educational Videos for Students (Cartoons on Bullying, L. &. (2017, July 11). Frogs are Amazing!
Learn here with our Top 5 Facts about Frogs for Kids (Educational Cartoon). Retrieved June 30,
2019, from https://www.youtube.com/watch?v=ZOCi4DGiQr4
GeorgiaStandards.Org (Official Site) - Georgia Standards of Excellence (GSE). (n.d.). Retrieved June
29, 2019, from https://www.georgiastandards.org/
ISTE Standards for Educators | ISTE - International Society for Technology in Education. (n.d.).
Retrieved June 30, 2019, from https://www.iste.org/standards/for-educators
Revised Bloom's Taxonomy. (n.d.). In University Tunku Abdul Rahman. Retrieved January 17, 2014,
fromhttp://www.utar.edu.my/fegt/file/Revised_Blooms_Info.pdf

Spring 2018_SJB