Basic Productivity Tools (BPT)

Lesson Idea Name: Plant vs. Animal Cells Group PowerPoint Presentation Project
Content Area: Science
Grade Level(s): 5th grade
Content Standard Addressed: S5L3. Obtain, evaluate, and communicate information to compare and contrast
the parts of plant and animal cells.

Technology Standard Addressed: 6: Creative Communicator: b. Create original works or responsibly

repurpose or remix digital resources into new creations.

Selected Technology Tool: PowerPoint

URL(s) to support the lesson (if applicable): https://www.dropbox.com/s/kpetru7dfa3ftjw/Colors%2C

%20Colors%2C%20Colors%2C%20Everywhere%21.mp4?dl=0

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):

 Representation: PowerPoint provides students the option to vary the display of information in a
flexible format, such as: the size of text, images, graphs, tables, or other visual content, the contrast
between background and text or image, the color used for information, the speed and/or timing of
video, animation, sound, etc., and the font used throughout the presentation.
 Expression: PowerPoint provides students with options such as: spell checkers, grammar checkers,
word prediction software, speech-to-text software, and recording (voiceovers).
 Engagement: PowerPoint provides students with choices to decide the level of detail/challenge they
want, types of tools used, color, design and layout/graphics used, and sequences or timing of the
task. This lesson will also provide students with different opportunities for collaboration, as well as
peer tutoring and support.
Lesson idea implementation:
The teacher will begin the lesson by showing the “Colors, Colors, Colors, Everywhere!” PowerPoint video
as an example of how to use PowerPoint to share/present information. The teacher will then explain in detail
how to create a PowerPoint with voiceovers. After showing the PowerPoint video to the students, the teacher
will go in detail through the steps of how the PowerPoint was made with recordings. Students will then be
split up into small groups of 2 (4 at most) to create their own PowerPoint based on what they’re currently
learning about plant and animal cells.
Each group of students will be required to compare and contrast plant and animal cells using PowerPoint
and voiceovers. They will be allotted one school week to work with their group to research plants and animal
cells and to complete the PowerPoint. The Students will be given time to present their presentation video to
the class on Friday. Each student will collaborate with their group on each slide and voiceover throughout
their PowerPoint.
Student learning will be assessed using a rubric to see if each student met the requirements for their
PowerPoint and presentation. Their final products will be used to inform learning, because students will
present their project to teach their peers the difference between plant and animal cells. I will conclude this
project with a whole class discussion of how PowerPoint can help benefit student learning. I will provide
Spring 2018_SJB
 Basic Productivity Tools (BPT)
feedback by giving oral feedback to each group during their presentations, and written feedback to each
student using a rubric.
Reflective Practice:
I think that this activity could impact student learning in a positive way, because students can learn how to
use PowerPoint with voiceovers to create projects and present them. I could extend this project by having the
students present their project to adults and others outside of the classroom. This allows the students to teach
and inform others about the difference between plants and animal cells. Other technology tools that could
enhance this project are the smartboard that students will use to present their project, as well as possibly
adding closed captions to their presentation.

Spring 2018_SJB