Basic Productivity Tools (BPT)

Lesson Idea Name: Food Web

Content Area: Science
Grade Level(s): 4th Grade
Content Standard Addressed: S4L1. Obtain, evaluate, and communicate information about the roles of
organisms and the flow of energy within an ecosystem.

Technology Standard Addressed: 1. Empowered Learner

Selected Technology Tool: Microsoft Word or PowerPoint

URL(s) to support the lesson (if applicable):

Bloom’s Digital Taxonomy Level(s):

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

Levels of Technology Integration:

☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☒ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL):

This activity will give students an option for which productivity tool to use based on what they feel most
comfortable with, offering multiple engagement options for students. Students can choose which organisms
and environment/biome to use for their project, also encouraging a variety of engagement and expression.

Lesson idea implementation:

For this assignment, we will go through the unit, discussing the food chain, producers and consumers, and the
flow of energy. At the end, instead of giving them a test to assess what they learned, I will give them this
project. I will give them two science lesson time periods to work on it in class. I will show them my example of
the food web and talk to them about their options. They can choose any environment or biome they want
and choose organisms you would find in that biome; this way, they have options, but I don’t see a polar bear
eating a monkey, even though that might be a possibility if they lived in the same area.
I also pulled out some important questions they need to be able to answer to show their understanding of the
topic according to the Georgia Standards. After the projects are completed, I will look at their food webs and
grade them separately from the questions. Their flow of energy and the organisms they choose will be an
indicator of if they understand S4L1.b. Answering the questions will show they understand the rest of S4L1. as
well. I plan to display these around the classroom or in the hallway and let them look at each other’s work to
get a final better understanding and have them take pride in their work.

Reflective Practice:

SBooker, 2020
 Basic Productivity Tools (BPT)
This project would get the students more engaged about the food chain, showing them that this is relevant to
real life while learning about it and its importance. I think this will get them to enjoy the science learning
more and it will give them something to think about and be creative. I could maybe further the lesson with a
simulation that shows how they could affect the food chain with their actions too. For example, a simulation
that shows if humans make an animal go extinct, what happens in the food chain?

SBooker, 2020