Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Timeline of World War II

Content Area: History
Grade Level(s): 5

Content Standard Addressed: SS5H4 Explain America’s involvement in World War II.

Technology Standard Addressed: 6. Creative Communicator

Selected Technology Tool: Padlet

URL(s) to support the lesson (if applicable): https://padlet.com/dashboard

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 enhances learning for all students. It supports those with
visual impairments through big visuals and images, a clear layout with appropriate spacing between each
event. It supports the students with hearing impairments by having the information written as well as in
images. The lesson shows the order of events through a clear visual display, making understanding better for
all students. The students research to find information on their own. They will be able to learn through
reading articles or listening to videos, whichever method best suits their learning needs.

Lesson idea implementation: In this lesson, students will research and create a timeline about major events
in World War II. The students will direct their own learning. They will decide where to find the information
from the computer after being given the option of a few sites chosen by the teacher. The teachers are
facilitators, walking around, asking students questions, answering questions, and indirectly leading students
to the correct information. Students are learning through exploration. This will take one school week and a
half to complete (8 school days). The first 3 days will be used for research, 3 for creating the timeline, 1 for
presenting my timeline, clearing up misconceptions, and the peer review, and the last day will be used to
correct the timelines and print them. will be used to make the timeline. The instructor provides the students
with websites to find the information. This differentiates learning because the students have the option of
watching videos, seeing reenactments, doing an interactive simulation, or reading articles. The student is able
to choose a website that accommodates for their needs.

I will extend student learning to a higher level by having the students share their timeline from Padlet to three
other students in the class. Each student will review each other’s timelines and give feedback in the comment
section, available on Padlet. The students are using a higher level by having to research and find the
SBooker, 2020
 Beyond-the-Basic Productivity Tools (BBPT)
information on their own. This teaches them critical thinking skills of discerning which information is
important to include and how to find the information needed without assistance. I will conclude the lesson by
reviewing my timeline to fix and misconceptions and misinformation. The students will take notes during my
presentation of the timeline and fix any information that was incorrect on their timeline. We will then print
the timeline as a study resource for students. I will provide feedback by commenting on their timeline and by
showing my example of the timeline at the end of the lesson.

Reflective Practice: I feel the activities I created could impact student learning by teaching them the basic
skills of research. Students will need to research for the rest of their lives, and this is a good way to practice
those skills early. This will be used after these events are already taught to summarize what happened in
World War II. It will be used towards the end of the unit. I could further extend this lesson by having the
students share the lesson on a bigger platform by posting final copies in the hallway, having students present
over skype, or sharing with students outside the classroom through Padlet. Technology tools that could
further enhance this lesson would be Skype or another video application to share our finished product with a
larger audience.

SBooker, 2020