Basic Productivity Tools (BPT)

Lesson Idea Name: Renewable and Nonrenewable Resources

Content Area: Science
Grade Level(s): 3rd
Content Standard Addressed: ESS3.A: Earth and Human Activity ● All materials, energy, and fuels that
humans use are derived from natural sources, and their use affects the environment in multiple ways. Some
resources are renewable over time and some are not.

Technology Standard Addressed:

Innovative Designer 4b: Students select and use digital tools to plan and manage a design process that
considers design constraints and calculated risks.
Selected Technology Tool:

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

Bloom’s 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):

The technology tool that I chose for my students is Microsoft PowerPoint. This activity supports and enhances
student learning within my classroom by requiring my students to create their own product. They will need to
think about and analyze the presentation that they are going to create while following the guidelines given to
them. The Representation component of the UDL wheel will be shown through this activity. Students differ in
ways that they perceive and comprehend information, and their understanding of the material taught will be
shown in their product creations.

Lesson idea implementation:

We will be addressing the standards over Earth and human activity regarding renewable and nonrenewable
resources. The instructor will hand each student a set of guidelines to follow. The guidelines will include: have
a minimum of 6 slides, include 2 examples of nonrenewable resources with pictures, include 2 examples of
renewable resources with pictures, describe what “conservation” means, define renewable and
nonrenewable resources, identify 1 way that humans do not conserve the environment, and identify 1 way
that humans do conserve the environment. Students will have access to computers, and they will then create
a PowerPoint presentation including all of this information. Students must narrate their slides using the
recording feature within PowerPoint.

SBooker, 2020
 Basic Productivity Tools (BPT)
This assignment will take 1 full class period to complete, or 50 minutes. If students need more time, we can
spend half of another class period finishing everything up. Student learning will be assessed based on how
well the students followed the guidelines given. A rubric will be used for grading that includes topics of
accuracy, creativity, and efficiency. The final products will be used to inform/differentiate learning by having
each student present their project to the class. This will allow for students to see the thoughts and ideas of
their peers and compare those ideas with their own ideas. I will extend the student learning to a higher
learning level by leaving them the option of extra credit. For extra credit, students can include 1 more
example of a renewable resource, and 1 more example of a nonrenewable resource in their presentations, for
a total of 3 each. I will conclude the lesson by applauding my students for their hard work on this assignment.
Feedback will be provided with the rubrics I will be using while each student is presenting. Rubrics will be
handed back when everyone has concluded their presentations.

Reflective Practice:

I feel like the activity I created could impact student learning by allowing for my students to be creative and
design their own work. They will have guidelines to follow, but their own understandings and ideas of the
topics will be shown in how they put together their presentations. To further extend this lesson, I could have
my students add their own personal ideas about how they, as students, could conserve the resources they
use every day. Students might need to access search engines to brainstorm ideas about how they could
conserve energy on their own.

SBooker, 2020