Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Classification of animals

Content Area: science
Grade Level(s): 5th

Content Standard Addressed: S5L1.a. Develop a model that illustrates how animals are sorted into groups
(vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and
mammal) using data from multiple sources.

Technology Standard Addressed: Computational thinker Students develop and employ strategies for
understanding and solving problems in ways that leverage the power of technological methods to develop
and test solutions.

Selected Technology Tool: Bubbl.us

URL(s) to support the lesson (if applicable): http://go.bubbl.us/abea02/3c1d?/New-Mind-Map

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): This is an excellent tool for students to visualize the classification of
animals. Using Bubbl.us allows teachers to create an authentic learning environment for their students. This
activity is the student led way of expressing their knowledge and being able to build on it by creating a
product that themselves or their peers can use.
Lesson idea implementation:
Prior to this lesson, students would have already learned what a vertebrate is. Students will also have prior
knowledge on how to classify animals. Students will take about 20 minutes to orchestrate a list of 8 animals
from the animals that have been discussed in prior lessons. These animals will be vertebrates but of different
species. I will navigate the classroom to observe and guide student research.
I will then explain to students that they will be creating a dichotomous key similar to the ones that they have
already learned about. Using my Bubbl.us, I will show an example of what a dichotomous key could look like
and how to make one. As I create the Bubbl.us, the students will talk me through it as a class. This will allow
student to stop me and ask questions as needed. Students will then use the classroom/computer lab laptops

SBooker, 2020
 Beyond-the-Basic Productivity Tools (BBPT)
to create their own dichotomous keys. Students will have about 30 minutes +20 mins the next day to
complete this. Students will then pair up to test their dichotomous keys with a peer.

Reflective Practice: I feel that this activity is a great way for students to practice classifying animals. They will
have developed a skill that can be used in future classes and the real world. This activity is designed for
students to really take the time to build upon their knowledge. Using this specific technology also helps make
the activity authentic and engaging.

SBooker, 2020