Basic Productivity Tools (BPT)

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Lesson Idea Name: What do you want to be when you grow up?
Content Area/Grade(s): Content Area: Social Studies. Grade level: Kindergarten.
Content Standard Summarized: SSKE1 - Describe the work that people do such as: police officer, fire fighter,
soldier, mail carrier, farmer, doctor, teacher, etc.
Summary: For this assignment my students will identify a job they want to be when they get older and then
create a storybook about that job for the class to view.

Technology Standard Addressed: 1. Creativity and innovation.

Selected Technology Tool: Sway.

URL(s) to support the lesson (if applicable): https://sway.office.com/gsFWgMDwkW1zKLsd

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. All products of learning are unique and
personalized. The teacher becomes more of a facilitator walking around monitoring the student-led
activity.
☐ 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):

- To support the different learners in my classroom I will allow each student to have choice in which job they
want to write/create their storybooks about. Giving them a choice in what their favorite job is enhances their
creativity and their “freedom of choice” when it comes to their learning. This activity also allows them to
create something they have in a tangible. Students read books daily which means they know the different
parts of a book. With this previous knowledge, students will be able to accurately create their storybook.
-For engagement, students will actively be engaged in this assignment because they get to talk about
themselves and describe what they want to be when they grow up. What student doesn’t like to talk about
themselves? For representation, each of the students are represented separately because they are choosing
different occupations and have different reasons for choosing that specific occupation. For express their
learning, each student gets to express what they have learned by creating an online storybook through an
online tool. That tool could be Sway (my example), PowerPoint, or any other online tool (provided and
approved by the teacher) that will allow them to present their book.

Lesson idea implementation: This lesson will be introduced as a way we are going to learn about different
jobs in the work force. I will have those jobs printed up around the room at the beginning of the week so that
as students are looking around the room or doing normal daily tasks, they have something to look at. With
having the jobs plastered around the room it also will activate prior knowledge of if any of those jobs look
TFrazier, 2021
 Basic Productivity Tools (BPT)
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familiar or if any of the students have seen people in those specific uniforms. It will make it even better if
some of those students have someone in their family who has that job.
Now specifically for this assignment, students will in a whole-class group as I go through my presentation of
my storybook. The storybook that I am presenting is used as an example to show the students what they will
be creating. The students will be creating their own audio storybook. The topic of their storybook will be
“what do you want to be when you grow up?”. Throughout their storybook they are going to explain what
they want to be when they grow up and give the reasoning behind it. Students are allowed to use any form of
online tool that we have talked about in class or any tool that is approved by the teacher. Once the students
have determined their job, the online tool they will use to create this story book, and then completed the
assignment; we will finish this lesson off with everyone getting to showcase their storybook using the main
computer at the front of the room. If students have questions for each other, we will go through and answer
those questions as a class or let the student answer them for themselves. This is going to give the student a
sense of leadership since they are taking control of their learning and how they are going to portray it.

Reflective Practice: I feel that this learning activity is going to positively impact my students. It will give them
leadership skills, public speaking skills (if others have questions), it will give the students who don’t like to
speak in front of the class a voice so that they don’t have to, etc. There are so many impactful ways that this
lesson is going to influence my students. One way that I would extend the lesson would be to have the
students go back to their seat after each student has presented and give one of their peer’s feedback on their
storybook. This feedback will be constructive and a way to build the relationships in the classroom as well as
promote collaboration among students.

TFrazier, 2021