Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Phases of Matter

Content Area/Grade Level(s): 2nd Grade Science
Content Standard Addressed:
S2P1. Obtain, evaluate, and communicate information about the properties of matter and changes that occur
in objects.
Technology Standard Addressed:
6c. Students communicate complex ideas clearly and effectively by creating or using a variety
of digital objects such as visualizations, models or simulations.
Guiding Question(s):
What are the phases of matter?
How can you tell the difference between a solid, liquid, and gas?
What happens when heat is added or taken away from a solid, liquid, or gas?
Selected Technology Tool:
Bubbl.us

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

N/A
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 and student-led. Students should 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.
Your student’s projects must be shared locally or globally to meet this level.

Universal Design for Learning (UDL):

The lesson I have designed allows students to use a technological tool to show their understanding.
They will demonstrate this understanding by creating a concept map that makes appropriate
connections. Students will be engaged because they will have the opportunity to be creative and add
a bit of personal touch to their learning. They will not be required to create a concept map with
technology, so student who feel more comfortable creating a concept map by hand will be allowed
the freedom to do so. Collaboration will be encouraged for students who wish to work with a

TFrazier, 2021
 Beyond-the-Basic Productivity Tools (BBPT)

partner. Students will get the opportunity to view each other’s maps and provide constructive
feedback.
Lesson idea implementation:
The lesson will begin with a brief review over the phases of matter and their properties. After
students have warmed up and gotten a chance to remember the details of the topic, the teacher will
introduce the tool bubbl.us. The teacher will give a demonstration on how to use the tool and how it
can be customized to fit different desired outcomes. After the demonstration, students will be given
five minutes to pick a partner and grab a laptop or iPad. They can decide to work alone or draw the
concept map by hand if they wish to do so. They will then be instructed to create a concept map on
the phases of matter and their properties, as well as examples of each phase. Students will be given
two days to complete this assignment. After each student is finished, the concept maps will be
downloaded and submitted to the appropriate Dropbox that the teacher will then share with the
class. The students will then view each other’s work and fill out a form with constructive feedback
for each other. The lesson will close with a class discussion on how they felt using the tool and if they
would like to create concept maps in the future as study guides.
Reflective Practice:
This activity will impact student learning because it gives them a creative outlet to show their
understanding of a topic. Students have an opportunity to work with partners and have some fun
with their learning. They are also introduced to a new tool that they can use in the future to create
study guides and help them further their understanding of a topic. To further extend learning, I
could have students choose their own topic of student and create a concept map based off of that
topic. This gives them a ‘voice and choice.’ I could also share the Dropbox link with parents and allow
them to view their children’s work.

TFrazier, 2021