Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: All about stars

Content Area/Grade Level(s): 2nd Grade
Content Standard Addressed:

S2E1. Obtain, evaluate, and communicate information about stars having different sizes and
brightness.

1. Ask questions to describe the physical attributes (size and brightness) of stars.

Students should be able to discuss and describe physical attributes of stars.

Technology Standard Addressed:

3. Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce
creative artifacts and make meaningful learning experiences for themselves and others.

Guiding Question(s):

Students, can you explain the size and brightness of stars? Can you explain a difference between
the sun and stars?

Selected Technology Tool:

Students will create a mind map with the selected tool and explain some characteristics about
stars. They can also use it to compare and contrast stars to the sun. This will allow students to get
creative with their mind map and apply what they have learned.

URL(s) to support the lesson (if applicable): https://bubbl.us/12329960

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.

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

☐ 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):

I will support the variety of learners in my classroom by allow students to work in pairs for this assignment.
Students will also have the option to work individually if they choose to do so. I also will give different options
for the products we will be using. Students will be using hands on materials like, paper, markers, and crayons
to create a product that shows what they have learned about stars. This product will enhance student
learning by allowing them to create something. They will be also creating a mind map which will encourage
creativity and applying their knowledge of stars.

The mind map that I created is a tool for students to use as they are learning about stars and then eventually
they will be able to create one which will support their engagement and able to express creativity with this
tool. Further, students are able to work on a mind map as a group or individually depending on how
comfortable the student feels to use this technology.
Lesson idea implementation: The students will be doing a lot of this lesson in a group setting or
individually. The teacher will around the room as a facilitator and to answer any questions. The
teacher will also assist with the last part of the lesson, which is to create a mind map and then a
physical poster explaining the characteristics of stars. They will sue their mind map to answer the
guiding question which is essentially what is a star and how do stars and the sun vary. I will first
introduce the topic by us going outside as a class and looking at the sky. We will observe if we can
see any stars and look at the sun, which is a star. Then we will go inside and write down our initial
observations. Then, we will have a classroom discussion about stars and the sun. I will show them
the mind map I created and give students a hint that they will be designing something similar at the
end of the lesson. Then students will get in a group and discuss what they want to put on their mind
map and poster. I will allow students to go back outside one more time if they want to brainstorm
ideas for their poster too. I will extend the lesson to a higher learning level by allowing students to
take their knowledge and integrate it into a product. If the content is too easy for some students, I
will ask them to also explain the different types of stars on their mind map and poster. I will
conclude the lesson by picking 3 students mind maps and presenting them on the smartboard for
the rest of the class to see and appreciate their creativity.
Reflective Practice:

This lesson is to designed to be hands on, collaborative, and induce students creativity. I feel that
this activity in the lesson will extend students learning and enhance it greatly. We could easily add
another technology tool such as Seesaw or Flip grid for students to use with the teacher to record a
video response of their work. However, because this is a second grade class, the teacher will need to
make sure it’s appropriate for this age group. However, if this lesson was integrated in a middle or
high school setting, I am sure more technology tools could enhance this project.

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

TFrazier, 2021