Beyond Basic Productivity Tools (BBPT)

Lesson Idea Name: Living Vs. Non Living Things

Content Area: Science
Grade Level(s): Kindergarten
Content Standard Addressed: SKL1. Obtain, evaluate, and communicate information about how organisms
(alive and not alive) and non-living objects are grouped.

Technology Standard Addressed: Empowered Learner 1.1: Students leverage technology to take an
active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the
learning sciences.

Selected Technology Tool: EDpuzzle

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

Bloom’s Digital 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 technology tool and activity supports the learning experience for all students in the classroom because it
can be differentiated in so many ways. EDpuzzle allows the option for closed captions to be turned on for
students which would help ELL’s. It can be provided individually for students who work better alone, or
administered in a whole class setting. This technology tool is great because it can allow students to pause and
rewind the videos and watch at home as many times as they want. One really cool feature that the teacher
can choose to turn on or off is voice response. This is another great feature for students struggling with
writing to be able to participate. Students will be able to stay engaged and will have to pay attention to the
video because they know that there will be check points where they must answer questions to emphasize
main points.

Lesson idea implementation:

This lesson is meant to be an introductory activity. Students would have some prior knowledge on this topic,
but this is really meant to be a pre assessment. The teacher would start by asking the students in a whole
group setting “ can anybody tell me any difference they can think of between living and nonliving things?”.
Once students have had a chance to respond, the teacher would then play this interactive Ed Puzzle Video to
the whole class- This could be differentiated by allowing students to complete the video on their own. The
teacher would provide the students with white boards so that they can display their answers. When the video
pauses and asks a question, the teacher will have the students write their answers on their white bored. The
SBooker, 2020
 Beyond Basic Productivity Tools (BBPT)
teacher will then have all of the students turn their boards over at once to display their answers. The students
will continue to do this for all questions. The teacher can quickly see the students answers and determine
which topics students are struggling with so that she can re play that part of the video and re teach the
specific content. Once the video is over, the teacher will have a better understanding of where their students
are at in relation to this topic and can use this information to drive further instruction.

The teacher will then take the students outside to apply what they have just learned. The students will be
asked to pick 1 non living thing, and 1 living thing that can be brought into the classroom (excluding animals
and bugs). When students gather back in the classroom they will show their classmates what they found and
discuss whether or not they were correct. The teacher will then end the class by giving students an exit ticket
where they would draw one living thing and one non living thing on a piece of paper. The students would
then swap papers with a partner and their partner must guess which one is living and which one is non living
and tell their partner why.

Reflective Practice:
I think that the activity created would impact student learning by increasing the options of representing what
they know. Students can do this individually, in partners, as a whole class etc. Students can type or speak their
answer. The teacher can utilize different question types. All of this is able to support all different types of
learners. Students will be able to gain a better understanding of the material in the video because of the
strategic stopping points where they can reflect on what they have learned. Often times, videos played in
class cause students to be bored and unfocused. The result of this is that students do not know the material.
Because this type of tool allows the teacher to create the questions and stopping points, it allows the
students to get the most out of their learning experience.

SBooker, 2020