Basic Productivity Tools (BPT)

Lesson Idea Name: Asian Belief Systems Presentations

Content Area: Social Studies
Grade Level(s): 7
Content Standard Addressed: SS7G12 Analyze the diverse cultural characteristics of the people who live in
Southern and Eastern Asia.

Technology Standard Addressed: Creative Communicator 1.6a: Students choose the

appropriate platforms and tools for meeting the desired objectives of their creation or communication.

Selected Technology Tool: Microsoft PowerPoint

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

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☐ Applying ☒ Analyzing ☐ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☒ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): The lesson I have created applies UDL as it accounts for visually
impaired students by being accompanied with audio, as well as hearing-impaired student by having the same
ideas written out on the slides.

Lesson idea implementation:

I, the teacher, will introduce the project by telling students that they will each be doing a presentation on an
Asian belief system of their choice. They will do their own research on their chosen belief system, create a 10-
slide PowerPoint using that data, include references, and present it. Their presentations will be graded on
whether they added images and formatting, as well as whether they provided substantial data on their
chosen belief system. After each presentation, each student will write five things they learned. These written
learnings will be graded for completion.

To give them an idea of what to do for their presentation, I will first present a 10-slide PowerPoint on
Buddhism. Then, I will quiz them on it. Therefore, no student may do their presentation on Buddhism. After
all the presentations, students will review the chapter and have a test on the various prominent belief
systems of Asia. Their grades on this, along with the correct answer markings, will be their feedback. Learning
is differentiated for students in this process as they have creative freedom to design their PowerPoints and
teach them whatever way they see fit (appropriately). This also allows for a higher learning level as students
are engaged in creating and in absorbing others’ presentations.

Reflective Practice:
I feel the activities I created in this lesson will engage students enough in learning both presentation skills and
the content standard. This lesson could be further extended by using class time for the class to watch a
documentary on an Asian culture using YouTube. This would add depth of understanding to students’ ideas
about these cultures.

Spring 2018_SJB