Basic Productivity Presentation Tool

Lesson Idea

Lesson Idea Name: Soil, Rocks, and Fossils

Grade Level/Content Area: 3rd grade

Content Standard Addressed:

S3E1. Obtain, evaluate, and communicate about the physical attributes of rocks and soils

a. ask questions and analyze data to classify rocks by their physical attributes (color, texture,
luster, and hardness) using simple tests. (clarification statement: Mohs scale should be studied at
this level , cleavage, streak, and classification of rocks as sediment, igneous, and metamorphic are
studied in sixth grade)

b. Plan and carry out investigations to describe properties (color, texture, capacity to retain
water, and ability to support growth of plants) of soils and soil types (sand, clay, loam)

c. Make observations of the local environment to construct an explanation of how water and/or
rocks over time (clarification statement: Examples could include ripples in dirt on a playground and a
hole formed under gutters)

ELAGSE3RI4: Determine meaning of general academic and domain specific words and phrases in a
text relevant to grade 3 topic or subject area

ELAGSE3SL1: Engage effectively in a range of collaborative discussion (one-on-one, in groups, and

teacher-led) with diverse partners on grade 3 topics and texts, building on other ideas and expressing
their own clearly.

c. Ask questions to check understanding of information presented, stay on topic, and link their
comments to the remarks of others

d. Explain their own ideas and understanding in light of the discussion

ISTE Technology Standard Addressed: ISTE What would you like students to know and
Student Standards Website be able to do by the end of this lesson:
1.1.a Empowered learner: students articulate At the end of this lesson students should be
and set personal learning goals, develop able to identify, test, and engage in
strategies leveraging technology to achieve collaborative discussion with their peers on
them and reflect on the learning process soils, rocks, and fossils. In their final project
itself to improve learning outcomes of creating an ebook, they should be able to
1.2.b Digital Citizen: Students engage in set personal goals, engage in safe technology
positive, safe, legal, and ethical behavior use, and gather information for their stories.
when using technology, including social This information should be shared creatively
interactions online or when using networked and meet the objectives of the current
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Lesson Idea

devices lesson. Students should be able to take the

information learned in class and from their
1.2.d Digital citizen: Students manage their
project research and apply it to observations
personal data to maintain digital privacy and
outside of the classroom.
security and are aware of data-collection
technology used to track their navigation
online.
1.3.c: Knowledge Constrictor: Students
curate information from digital resources
using a variety of tools and methods to
create collections of artifacts that
demonstrate meaningful connections or
conclusions.
1.6.a Creative Communicator: students
choose appropriate platforms and tools for
meeting the desired objectives of their
creation or communication

What is the student learning goal for this lesson idea?

The goal of this lesson is to effectively research strategies, design methods, and presentation skills.
Students should be able to express creativity while researching and designing their e-books on fossils
and dinosaurs they have chosen that are native to the area, while also showcasing the process of
fossilization. Students should also be able to identify and discuss the different types of rock cycles.

Selected Instructional Software Tool: BrainPop

URL(s) to support the lesson (if applicable):
https://www.brainpop.com/science/diversityoflife/fossils
https://www.brainpop.com/science/diversityoflife/dinosaurs/
https://www.brainpop.com/science/ourfragileenvironment/extinction/
https://www.brainpop.com/search/?keyword=rocks
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Lesson Idea

Bloom’s Digital Taxonomy Level(s):

✓Remembering ✓Understanding ✓ Applying ✓Analyzing ✓Evaluating ✓Creating

How will this lesson be implemented? Check all that apply.

☐ Teacher-directed: There is no student voice and choice in the activities. Students are guided by the
teacher's direction and expectations.

✓ Student-Led: Students are given voice and choice in the activities. They may select the topic for
presentation and/or determine the tool they will use to meet the learning goal. Products of
learning will be uniquely designed. Teacher simply facilitates the learning in a lesson like this.

✓ Project-based and/or Publishable: Students are completing projects to demonstrate their learning
and the projects can be shared outside of the classroom. This objective could be reached by
displaying the project on the school’s morning newscast, posting the project to the classroom
blog, presenting it to another class, or publishing it via an outside source.

Lesson idea implementation:

To introduce the lesson I will have students bring in a small-medium rock that they have
found outside their home or on the school playground. Students will have a classroom
discussion on some observable characteristics about their chosen rocks. After I have
introduced the lesson through a guided-note powerpoint, the students and I will explore
Brainpop. BrainPop offers various videos on rocks, rock cycles, dinosaurs, extinction, and
fossils. Students are welcome to utilize BrainPop in their own free time to explore the topics
further by playing the games and quizzes offered. I would recommend that they take notes
and start thinking of what they would like to do for their creative project.Students will be
given a research prompt, where they have a guide on how to research and a space for facts
they have found. After we have finished the lesson, students will have a project where they
will create an ebook. We will be focusing on dinosaurs and fossilization. Students have full
creative freedom on how they want to make their books and what dinosaurs they would like
to write about. Students will be taught how to use powerpoint and the various features it
offers. I will provide a powerpoint of an example of what I am expecting. The books can be
completely factual or can be a made up story about their chosen dinosaur. As long as it
touches the subject of fossils and fossilization, the making of the story is just to see if
students understand the topic and know how to use proper technology tools. In class we will
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Lesson Idea

have a lesson on technology safety, tools that can be used, copyright, and how to use
different features offered. Then we will have computer carts in the classroom for one week,
where students will work in pairs. The story should be four to five pages which includes the
title page and ending page. Illustrations are optional. If students do choose to use
illustrations, they can either draw them and embed them into their ebooks, or can find free
images found on bing. I will be there to observe and help with any technological issues. On
Wednesday, half-way point, I will have a feedback hour where students can share their
powerpoints with me. I will leave comments on pages that they have done so far, so they
know if they are on the right track or not. On Monday and Tuesday the following week
students will present their ebooks to the class, and showcase what they have learned from
their research. After presentations are done students will have a final group discussion where
they will bring in three (different) small-medium rocks and classify them by color, texture,
luster, and hardness. We will discuss rock cycles that they may have gone through, and
review over what we have learned in this lesson.

Managing engagement: Describe a way to use this technology in a way that gets students
actively involved in authentic tasks and contexts?
For this lesson’s project it is a co-engagement activity. With the help of another partner, this
practices time-management and gives the opportunity for every group to get a laptop in
class. It is important for students to practice time-management in groups and keep each
other on task. Students will be given a rubric and checklist that they need to follow, in order
to get their projects done. By exploring BrainPop, students will be able to use technology to
start their research and gain an idea for what they want to do. I will introduce powerpoint
and to the class and my own example so students can see what to do. I will also have written
steps for those who learn by reading. To make the learning process continuous, we will have
mini discussions in class about rock cycles before students work on their projects for the day.
I will bring in rocks that students can observe and touch. I offer hands-on materials for
students to experience from the lesson, and to also offer flexible learning opportunities.
Videos, hand-outs, and actual hand-on activities cater to each student so they can fully
understand the lesson. I know understanding rock cycles, and fossilization can be a difficult
process, so I want every student to feel free to discuss what they are having trouble with.
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Lesson Idea

Universal Design for Learning (UDL): For the student’s creative project, I have selected
powerpoint as the main platform that students should be using. Powerpoint offers color,
images, designing ideas, music, and many other features that students can use for their
projects. Due to it having so many features and accessibility options I thought it would be the
easiest for students to understand and use. I want students to be able to express themselves
creativity as well, and powerpoint is a good start at using technology features. Throughout
my lesson plan I offer different learning styles for my students such as; hand out forms,
videos, hands-on activities, daily discussions, and my own example of the project. I want my
lesson to be as flexible as possible for all students, so they can learn the lesson thoroughly.
BrainPop is also offered as a learning platform for students, so they can practice their
knowledge and use it as a resource for their project.

Reflecting on enhanced learning:

By creating an ebook, students have an opportunity to creatively express themselves. More
than anything I would like my students to be able to learn and have fun with the projects we
do. I look forward to learning from and observing my students' projects.