Basic Productivity Presentation Tool

Lesson Idea

Lesson Idea Name: Water, Water, Everywhere

Grade Level/Content Area: Grades 4-5, General Science
Content Standard Addressed: S4E3. Obtain, evaluate, and communicate information to
demonstrate the water cycle.
ISTE Technology Standard Addressed: What would you like students to know and
Creative Communicator: Students be able to do by the end of this lesson:
communicate clearly and express themselves S4E3. Obtain, evaluate, and communicate
creatively for a variety of purposes using the information to demonstrate the water cycle.
platforms, tools, styles, formats and digital b. Develop models to illustrate multiple
media appropriate to their goals. pathways water may take during the water
Elements: cycle (evaporation, condensation, and
1.6.a) Students choose the appropriate precipitation).
platforms and tools for meeting the desired (Clarification statement: Students should
objectives of their creation or understand that the water cycle does not
communication. follow a single pathway.)
1.6.b) Students create original works or
responsibly repurpose or remix digital
resources into new creations.
1.6.d) Students publish or present content
that customizes the message and medium for
their intended audiences.

What is the student learning goal for this lesson idea?

Students will be able to identify and explain the different steps of the water cycle, where they
might occur, and how each is connected

Selected Basic Productivity Tool: Microsoft PowerPoint (Desktop App)

URL(s) to support the lesson (if applicable):
https://www.noaa.gov/education/resource-collections/freshwater/water-cycle

Bloom’s Digital Taxonomy Level(s):

☐ Remembering x Understanding ☐ Applying ☐ Analyzing ☐ Evaluating x Creating
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Lesson Idea

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

x 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:

Students will engage in a hands-on PowerPoint workshop where we make a digital book together,
similar to following a YouTube tutorial but in a classroom setting. After going through the workshop,
students will be asked to make their own digital book or presentation highlighting their understanding
of the Water Cycle, over the course of a couple of days. The teacher will provide input during the
creation process to help guide students as they execute their ideas. Students will then share their
work in a mini science fair, where students would partner up and go around the room to view each
other’s presentations, rather than every student presenting to the entire class. Students will receive
feedback over the course of the design process as well as a final grade following the classroom
presentations. Students may have the option of presenting their work to grades below them.

Managing the technology/engagement: Describe a way to use this technology in a way that
gets students actively involved in authentic tasks and contexts? How will you manage the
classroom behaviors on the technology:
Co-engagement/Co-use:
- Teacher will give a work-along workshop of creating a PPT presentation/book
- Students would (ideally) have school equipment (laptops or ipads) to work on in class
with each other
Storyboard/Planning:
- Before starting the PPT part of the project, Teacher would walk students through the
storyboarding process to guide students

Universal Design for Learning (UDL): This activity focuses on student action and expression.
While students are directed to use a BPT like PowerPoint or Sway and the content matter is
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Lesson Idea

chosen by the teacher (water cycle), the students can incorporate their own storytelling and
artistic creativity into the project to show they understand the content. The water cycle is
simple but has many potential pathways and examples for students to draw from.

Additionally, having students display their projects to allow for the class to free roam puts
less pressure on students with respect to presenting/public speaking. It also allows students
to take as much or as little time as they need to read/interact with each project.

Reflecting on enhanced learning:

I think that making a fun story based on a concept will help exercise kids’ creativity and
support classroom content. Anthropomorphizing concepts and inanimate objects creates a
personal connection for the students. I most look forward to helping students bring their
ideas to fruition throughout the creating process.