Basic Productivity Presentation Tool

Lesson Idea

Lesson Idea Name: Camouflage!

Grade Level/Content Area: 3rd Grade/Life Science
Content Standard Addressed: S3L1.b Construct an explanation of how external features and
adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive
in their habitat.
ISTE Technology Standard What would you like students to know and
Addressed: (Use the link to guide you to be able to do by the end of this lesson:
suggested student standards which come (Use the standards to define this statement.)
from the ISTE Student Standards Website)
The students will understand how
camouflage for certain animals lets them
Creative Communicator: 1.6.d: Students
survive in their natural habitat. The students
publish or present content that customizes
will be able to make a digital story about an
the message and medium for their intended
animal using camo to survive their own
audiences.
habitat. The natural habitat being in Georgia.

What is the student learning goal for this lesson idea?

“I can understand how camouflage lets certain animals survive in their natural habitat of
Georgia. I can explain what camouflage is and give examples on what animals have it.” “I can
create a digital story about an animal that uses camouflage to survive in their natural habitat
of Georgia.”

Selected Basic Productivity Tool: Desktop PowerPoint

URL(s) to support the lesson (if applicable): Brain Pop!

Bloom’s Digital Taxonomy Level(s): (Which level(s) will this lesson meet using this technology
tool?)

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating X Creating

 Basic Productivity Presentation Tool
Lesson Idea

How will this lesson be implemented? Check all that apply. (Sometimes only one option will
apply.)

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

X 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.

X 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: Write a paragraph describing how the lesson will be
implemented using the prompts as your guide:
I will introduce the topic of camouflage regarding animals surviving their habitat with a brain
pop educational video. I will have their learning goal which is discussed above on the board
so they can see it and read it once for them then have them all read it to me. Since we live in
a technology world, most schools have student laptops so after playing the video and
discussing camouflage and showing my digital story, the students can then go to Microsoft
PowerPoint. I will show them the basics of designing a presentation through the tool and
then explain that they get to pick something that uses camouflage to survive their habitat. I
will be around if they need help and guide them. In addition, I will have a set of vocab words
that they must use in their story. I can then go around and look at everyone’s short digital
story to see if they understand what I just taught them. I will conclude the lesson by showing
a few examples of the stories my students made.

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:
I would want the students to collaborate to make different stories but also have a time limit
since there needs to be enough time at the end of the lesson to go over some of their stories.
Our learning goals will be a focus throughout the lesson so they can stay focused and
determined. The students co-use to create a digital story of their own that involves an animal
using camouflage. There are different exploration activities in BrainPOP where they can
extend their learning or research more about camouflage with mini maps or challenges. I will
remind them how much time they have left throughout while also reminding them of our
learning goals, they can also read them on the board if they need an immediate refresher. I
 Basic Productivity Presentation Tool
Lesson Idea

think the students will like that they have all the control in what they make as long as it
meets these learning goals.

Universal Design for Learning (UDL):

Brain Pop supports personal learning because they can go home and work at their own pace
while also choosing if they want to search up different topics. There are various topics that
have a video to watch with different activities associated with it and a quiz. One principle of
UDL that BrainPOP supports is engagement, it makes learning fun. These instructional videos
are fun, and the students can relate to them. It also engages them with different activities so
it’s not the same old same old.

I feel like it will let the students be more engaged and want to do the activities. I would really
look forward to seeing all the students do the different activities on their own laptop. I would
also like to see their faces light up for me pulling up a brain pop video.

Reflecting on enhanced learning:

I think it will let them be creative with their own learning and give them an outlet to show
their understanding of the topic. I look forward to the students creating their own digital
stories about an animal using camouflage because kids have a wild imagination so I would
like to see what they come up with. I think the whole idea of creating something is fun
because when I was in school I did better with that.