Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: The Water Cycle

Content Area: Science

Grade Level(s): Fourth Grade

Content Standard Addressed: S4E3. Obtain, evaluate, and communicate information to demonstrate the
water cycle.

Technology Standard Addressed: 2 - Digital citizen

Selected Technology Tool: Discovery Education

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

https://app.discoveryeducation.com/builders/boards/assetGuid/FB0E2A29-AD43-493F-B893-
081D99D33D91/#mode=preview

Bloom’s Taxonomy Level(s):

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

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration X Level 3: Infusion ☐ Level 4: Integration

☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

- Provide visual diagrams,, charts, notations of music or sound

- Vary the display of information in a flexible format

- Emphasize key elements in text, graphics, diagrams, form

- Compose in multiple media such as text, speech, drawing, illustration, comics, storyboards, design,
film, music, visual art, sculpture, or video

- Use web applications (e.g. wikis, animation, presentation)

Lesson idea implementation:

Spring 2018_SJB
 Beyond-the-Basic Productivity Tools (BBPT)

Students will begin their science unit on the water cycle with this lesson. It ties to the standard by obtaining
the information and being able to put it to use in the review game. The overall lesson will be introduced from
the initial video at the top of the interactive discovery board, by the teacher. After watching the video, the
class will discuss the definitions of the key vocabulary terms. The students will then be given time to explore
the interactive content to learn more about the water cycle that is located below the video. After an
adequate amount of time, the class will come back together to allow the students to share what they believe
to be important things they have learned about the water cycle.

Students will be assessed on their comprehension of the material by answering the essential questions and
their completion of the review game. The students will write down their answers to the essential questions
and turn them in for evaluation. Since much of the lesson is based around discussion, they will receive
feedback as the discussion continues and if they are participating. Feedback for the lesson will also be given
on the paper that is turned in that the students wrote their answers to the essential questions on.

Reflective Practice:

I think the lesson I have created will be able to be engaging for students cause they will be able to explore the
material at their own pace, with guidance from the teacher. This lesson could be done on laptops or smart
tablets, depending on what is available and what would work best for the students in that particular
classroom. This lesson could be extended by having students create their own models of the water cycle,
either in 2D or 3D form, depending on time and material availability. If I as the teacher were to have access to
a digital simulation of the water cycle, I would allow my students to experiment with it so they could see how
water would flow in the cycle.

Spring 2018_SJB