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    Basic Productivity Tools (BPT)

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    api-475990903
    This document outlines a three-day lesson plan that uses PowerPoint for students to research and present on different biomes. In groups, students research their assigned biome, gathering information on climate, organisms, populations, communities, ecosystems, locations, and comparisons to other biomes. They create a presentation following outlined requirements. On the third day, students present their biome to the class and can debate which is best. Assessment is based on presentation quality and content. The lesson allows creative, collaborative learning while addressing life science standards about biomes and technology standards about using tools to demonstrate learning.

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    Basic Productivity Tools (BPT)

    Uploaded by

    api-475990903
    96 views2 pages
    This document outlines a three-day lesson plan that uses PowerPoint for students to research and present on different biomes. In groups, students research their assigned biome, gathering information on climate, organisms, populations, communities, ecosystems, locations, and comparisons to other biomes. They create a presentation following outlined requirements. On the third day, students present their biome to the class and can debate which is best. Assessment is based on presentation quality and content. The lesson allows creative, collaborative learning while addressing life science standards about biomes and technology standards about using tools to demonstrate learning.

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    This document outlines a three-day lesson plan that uses PowerPoint for students to research and present on different biomes. In groups, students research their assigned biome, gathering information on climate, organisms, populations, communities, ecosystems, locations, and comparisons to other biomes. They create a presentation following outlined requirements. On the third day, students present their biome to the class and can debate which is best. Assessment is based on presentation quality and content. The lesson allows creative, collaborative learning while addressing life science standards about biomes and technology standards about using tools to demonstrate learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    96 views2 pages

    Basic Productivity Tools (BPT)

    Uploaded by

    api-475990903
    This document outlines a three-day lesson plan that uses PowerPoint for students to research and present on different biomes. In groups, students research their assigned biome, gathering information on climate, organisms, populations, communities, ecosystems, locations, and comparisons to other biomes. They create a presentation following outlined requirements. On the third day, students present their biome to the class and can debate which is best. Assessment is based on presentation quality and content. The lesson allows creative, collaborative learning while addressing life science standards about biomes and technology standards about using tools to demonstrate learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Basic Productivity Tools (BPT)

    Lesson Idea Name: What’s in Your Biome?


    Content Area: Life Science
    Grade Level(s): 7
    Content Standard Addressed:
    S7L4. Obtain, evaluate, and communicate information to examine the interdependence of organisms with
    one another and their environments.
    d. Ask questions to gather and synthesize information from multiple sources to differentiate between
    Earth’s major terrestrial biomes (i.e., tropical rain forest, savanna, temperate forest, desert,
    grassland, taiga, and tundra) and aquatic ecosystems (i.e., freshwater, estuaries, and marine).
    (Clarification statement: Emphasis is on the factors that influence patterns across biomes such as the
    climate, availability of food and water, and location.)

    Technology Standard Addressed:


    1. Students leverage technology to take an active role in choosing, achieving and demonstrating competency
    in their learning goals, informed by the learning sciences.
    c. Students use technology to seek feedback that improves their practice and to demonstrate their
    learning in a variety of ways.
    Selected Technology Tool:
    PowerPoint

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


    See file below

    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 basic productivity tools I chose to implement in my lesson idea support and enhance student learning
    through the three UDL principles. This lesson provides multiple means of engagement by fostering
    collaboration and community through flexible grouping, clear roles and responsibilities, and expectations for
    group work via rubric. The idea of flexible grouping is that it allows for differentiation in which students can
    choose their group or be grouped based on interests. Multiple means of representation are defined by
    offering ways of customizing the display of information. This lesson allows students to have the freedom to
    choose how they format their presentations through size of text and images, font, color scheme, and layout in
    order to best meet their needs. This lesson idea serves multiple means of action and expression because it
    allows for ways to facilitate managing information and resources. Students will be provided a graphic
    organizer in which they will complete in order to keep all information and data organized and a checklist to
    ensure they stay on track.
    Lesson idea implementation:
    To begin the lesson, students will be asked to describe the characteristics of the area in which they live in as a
    Think-Pair-Share warm-up activity. Because this is a student-centered lesson, the teacher will act as a
    facilitator by walking around the room answering any questions the students may have and. Simultaneously,
    the students are working in their collaborative groups researching, taking notes, and creating their
    Spring 2018_SJB
    Basic Productivity Tools (BPT)
    presentations. Within this lesson, students will be assigned to a group and then each group is assigned a
    biome. Students will then research their biome in order to answer the questions listed below. Once the
    groups have their content, they will design a presentation that they will use to teach the class about their
    biome. This lesson idea will span over the course of three days. The first two days will consist of gathering
    information and creating the presentation, and the third day for presentations. Student learning will be
    assessed formally based on the quality of their presentation, and if they discussed the required characteristics
    of their biome. A rubric will be provided before-hand, so students know exactly how they will be scored. The
    final products will be used to differentiate learning because students are not traditionally gathering this
    information from the textbooks, instead they are able to be creative and engage in their learning while also
    interacting with group members.

    I will extend student learning to a higher learning level by having the students present their PowerPoints to
    the class. Following the presentations, the groups could then debate against one another on why their biome
    is the best. To conclude the lesson, I will give a short quiz to ensure that students were paying attention and
    they understand the characteristics of all biomes discussed. Students will receive feedback immediately
    following their presentations, as I will fill out the rubric while they are presenting.

    Project Requirements:
    What Should Your Presentation Include?
    • Brief description and picture of the assigned biome
    • Typical climate/weather in that biome
    • Examples of the Following Found in the Biome:
    • Organism
    • Population
    • Community
    • Ecosystem
    • Where this Biome can be Found
    • How this Biome compares to others
    • Three fun facts about the Biome
    Reflective Practice:
    I feel as if this lesson idea impacts student learning by allowing them to showcase their creativity and have
    fun while they learn, but also, they are gaining new knowledge about the world around them. As an extension
    to the lesson, students could engage in a debate on why their assigned biome is better than the other biomes.
    Other technology tools that can further enhance this project would be to have the students log on to Padlet
    and reflect on their presentation and the project in general.

    Spring 2018_SJB

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