BPT Lesson Tiffanyvaca

Basic Productivity Presentation Tool
Lesson Idea
Lesson Idea Name: Lights, Camera, Fractions!

Grade Level/Content Area: 3rd grade Numerical Reasoning
Content Standard Addressed: 3.NR.4: Represent fractions with denominators of 2, 3, 4, 6 and
8 in multiple ways within a context using visual models.
ISTE Technology Standard Addressed: What would you like students to know and
be able to do by the end of this lesson:
Digital Citizen I would like my students to be able to use
1.2.c Students demonstrate an technology to create content to describe unit
understanding of and respect for the rights fractions and demonstrate understanding
and obligations of using and sharing that multiple unit fractions make a non-unit
intellectual property. fraction.
Knowledge Constructor:
1.3.c Students curate information from
digital resources using a variety of tools and
methods to create collections of artifacts that
demonstrate meaningful connections or
conclusions.
Creative Communicator:
1.6.a Students choose the appropriate
platforms and tools for meeting the desired
objectives of their creation or
communication.
1.6.c Students communicate complex

ideas clearly and effectively by creating or
using a variety of digital objects such as
visualization, models, or simulations.
Global Collaborator:
1.7.a Students use digital tools to connect
with learners from a variety of backgrounds
and cultures, engaging with them in ways
that broaden mutual understanding and
learning.
Lesson Idea
What is the student learning goal for this lesson idea?

Students will be able to create and design e-books using Basic Productivity Tool that will
display their understanding of unit fractions and non-unit fractions.
Selected Basic Productivity Tool: Microsoft Office PowerPoint

URL(s) to support the lesson (if applicable):
Bloom’s Digital Taxonomy Level(s): (Which level(s) will this lesson meet using this technology
tool?)
x Remembering x Understanding x Applying ☐ Analyzing ☐ Evaluating x Creating
How will this lesson be implemented? Check all that apply. (Sometimes only one option will
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.
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:
To start the lesson, I will introduce the unit fractions topic to the class using PowerPoint
slides. I will display the learning target and necessary materials. Each student will receive a
worksheet that will have examples of Unit and Non-Unit Fractions on it to work through as
we move through the slides to further their firsthand learning. Once the worksheet is
complete, I will display my embedded e-book that was designed and created to explain Unit
Fractions to the students. After watching the video, I will present the performance
assessment to the class. The student will have an opportunity to create and design their own
e-book using PowerPoint. Students will be given the option to work alone or in groups chosen
by the teacher. Each group will be given a set amount of time to create a storyboard for their
project. I will meet with each group to hear a rough sketch of their story and either redirect
Lesson Idea
or push them further in developing their ideas. On the storyboard, the learning goal will be
listed to remind students of the purpose of the e-book. Once the time limit has passed, I will
walk through the different attributes and steps to create the slides, transitions, and
recordings. After the students have a good understanding of the steps needed to complete
the assignment, I will give them 45 minutes in class each day for the week to work on the
assignment. Students will also be allowed to continue working on the project outside of class
by signing out their Chromebook to work on the project. Students will be required to email
the e-book to the teacher so that it can be uploaded to the class website for other students
and parents to view. If the website is not functional the teacher will compile all the e-books in
a PowerPoint show for the class to view. The teacher will provide each student with feedback
about their e-book so they can gain insight on whether they understand the topic or not. At
the end of the assignment, I will have the students discuss as a group what they liked,
disliked, and learned from the lesson.
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:
Microsoft Office PowerPoint is a great tool to increase student engagement within the
classroom. Students can work individually or with a group for co-engagement to collaborate
with their peers. If students work in groups, they will need to assign jobs for each person to
give everyone a chance to use the tool. Each group will get a storyboard to use to prep their
e-book. PowerPoint allows students to interact with slides by interactive games, videos, and
animations. Students can take ownership of their digital citizen by utilizing the artwork and
pictures located within PowerPoint that have already provided attribution to the creators.
They are protected by copyright laws and can have security in their work. PowerPoint can be
used inside of a school setting or outside of school. Students can create and design projects
and highlight all they have learned on certain topics with their own creativity and effort.
Additionally, the slides can access voice recording to give more life to the presentation. These
recordings can then be made into MP4 videos that students can upload on a class website or
display in class. Each group will be given 30 minutes in class to create their storyboard.
Universal Design for Learning (UDL):

The use of Basic Productivity Tools (BPT) inside and outside of the classroom is a terrific way
of engaging students to problem solve and use Higher-Order Thinking. Students would face
challenges and will need to reach out to other students in the class to troubleshoot the
problems they face. There is an opportunity for increasing peer-to-peer interactions as well
as development of skills using BPTs. Not only just engagement, but students will be able to
represent themselves, their likes and interest, in their e-book creations allowing them to feel
confident as a member of the classroom. Feeling free to express their thoughts and opinions
in their own way. This tool reaches all students with different learning styles because they
can make their e-book in diverse ways.
Lesson Idea
Reflecting on enhanced learning:

I feel students will feel empowered because they are not being confined in a box or told how
to demonstrate their learning. But they are provided the guidelines and are free to navigate
their e-book as it suits them. I look forward most to the different e-books and interactions
that will be seen in them. I love seeing student individuality in their work.

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Basic Productivity Presentation Tool

Lesson Idea Name: Lights, Camera, Fractions!

1.6.c Students communicate complex

What is the student learning goal for this lesson idea?

Selected Basic Productivity Tool: Microsoft Office PowerPoint

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

Universal Design for Learning (UDL):

Reflecting on enhanced learning:

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