Basic Productivity Tools (BPT)
Lesson Idea Name: Life Cycles
Content Area: Science
Grade Level(s): 2nd grade
Content Standard Addressed:
The students will obtain, evaluate, and communicate information about the life cycles of different
living organisms.
Technology Standard Addressed:
The students choose the appropriate platforms and tools for meeting the desired objectives of their creation
or communication.
Selected Technology Tool: PowerPoint
URL(s) to support the lesson (if applicable):
https://www.microsoft.com/en-us/microsoft-365/powerpoint
Bloom’s Taxonomy Level(s):
☐ Remembering ☐ Understanding ☐ Applying ☒ Analyzing ☒ Evaluating ☒ Creating
Levels of Technology Integration:
☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.
☒ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.
Universal Design for Learning (UDL):
This activity will be designed to meet all of my students needs. All students learn differently and by
giving the students choices they will be able to choose the way they learn best. The PowerPoint tool
has many options and resources that allows students to have voice and choice in the classroom. The
students are able to create a presentation uniquely. The students have multiple means of
representation by allowing the students to choose which format they learn best from. The students
will be allowed to use PowerPoint or sway. The students also have multiple means of engagement.
The students can choose to work together or alone. Some students would rather work alone than
with a partner or a small group. The student also has multiple means of expression and actions. The
student is able to choose how they present their story. They can either print it out or keep it digital
when they go to present it. The students can either read the books allowed or they can allow the
recording to play. This lesson is designed for the Universal Design for Learning!
SBooker, 2020
Basic Productivity Tools (BPT)
Lesson idea implementation:
When I introduce this lesson, I will allow a student to read the 2 standards that we are addressing in
the upcoming lesson. This lesson will be taught after the standard had been introduced for a few
days. The teacher will do a short review over what the life cycle of a frog and butterfly looks like. The
students will help the teacher create a timeline of the 2 organisms. This will help students remember
each part of the life cycle. After reviewing the teacher will introduce the activity. The teacher will
show the students the example of her eBook. The teacher will allow the students to choose between
PowerPoint or Sway. The teacher will go over both of the tools. She will go step by step through both
of the tools. The students will be able to choose if they want to create a book about the frog’s life
cycle or the butterfly’s life cycle. The teacher will allow the students to find a partner if they would
like. The students will have time to create their own eBook. After the students are finished the
teacher will assess the books and the students by allowing them to present their eBooks to the class.
This lesson will take close to an hour and a half if not longer. The final project will be assessed by the
teacher by allowing the students to present them to the class. The final product will also be used to
inform other students learning because the students are able to learn from what their peers created.
This will also differentiate the learning because the students are able to create different eBooks
using different tools and topics. This lesson allows students to have voice and choice and is very
much student driven. After this lesson I will extend the student learning to a higher learning level by
asking the students questions that make them think and use what they have learned to answer the
questions. The lesson will be concluded by allowing the students to tell me one new thing they
learned through this lesson. After all the students presented, I would allow each student to come up
and receive their feedback on their eBooks. I would tell them what they needed to add or what they
succeeded in.
Reflective Practice:
I think this lesson/activity will have a positive impact on the students learning. The students are able
to use technology and other tools to help them create their eBooks. I did not create this lesson as an
inductor activity but a way I would further extend this lesson is by getting some tadpoles and
caterpillars so that the students are able to watch the organisms go through its life cycle. There are
other technology tools that the students could use such as Prezi and other productivity tools. The
students would need more guidance with these tools but as the semester goes on the teacher could
introduce them and show the students how to use them.
SBooker, 2020
