Basic Productivity Tools (BPT)

Lesson Idea Name: Let’s Compare!

Content Area: Science
Grade Level(s): Kindergarten
Content Standard Addressed:
SKCS4. Students will use the ideas of system, model, change, and scale in exploring scientific and
technological matters.
c. Compare very different sizes (large/small), ages (parent/baby), speeds (fast/slow), and weights
(heavy/light) of both manmade and natural things.

Technology Standard Addressed: 1- Empowered Learner

Selected Technology Tool: E-book Let’s Compare!

URL(s) to support the lesson (if applicable): N/A

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):

To address UDL for my students, directions would be given aloud as well as in icon form on the
board and on a handout at each center. UDL will also be addressed with the e-book as the students
will be able to listen to the book as well as read the words provided in the book.

Lesson idea implementation:

The lesson will be introduced by students viewing and reading along with the e-book Let’s Compare!.
Then, as a whole group we will review key vocabulary words such as manmade and natural. The
teacher should then ask the students for examples of manmade objects as well as natural objects.

Once the teacher feels like the students have mastered the difference between the two, the teacher will
strategically break the class up into four small groups. The small group will rotate to four different
“centers” (tables) which contain iPads preset to interactive games. One table will be a game of various
sized things (large and small), the second table will contain a game of different ages (parent and
baby), the third table will contain a game of various speeds (fast and slow), and the last table will
contain a game of various weights (heavy and light). As partners within their small groups, the
students will play the game to show that they understand the differences between the two.

During this time, the teacher should walk around with a checklist to observe which students seem to
have a solid understanding and which students may need a little extra support. This will formatively
assess the students for the teacher to differentiate her instruction in further lessons. The teacher should

Spring 2018_SJB
 Basic Productivity Tools (BPT)
give verbal feedback to the students while observing the activity. Altogether, this lesson should take
anywhere from 45 minutes to 1 hour.

To extend learning for students who grasp the concept more quickly, the teacher should assign pairs a
comparison (size, age, speed, or weight) and have them list as many objects for each side that the
partners can think of.

To conclude the lesson, the class will come back together as a whole group and the teacher will select
students (preferably the students who struggled more) to choose objects out of the mystery box and
decide what side of the comparison the objects falls into after being prompted the question “Is this
object _____ or _____?” This will allow the student to express their knowledge and ask their
classmates for help if needed.

Reflective Practice:

The activities created would impact student learning by having student compare two objects. To
further extend this lesson, I would have my students participate in an online interactive game that
involved sorting objects into the desired category. This would bump the students up from just learning
to exploring and applying their knowledge.

Spring 2018_SJB