Basic Productivity Tools (BPT)

Lesson Idea Name: The Water Cycle

Content Area: Science
Grade Level(s): 4th Grade
Content Standard Addressed: S4E3. Obtain, evaluate, and communicate information to demonstrate
the water cycle. A) Plan and carry out investigations to observe the flow of energy in water as it changes
states from solid (ice) to liquid (water) to gas (water vapor) and changes from gas to liquid to solid.

Technology Standard Addressed: 3—Knowledge Constructor

Selected Technology Tool: Microsoft Office PowerPoint

URL(s) to support the lesson (if applicable): https://www.youtube.com/watch?v=al-do-HGuIk

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):

There are several ways I can implement the Universal Design for Learning principles in order to support
student learning for all students in the classroom. Microsoft Office PowerPoint has a many options for designs
to use for the presentation. Students are able to change the font and the size of the letters in order to make it
easily readable. There is also a scroll bar at the bottom of the page that the students can use in order to zoom
in or out on the PowerPoint. This is useful for students who need extra visual support. Sound can be added
onto each slide and the student is able to play the sound back. They can listen to the audio as many times as
they need to. This can be useful for students who need extra audial support. If students have a computer and
internet access at home, parents can also access Microsoft Office PowerPoint and be a part of student
learning as well.
Lesson idea implementation:
In order to address the standard covering the Water Cycle, I would use a video about the water cycle as a
lead in to the lesson. Throughout the video, I would stop the video and we would discuss the main points as a
class. I would write key vocabulary on the board and we would come up with definitions together. I would
conduct a quick formative assessment by asking students to use the thumbs up/thumbs down method in
order to ensure student understanding. Next, I would divide the class up into four groups. Each group would
focus on a specific aspect of the Water Cycle. Each group would create a PowerPoint Slide about their
assigned Water Cycle component. (For example: Group 1 would create a slide focused on Evaporation.)
The students use Office 365 in order to collaborate and share their work with their team members. The
students will receive 15 minutes to research their topic and 15 minutes to create their slide. Next, each group
would compile their slides into one PowerPoint. Once all slides are compiled, I would print them as an e-book
and distribute them to students for them to use as reference. In order to extend student learning to a higher
level, I could have the students record their voices behind their slides explaining each component of the
Water Cycle. In order to conclude the lesson, I would have students reflect on their experience on their
personal blog. Overall student assessment will be done through a rubric. Their PowerPoint slides should be
neat and concise, contain at least one visual, and key information about the topic. The final e-book will be
included on the class website so that parents have access to their student’s work. In order to provide
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 Basic Productivity Tools (BPT)
feedback. I will fill out each group’s rubric and provide comments about strengths and weaknesses of each
students’ work.
Reflective Practice:
This project could support student learning because students are able to incorporate their technology skills
while also gaining insight on specific topics. This idea would be an introductory activity to an overall unit. This
activity gives them a basis of knowledge on the Water Cycle. After completing this activity, students could
create online models of the different components of the Water Cycle. Students could also create a movie
about the Water Cycle. This project could also be extended by having a Scientist come into the classroom and
talk with the class about the Water Cycle and how it works. Other technology tools that could be used in this
project include: iMovie, blogs, and Microsoft Excel.

Spring 2018_SJB