Basic Productivity Tools (BPT)

Lesson Idea Name: The Solar System

Content Area: Science
Grade Level(s): 4th
Content Standard Addressed: S4E1. Obtain, evaluate, and communicate information to compare and
contrast the physical attributes of stars and planets. d. Evaluate strengths and limitations of models of our
solar system in describing relative size, order, appearance and composition of planets and the sun.

Technology Standard Addressed: 3. Knowledge Constructor

Selected Technology Tool:

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

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):

I can address the Universal Design for Learning principles to extend and support the learning experiences for
all students by creating a digital book about planets so students who are auditory learners can listen to the
narration. Students who are visual learners can visually see each planet while hearing its name. Since the
digital book is online, students can access it outside of class.
Lesson idea implementation:
To address the standards, students will watch the movie to learn about the planets in our solar system then
they will create their own digital book with a group in which they will compare and contrast two planets. The
teacher will play the digital book, then ask questions about each planet to the students. Then, the teacher will
group students together and assign two planets to compare and contrast. The project will be introduced by
asking students how many planets they think are in the solar system and how close they think earth is to the
sun before the teacher plays the digital book. The lesson should take from 30-45 minutes.
The final product will be used to inform/differentiate learning by providing a project where students can hear
and see the contents of the digital book. In addition, students will be strategically grouped to provide
differentiation. Students who are auditory and visual learners can see and hear the book as it is being read. I
will extend the student learning to a higher learning level by asking them to post their presentation to our
class website then write a persuasive essay about which planet they would rather live on and why. I will
conclude the lesson by having students present their digital book to the class. I will provide feedback to
students about their work by filling out a rubric based on their presentation and how well they worked in a
group.
Reflective Practice:
I feel the activities I’ve created could impact student learning by encouraging independence to research and
pull information with their group members and creativity to design an exciting digital book that compares two
planets. To further extend the lesson, students will be sharing their presentation on the class website and will
write a persuasive essay that will highlight which planet they would prefer to live on and why. Other
technology tools that could further enhance this project include NearPod. Through NearPod, students can go
on a virtual filed trip to see a three dimensional video of the various planets.
Spring 2018_SJB
 Basic Productivity Tools (BPT)

Spring 2018_SJB