Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Pure Substances and Mixtures

Content Area: Science
Grade Level(s): 8th Physical Science

Content Standard Addressed:

S8P1. Obtain, evaluate, and communicate information about the structure and properties of matter.

a. Develop and use a model to compare and contrast pure substances (elements and compounds) and
mixtures. (Clarification statement: Include heterogeneous and homogeneous mixtures. Types of bonds and
compounds will be addressed in high school physical science.)

Technology Standard Addressed:

3. Knowledge Constructor
a. Plan and employ effective research strategies to locate information and other resources for their
intellectual or creative pursuits.
c. Curate information from digital resources using a variety of tools and methods to create collections of
artifacts that demonstrate meaningful connections or conclusions.

6. Creative Communicator
b. Create original works or responsibly repurpose or remix digital resources into new creations.
c. Communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as
visualizations, models or simulations.

7. Global Collaborator
b. Use collaborative technologies to work with others, including peers, experts or community members, to
examine issues and problems from multiple viewpoints.
c. Contribute constructively to project teams, assuming various roles and responsibilities to work effectively
toward a common goal.

Selected Technology Tool: Popplet

URL(s) to support the lesson (if applicable): Popplet.com http://popplet.com/app/#/5188718

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):

Engagement: This assignment and program provides choices in the level of challenge, colors, design, and
layout by giving them the freedom to design their graphic organizer however they want as long as they follow
the rubric. Students are allowed to work in pairs to provide opportunities for collaboration, peer tutoring and
support. They will be provided prompts, guides, rubrics, and checklists that help them focus on their
assignment goals.

Spring 2018_SJB
 Beyond-the-Basic Productivity Tools (BBPT)
Representation: I can vary the display of information in a flexible format including: The size of text, images,
graphs, tables, or other visual content for students that need the extra visual support. While also contrasting
between background and text or image while using color to emphasize information. I will pre-teach
vocabulary and symbols, in ways that promote connection to the learners’ experience and prior knowledge.
Emphasize key elements in text, graphics, diagrams, formulas for those who need the extra support. Providing
checklists, organizers, and electronic reminders will also help those needing extra organizational support.
Action and Expression: I will provide alternatives in the requirements for rate, timing, and amplitude
necessary to interact with instructional materials and technologies for those with special class needs. Provide
alternatives for physically responding or indicating selections (students needing extra support can map out
their graphic organizer for their final copy if there are any problems with technology). This also provide them
with alternatives for physically interacting with materials (e.g. by hand, voice, switch, keyboard, or adapted
keyboard). Alternative keyboards and customized overlays can be used for touch screens and keyboards.
Popplet provides learners with a spell checker, grammar checker, and recording software for presentations.
The rubric will provide learners with a guide and checklist for scaffolding goal-setting. It will also give them a
checklist and project planning template for setting up prioritization, sequences, and schedules of steps. They
can also use these checklists and guides for note-taking, and guiding questions for self-monitoring.

Information revised from the UDL Design Wheel PDF from ITEC 3200
Lesson idea implementation:
After a hands on lecture and activity, students will be given an assignment to create an online graphic
organizer explaining how matter is broken up into the categories of pure substances and mixtures. The
students will use the productivity tool Popplet to help them design and organize their information to fulfil the
rubric that they are given. They will work in pairs to collaborate using the “add collaborator” tool provided in
the software so they can access their graphic organizer on their own devices. The assignment will take one
and a half class periods and students will send me the link to their Popplet so I can assess and grade it using
the same rubric that they were given when this project was assigned.
The class will extend their learning levels by inserting pictures of real-life examples of the various pure
substances and mixtures that they can find around their homes along with diagrams of the molecular
structure of each. Along with this criteria, students will also need define, compare, and contrast pure
substances and mixtures. They will also define, compare, and contrast heterogeneous and homogeneous
mixtures as well as elements and compounds. Students will receive feedback on their work by a returned
graded rubric and notes that are put onto the Popplet itself so they can see their score and what they did
correctly, incorrectly, and any extra comments that would be included.
Reflective Practice:
This Popplet activity impacts student learning by making real-world connections that will help the
understanding of the concepts being learned in the classroom. Extensions for the lesson would include having
the students choose a category (a forest) that students can find an examples for each type of matter (pure
substances and mixtures) like they did in their graphic organizer. Using Popplet they can easily collaborate
with others in their class and around the school by adding collaborators and can share their findings on their
class website or blog to share with parents to show what they are learning in class.

Spring 2018_SJB