Basic Productivity Tools (BPT)

Lesson Idea Name: Lions, Tigers, and Bears... Oh My!

Content Area: Science, Communication, Grouping
Grade Level(s): Kindergarten
Content Standard Addressed: SKL2. Obtain, evaluate, and communicate information to compare the
similarities and differences in groups of organisms.
a. Construct an argument supported by evidence for how animals can be grouped according to their features.

Technology Standard Addressed: Global Collaborator: Contribute constructively to project teams, assuming
various roles and responsibilities to work effectively toward a common goal.

Selected Technology Tool: 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):

Multiple means of representation: The students will use verbal explanations, the safari, and the ticket out the
door to show their learning.
Multiple means of expression: The students will be able to present their safari via a graphic organizer, a
bulleted list, or a drawing.
Multiple means of engagement: The students will be engaged through a power point, class discussion, and
Chromebook research.
Lesson idea implementation:
This lesson will take approximately 30-35 minutes.
TW say: “Good morning class! Today we will be sorting animals into groups based off of their features! Can
anyone explain to me what a feature is?”
TW explain features and will give examples and non-examples of features.
TW review power point with class to show students how to group animals based off of features. Afterwards, I
will explain that the students are going to be planning a safari. I will put the students into groups of 3-5. The
students will be provided chrome books and will research animals they want to include on their safari. The
students will be responsible for grouping the safari animals based off their features. For example, the students
may choose to put all of the lions, tigers, and bears together because they all have fur and four legs. Being
that the students are planning their own safari, they are taking on an adult role. They are able to express their
creativity by choosing whatever animals they would like, as long as they are able to group them. (master the
content standard) I will extend the lesson to higher learning by asking the students what kind of habitats they
think the animals live in. (targeting another standard)
In order to address the technology standard, the students will work together in a group towards a common
goal. The goal, will be the final product, animals assorted into groups for a safari. The final product may be a
drawing, a bulleted list, or a completed graphic organizer. I will be collecting formative data via an activity
checklist during the student’s work time. I will provide student feedback throughout worktime and answer any
questions/concerns at this time.
Spring 2018_SJB
 Basic Productivity Tools (BPT)
To close, the students will present their safari animals to this class and defend their grouping choices. We
will have a whole group class discussion on the findings and end with a ticket out the door. The ticket out the
door will have various photos of animals that the students must group and explain why they grouped them
together.

Reflective Practice:
I feel that this lesson would definitely result in student learning. Being that the students are creating their very
own “safari”, they are taking on the role of adults and are given real word application. Also, the students will
be learning the information through listening, reading, writing, researching, and discussing. The students are
able to show their creativity through the animals they choose and how they decide to group them. This lesson
may be linked to future lessons when discussing habitats, ecosystems, and weather. Another technology that
could be used in this lesson would be virtual reality to allow the students to experience safaris.

Spring 2018_SJB