Basic Productivity Tools (BPT)

Lesson Idea Name: Water Cycle PowerPoint

Content Area: Science
Grade Level(s): 4th
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: LoTi 4- Students engage in higher level thinking skills such as applying,
analyzing, evaluating, creating on Bloom’s taxonomy.

Selected Technology Tool: PowerPoint

URL(s) to support the lesson (if applicable): NA

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):

- Helps visual learners to see graphs, charts, and illustrations.
- Allows hands-on learners to create a lesson by researching and organizing their notes onto a slide.
- Text-to-speech feature can read text aloud.
- Students with learning disabilities can watch the slide-show as many times as needed.

Lesson idea implementation:

After students learn about the water cycle in class, students will have the chance to share what they know
by creating a PowerPoint explaining the steps of the water cycle. The teacher will plan to take the class to the
computer lab and give them about 30 minutes each day to work on the project. The PowerPoint should only
take two to three trips to the computer lab to finish. The project will be introduced by the teacher showing
students how to use PowerPoint before going to the lab so that they know their way around the tools tab.
After giving students a tutorial, they will be able to find images to include in their slides and will be able to
write a brief explanation as to what is happening in each cycle. Each slide will be a different step of the water
cycle with an illustration. The teacher will walk around the lab to make sure students are on task and are not
confused by the tools on PowerPoint. After students finish their PowerPoints, they will submit them to the
teacher using the school’s turn it in system or by school email. The teacher will look at each submission to
make sure that they used the tools on PowerPoint to their best ability and included correct information on
the water cycle. If some students do not use the PowerPoint tools to the best of their ability or have incorrect
information, the student will get a chance to edit it on a classroom computer during free time with the
teacher’s assistance if needed. I will give each student a rubric with feedback after the project is complete so
that they know how they did.

Reflective Practice:
To extend the lesson, students will work in groups to create an audio book using PowerPoint looking
deeper into the water cycle. This will cover section “b” of the previous standard: b. Develop models to
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 Basic Productivity Tools (BPT)
illustrate multiple pathways water may take during the water cycle (evaporation, condensation, and
precipitation). The teacher will show the class how to create an audio book, so that each group can create one
to share with the class. This way, the students would be creating with their peers, and sharing their creation
with the rest of their peers during a class presentation.

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