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Name: Sara Dobbins
Software Title: BrainPop
URL: www.BrainPop.com
Function(s) of Instructional Software (check all that apply):
Drill and Practice Tutorial Simulation Instructional Game Problem Solving
Features of the Software (check all that apply):
Assessment Monitoring/Reporting (Keeps track of student data and/or generates reports for the teacher) Allows teacher to create
customized lessons for students Multi-user or collaborative functions with others in class Multi-user or collaborative functions with
others beyond local class Accessible to students beyond the school day Accessible via mobile devices Multiple languages Safety,
security, and/or privacy features
Strengths of the Software: Students enjoy learning about topics through engaging videos. Students can access the site from home and
complete topics, or the class can experience topics together in a collaborative environment.
Suggestions for Improvement: It would be nice if they added features that allowed students to dig deeper into the materials for
differentiated learning.
Standards Addressed. See https://www.georgiastandards.org/standards/Pages/BrowseStandards/GPS_by_Grade_Level_K-8.aspx and
http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
For this specific lesson I have incorporated the following standards:
GPS
S1CS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.
1. Use a modelsuch as a toy or a pictureto describe a feature of the primary thing.
2. Describe changes in the size, weight, color, or movement of things, and note which of their other qualities remain the same during a specific
change.
3. Compare very different sizes, weights, ages (baby/adult), and speeds (fast/slow) of both human made and natural things.
S1CS5. Students will communicate scientific ideas and activities clearly.
1. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
2. Draw pictures (grade level appropriate) that correctly portray features of the thing being described.
S1L1. Students will investigate the characteristics and basic needs of plants and animals.
a. Identify the basic needs of a plant.
1. Air
2. Water
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3. Light
4. Nutrients
c. Identify the parts of a plantroot, stem, leaf, and flower.
ISTE-Students
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
5. Digital citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity



Grade Level/Content Area(s): First Grade: Science
Blooms Level of Critical Thinking Required (check all that apply). See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating Creating
Description of how to implement in the class:
Students will be introduced to the topic of the plant life cycle by watching the video titled Plant Life Cycle on BrainPop JR as a whole class.
The class will then review the knowledge gained in the video by playing the sequencing game that accompanies the video. Students will then
discuss the plant cycle at their home group. Each group will be provided with pictures of a plant during the various stages of the plant life
cycle. The students will collaborate place the life cycle in the proper order. During this time the teacher will circulate the room and ask
questions regarding the plant life cycle and will have each group explain what stage each picture to which each picture refers. The teacher
will bring the class back to whole group discussion to check each groups work. Groups will be called on at random to place one of their
pictures in the appropriate place in the plant life cycle class diagram that has been placed on the board. Each student will then be provided
with a prompt page that includes space for coloring and writing. The prompt will require students to include the following words or ideas:
seed, seed coat, germinate, root, sprout, sunlight, water, seedling, adult plant, flower, and fruit. Students may use pictures, words, or a
combination of the two to provide an explanation of the plant life cycle. These explanations can be fictional stories, poems, songs, diagrams,
or an informational paragraph. Students may chose to revisit the Plant Life Cycle page again to watch the video or play the sequencing game
again, as well as use other classroom resources, such as trade books, encyclopedias, and text books for information to complete the
assignment. Students will be given 35-40 minutes to complete this task. Students will then be given the opportunity to share with their home
groups about their work. To conclude the lesson the teacher will say, Tomorrow we will begin our own exploration of the plant life cycle by
planting our seeds. We will document their growth and upload our data and pictures of our plants during the different stages of the plant
cycle to our class blog! For now, I need everyone to reach your right hand over your left shoulder. Now give yourself a pat on the back for a
job well done before you turn in your Plant Life Cycle prompts in the science bin.
Students will receive instruction through whole group, teacher-led, small group, and an individual learning activity. The teacher will use
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multiple formative assessments throughout the lesson, for example the teacher asks students questions during group work to prompt deeper
thinking and assess comprehension. This allows the teacher to adjust instruction and review topics with students as necessary. The Plant Life
Cycle prompt will allow the teacher to see exactly how much the student has grasped thus far in regards to the vocabulary, plant needs for
growth, and the cycle itself. This will allow the teacher to target the specific material with which each student may need more practice.
Students will achieve state science standards, ISTE-student technology standards, and at least a LoTi level 3 of Infusion. Materials needed
during this lesson include:
Pictures of the Various Stages of the Plant Life Cycle (one set per group)
1 Large poster to create the class diagram of the Plant Life Cycle
Writing/Coloring Prompt (1 per student)
Trade Books related to the Plant Life Cycle