INSTRUCTIONAL SOFTWARE

Choose one Instructional Software title. Complete all fields in the following template to describe the
software and how you would use this product in your future classroom to help students achieve required
learning standards.
Note: This template uses the forms feature in MS Word. Select the highlighted text boxes and type over
the sample text. Simply click on the boxes to check them.

Name: Iliana Bettis Alderfer

Software Title: Brain Pop
URL: https://www.brainpop.com/make-a-
map/?topic=/socialstudies/ushistory/americanindians/
Function(s) of Instructional Software (check all that apply):
Drill and Practice Tutorial Simulation Instructional Game e-books/e-references
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: Great graphics! Fun way of learning about subjects through games
and videos. Ability to quiz over areas studied. Content maps can be made.
Suggestions for Improvement: Would be nice if could import graphics / additional information
onto Brain Pop (eg: Make a Map graphics very limited!).

Standards Addressed: See https://www.georgiastandards.org/Pages/Default.aspx

SS2H2: The student will describe the Georgia Creek and Cherokee cultures of the past in terms of
tools, clothing, homes, ways of making a living, and accomplishments. a. Describe the regions in
Georgia where the Creeks and Cherokees lived and how the people used their local resources.
Grade Level/Content Area(s): K 12th Grades (For my lesson plan: 2nd grade)
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 learn about the Georgia Creek and Cherokee Indian cultures through a variety of differentiations.
Students will have access to Make-a-Map, plotting the differences and specifics of the Cherokee and Creek Indian
Cultures. Also, in Brain Pop Jr., they can watch a video depicting the lives of the Cherokee and Creek Indians. At the
end of their Brain Pop session, students will be able to complete a quiz over the information learned via Brain Pop.

Using differentiation, the Cherokee and Creek Indians will be explored through ELA via Compare & Contrast,
Sequence of Events, Vocabulary, Literature and Writing. In Math, working in small groups, we will explore and tally the
total amount of supplies needed to build the Cherokee stick homes. After tabulating this information, the students will
apply their knowledge attained in math to create stick homes in Art. These stick homes will be made from pretzels and
milk cartons. Students will then be able verify their accuracy in tabulating the actual number of pretzels needed to
build their stick houses. Applying all of the knowledge gained through this unit, students will choose either the Creek
or the Cherokee Indian tribes and will create a diorama depicting the lives of the tribe of their choice. They will
include the way their tribe foraged for food (e.g.: Cherokees farmers/crops; Creeks hunters/fishers); the types of
homes their tribe used (e.g.: mud homes or stick homes); and anything else they choose to depict, as accurately as
possible, the habitat of their Native Indian tribe.
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 INSTRUCTIONAL SOFTWARE

Lessons will be culturally responsive via games that will be used to reinforce and review the information they
learned over this unit. Working with a partner, students will complete a crossword puzzle, apply the knowledge
gained to answer the questions and accurately complete the crossword puzzle. Towards the end of the unit, students
will play a game that I created called Fact or Opinion. Using the class popsicle sticks to determine teams, students
will be divided into two separate teams. Using rotation, each team member will have the opportunity to answer
questions pertinent to this unit. The team member giving the correct response the quickest will receive the point for
each individual question. The team with the most points at the end of the game wins. The winning team will receive
extra time playing games on the computer. The team that did not win will also play games on the computer, but the
games will be those that reinforce the information in this unit.
* Examples of common instructional models include whole group, teacher-led, student self-paced, small
group, or individual learning activities. Use as many of these descriptors or other descriptors as apply.