Instructional Software

Lesson Idea Name: Food Chain

Content Area: Life Science
Grade Level(s): 4th

Content Standard Addressed: S4L1. Obtain, evaluate, and communicate information about the roles of
organisms and the flow of energy within an ecosystem.

Technology Standard Addressed: Knowledge Constructor. Students critically curate a variety of resources
using digital tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.

Selected Technology Tool: BrainPop

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

https://jr.brainpop.com/science/animals/foodchain/
Type of Instructional Software:
☒ Drill and Practice ☒ Tutorial ☐ Simulation ☒ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☒ Assessment Monitoring/Reporting
☒ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☐ Multiple languages
☒ Safety, security and/or privacy features

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): Each of the Universal Design for Learning principles are interpreted by
using this BrainPop activity in the classroom. The three principles of UDL are to provide multiple means of
representation (what), provide multiple means of action and expression (how), and to provide multiple means
of engagement (why). The what of learning says that students need to perceive and comprehend the
information in different ways because not all students learn in the same ways. The how of learning says that
students should provide a physical action to what they are learning. The why of learning involves engagement
in the technology and self-regulation. Students are showing self-regulation by watching the video and taking
the quiz following the video to show what they have learned.

Lesson idea implementation: As I address the standards in this lesson, the teacher will facilitate the lesson
and the students will follow along. The project will first be introduced when the teacher plays the Brain Pop
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 Instructional Software
video. This will give students base knowledge of the food chain to then be able to complete the activity.
Students learning will be addressed after the video as the class takes the quiz to test their knowledge. The
video is 6 minutes and then the quiz will take about 5 minutes to complete. The students will then perform
the activity of creating their own food chain. Students will be drawing animals and plants of their choice in the
food chain activity so that no student has the same food chain. Having them create their own food chain
makes students extend their learning to a higher level.
This lesson will be concluded by having students present their food chains to the class and having students
discuss ideas such as what does and doesn't work within their food chains. The teacher could then provide
feedback on the lesson by reviewing each of the student's food chain diagrams and leaving productive notes
on their papers.

Reflective Practice: This activity is a great way to impact students learning because they get to watch an
engaging video about the food chain and then apply their knowledge by creating their own food chain. This
activity is an opener to start the food chain unit, and the teacher could later go into detail about what would
happen if there was an over or underabundance of an animal or plant in the food chain.

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