Basic Productivity Tools (BPT)

Lesson Idea Name: Types of Organisms

Content Area: Science
Grade Level(s): Fourth
Content Standard Addressed: S4L1. Obtain, evaluate, and communicate information about the roles of
organisms and the flow of energy within an ecosystem.
a. Develop a model to describe the roles of producers, consumers, and decomposers in a community.

Technology Standard Addressed: 2. Design and Develop Digital Age Learning Experiences and Assessments

Selected Technology Tool: Microsoft Office - PowerPoint

URL(s) to support the lesson (if applicable): n/a

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): This PowerPoint can be printed and provided to students with hearing
or visual deficits. The ticket out the door can be typed, written, or shared orally to be inclusive for all
students.
Engagement: The students are asked to turn and talk with a partner to answer the prompts on the board.
This collaboration time allows for students to explore possibilities that could answer the prompt.
Representation: The PowerPoint provides students with visual aids when learning the new content. It can be
shown as a movie with audio or as a slideshow presentation. All the information within the PowerPoint is
aligned with the standards, and clearly defines all new vocabulary.
Action and Expression: The ticket out the door allows the teacher to see what the students understand and
what they need to work on. This activity influences the feedback the teacher gives the students and future
lessons. The think-pair-share gives students an opportunity to demonstrate their knowledge between peers.

Lesson idea implementation:

To begin, the teacher will display the PowerPoint on the board. The teacher will introduce this unit and read
over the lesson objective with the students. The teacher will read the objective first, then ask the students to
repeat it back to her. After, the teacher reads through the producer, consumer, and decomposer slides. After
each slide, the teacher says: “Discuss with your partner different types of animals that fit into this category.”
Provide the students with at least two minutes to discuss each slide. Ask each student pairing to share their
partner’s answers so the whole class can hear as many examples as possible.

After the information slides, there are three “What am I?” review slides. For each, have the students turn and
talk with the neighbor of which category the organism in the picture fits under. Call on one student to provide
the answer and another student to explain why for each slide.

Spring 2018_SJB
 Basic Productivity Tools (BPT)
At the end of the PowerPoint is a ticket out the door question. Pass out index cards and instruct the students:
“On this index card, provide the information from the prompt on the board.” The answers from the ticket out
the door will be used to influence future lessons. The teacher will read over all tickets and determine what
needs to be retaught and what they have mastered. The results should be shared with the class the next day
to demonstrate their successes and deficits as it pertains to the lesson.

Overall this lesson should take place over a thirty-minute period.

Reflective Practice:

This lesson could impact student learning by showing the students how animals in the food chain interact
with one another. The activity included in the PowerPoint will influence student learning because they are
active participants in their own success for this lesson. Students have several opportunities to collaborate
with peers to find the answers to the questions. To extend this lesson, the teacher can include scavengers,
which is a type of organism that feeds off dead or discarded organisms. Also, the teacher could include how
each of these organisms fits into a food web/food chain. With the food chain, the teacher could incorporate a
technology that helps students create an online food chain, complete with pictures and examples.

Spring 2018_SJB