Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Popplet – Vertebrate vs. Invertebrates

Content Area: Life Science
Grade Level(s): 5

Content Standard Addressed: S5L1. Obtain, evaluate, and communicate information to group organisms
using scientific classification procedures.
a. Develop a model that illustrates how animals are sorted into groups (vertebrate and
invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and
mammal) using data from multiple sources.

Technology Standard Addressed: 3 – Knowledge Constructor

Selected Technology Tool: Popplet

URL(s) to support the lesson (if applicable): http://Popplet.com/app/#/4888845

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level): (Select the one best level)
☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

Students that are visually impaired might benefit from Popplet because they can zoom in/out of an area as
much as they need. Additionally, Popplet has a feature that is great for ELL students. It allows them to choose
from a few languages of non-Latin origin to include on their presentation. Lastly, for students that have a
difficult time hearing audio, the videos within Popplet presentations can include closed caption.

Lesson idea implementation:

After learning about some examples and characteristic about vertebrates and invertebrates, students will be
challenged to work in groups to create their own Popplet. The main objective of creating this Popplet is to
compare and contrast these animals and provide visual supports. The groups should include at minimum 4
examples of vertebrates and invertebrates (with descriptions and pictures), meaning there should at least be
8 examples. This should take students no longer than 30 minutes, but students will have the opportunity to
work on it at home and submit it the next day. Each group's final product will be posted on the classroom blog
as a resource, making it available to all students at any time outside of the classroom. Additionally, to extend
learning, the groups will have to present their Popplets one week after submission.

The rubric will be given to each student to help guide their construction of the Popplet. Students will be
assessed on organization, quality of data, and minimum number of descriptions and pictures. Student
feedback will be given after each group has presented.

Spring 2018_SJB
 Beyond-the-Basic Productivity Tools (BBPT)
Reflective Practice:
Allowing students to create this lesson will better help them to organize data and differentiate between two
somewhat similar things. Extending this project might include publishing the student's work on a website
other than a student blog that can showcase their work. To really help the students compare and contrast
vertebrates and invertebrates a field trip to the Fernbank Museum would prove to be beneficial; students
could take picture there, write a short essay about it, and post it on the classroom blog.

Spring 2018_SJB