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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: Tangela Robinson


Software Title: BrainPOP
URL: https://www.brainpop.com/
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: Promotes learning through instructional games and simulations.
Suggestions for Improvement: Software should permit the creation and customization for
teachers on lesson plans.

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


S7L2: Obtain, evaluate, and communicate information to describe how cell structures, cells, tissues,
organs, and organ systems interact to maintain the basic needs of organisms.
Grade Level/Content Area(s): 7th 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: (Ex: equipment needed, instructional model*,
what students/teachers will do, how activity will be introduced/concluded, how student learning
will be assessed, how assessment data will be used to inform/differentiate instruction. Minimum 2
paragraphs).
The intent is for students to demonstrate how the component structures of the cell interact and
work together to allow the cell to carry out various processes. To do so, students shall use Brain
Pop as a supplemental and introductory method. Students will first watch the tutorial on the cell
structures individually and take the pre-self-assessment. This shall be self-paced and completed in
the necessary amount of time per student. Second, a teacher-led lecture on and activity based on
each cell structure/function will occur. Next, the students will create a cell structure given to them
at random in whole group setting using the Brain Pop software. Finally, the students will break off
into individuals again to complete the post assessment where the teacher will gather their reports.

To complete the lesson plan, there are a few necessary components. IPads and/computers will be
needed to access the Brain POP software. Students will also need access to lecture material/notes
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INSTRUCTIONAL SOFTWARE

given to them from the classroom. Results of the pre-assessment will be taken as soon as the
introductory video is completed. The teacher will then evaluate the results of each student and
assess which topics are to be reviewed and focused upon throughout the lecture. From the results
the students will be paired in whole group setting based on their comprehension abilities to create
a cell structure. This will permit collaborating learning from their peers. The final step will be the
post assessment from the Brain POP software.
* 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.

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