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ENGAGING INTRODUCTION 

BrainPOP Jr. is a great way to introduce a new topic or concept and get kids engaged. To get students in the habit of active viewing, remember to pause the movies and engage kids when a new vocabulary word is introduced, paraphrase what just happened, or make a prediction.

 

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TAKE THE QUIZ FIRST

Allow the students occasionally to take the quiz before watching the movie. This will call attention to main ideas and important details that are covered.

 

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PAUSE POINTS

Stop the movie after each question is asked by Annie and have students share what they already know about the topic, what they think the answer to Annie’s question might be, and their thoughts on the topic.

 

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“I’M DONE!”

Bookmark links of BrainPOP Jr. movies for students to watch and explore independently when they finish their assignments. Looking at our Topics Page will help you find related movies.

 

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IMPROMPTU INSTRUCTION

In addition to integrating BrainPOP Jr. into lesson plans, remember that it only takes a few minutes to show a BrainPOP Jr. movie and take advantage of those in-between times by transforming them into teachable moments. It is also a great way to introduce a new topic or cover a current event.

 

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BEYOND THE MOVIES

With BrainPOP Jr., movies are just the beginning. Try a few of the related activities or explore GameUp on BrainPOP Jr., the Belly Up comic, or our “Word Wall” feature. Bring learning to life.

 

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“COME ON DOWN!”

Take those BrainPOP Jr. quiz questions and answer them in the style of your favorite game show to increase energy and enthusiasm! “Contestants” can press a buzzer or ring a bell as they race to share answers.

 

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READY TO RESEARCH

Need to research a topic? Check out our Topics Page to look at related subjects which will expand your knowledge. Whether you’re looking for a starting point or a more in depth investigation, use BrainPOP Jr. with your students to search for safe and reliable information.

 

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SIGN YOUR ANSWER

Teach your students the letters for A, B, C and D in American Sign Language and have them raise their hands with the sign for the answer they choose during the quizzes. One student can easily tally votes to identify the most popular choice.

 

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ROTATION STATION

Limited technology in your classroom? Make BrainPOP Jr. work for all of your students! Choose a movie each week that you’d like each student to watch and introduce it on a Monday. Set up a computer rotation schedule so that each student has a chance throughout the week to complete the movie and related quiz or activities.

 

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PAIR SHARE

Purchase inexpensive headphone splitters to allow two partners to watch a BrainPOP Jr. movie together. Foster collaboration by encouraging them to discuss, draw, or write about what they learned together.

 

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BRAINPOP JR. ON THE GO

Have tablets or other mobile devices? Take advantage of our BrainPOP Jr. Movie of the Week App. Students can watch a movie and take the quiz anywhere in the classroom or school.

For a printable list of these tips, download the Ideas for BrainPOP Jr. In the Classroom (PDF) version!

Filed as:  BrainPOP, Resources
Comments
  • jeniferwells

    My kids love Moby and the way he Beeps! They could predict what he is really saying and how they would answer him.

  • T. Moore

    My kids love to predict what Mody will do at the end of each segment. They discuss the ending and provide alternative endings!

  • Geralyn Durham

    To be able to get all teachers on board and using BrainPop to its full capability.

  • Ayleen Pearce

    Introduce the students to a short make a map on a specific content. Allow the students to work with you to complete the make a map and add more details after they watch the video.

  • Jean Capuano

    Have students make a map of what they know about a topic before watching the video. Have them come up with what they found out from the movie and add it to the map in a different color. Any further questions that still remain can be entered in another color and the answers can be researched on the internet. Questions bring up more questions, making this “The Ever-Expanding Mind Map of________” (Insert topic name or student name if individual project, in the space provided.)

  • Susan F. Reeves

    Combine the Rotation Station and the Pair Share activity. Have the partners write in their journal or create a graphic organizer together. Have each partner contribute in a different color pencil. Encourage students to restate what the other partner is contributing to the discussion to ensure they are really listening to each other. My partner said…

  • Leslie Pearlman

    Form teams for the movies; Assign each team 1 question from the quiz, have that group watch and listen for the answer, then submit by teams.

  • Jennifer Velt

    Students often ask me questions. Sometimes I do not know the answer. We can research the question together, but searching the topic in the search bar. Depending on what items are found, we can watch the movie, play the game or if needed print a concept map, so that we can find even more information on the topic.

  • Elizabeth Dunlap Henry

    I use Plickers to formatively assess the BrainPOP quizzes. I copy the questions from BrainPOP and paste into Plickers. There is a Plickers card(like a QR code) on the back of each student’s computer. I use my iPad to scan their responses. It is much faster and more thorough than any other assessment tool. It would be nice if they were integrated.

  • Dorie Glynn

    Primary grades use closed captioning to help them write and extend their vocabulary in an ESL classroom.

  • Andrea

    We are continually working on vocabulary and academic conversations. Showing a BrainPOP movie at the beginning of a lesson is great. Once a movie is pulled up (before watching it) complete a Bubble Map or a KWL chart of what students already know about the topic, or what they think the movie will be about. This will increase academic conversations and invite students to delve more into the topic and watch for key points.

  • Jennifer Velt

    Students often ask me questions. Sometimes I do not know the answer. We can research the question together, but searching the topic in the search bar. Depending on what items are found, we can watch the movie, play the game or if needed print a concept map, so that we can find even more information on the topic.

  • Wendy Semsel

    Student have differing levels of background knowledge on different topics, and a Brainpop video can make sure kids who came in with no background knowledge at all have at least some idea about a topic. Now they can ask more informed questions to guide further research.

  • Wendy Semsel

    I like using Brainpop to demonstrate different ways to search for information: the search box and also browsing by topic. If you know exactly what you want, you can type it in the search bar. If you are just shopping around for ideas, you can browse.

  • Cindy Wong

    I would have my students pose a question about the unit, do some research, then give them a comic strip template. They can pretend to be Tim and Moby and give their best explanation. Then present it to their classmates.

  • Therese Green

    I love being able to let them have quiet time with Brainpop. They watch a movie and take the quiz and then they stay in that topic and explore another part of the category depending on their interest. It really shows me what they are interested in and also give them a chance to learn on their own.

  • Staci Gelbaum

    I really like the idea of starting with the quiz. It is a great idea to see where students already are in their knowledge and see what you may be able to expand on!

  • Janine McGrath

    Have students write down one important fact they learned during their brainpop activity. Then use Stand Up, Hand Up, Pair Up where they find a partner and read their important fact. Have the listener in the pair ask a question if the fact needs clarification, then share their fact. Have the first person ask a question for clarification of knowledge. Students put their hand up and pair up with another person. Allow this to continue until students have paired up with 5 other people.

  • Wendy J Sanders

    I’d love to have my students extend their learning after watching a BrainPOP movie by choosing a specific topic they learned about and creating a product digitally such as a book or choosing a storytelling app such as SockPuppets. They could retell important parts and ideas. Retelling is an important skill for my little learners, and this would reinforce what they learned.

  • Denyse Holloway

    My students would love to write their own quiz. They enjoy testing each other’s knowledge. Have students write their own questions for quizzes and add them to class quizzes using the mixer.

  • Stephanie Factor

    Something I like to is have the students watch the video once and then using the snipping tool on my computer, snip a variety of images from the video and copy and paste them on to a worksheet, then have the students re-tell the story of the video using the images. This is especially effective for teaching English Language Learners.

  • Jill Hammes

    Invite students to the library once a month for “Breakfast and BrainPOP”. They bring an adult and their breakfast before school and we enjoy Brain POP together.

  • WayBu

    For students who are just moving from BPJR to BP, they might be assigned to watch the BPJR movie and do that quiz first before moving on to the BP movie and quiz. That would ensure they have a base of information before attempting the more difficult movie and quiz.

  • Kristen Skolar

    I think I would pair the students up and have them take the quiz first. Then I would ask them to brainstorm together write the main ideas and details and use that as an outline during the lesson.

  • Mandi Joplin

    Often times my students really love the opportunity to “be the teacher.” Let them make up their own quiz questions to challenge peers or even the real teacher!

    • Great idea, Mandi. You could even use Quiz Mixer to create a BrainPOP quiz with your Ss’ questions.

  • Traci Wood

    I really love the idea of making our own moby style video to teach each other and to show our learning!

  • Kelly McMains

    I like the Come on Down suggestion – I can just picture acting like we are on a game show!

  • Kelly McMains

    I like this idea. You could have students pair up if you aren’t 1:1 with device!

  • Carolyn Anderson

    I love the fact that you can do multiple things with the videos. There are so many options in BrainPop; from quizzes, to concept mapping, to drawing, or writing, or talking with a partner, you can assign the students something new each day to do with the topic at hand, and they have the video and all the resources they need to be successful all right here in BrainPop.

  • Stephanie Smith

    I had no idea before this course that Brainpop had so much more to offer than just videos! These ideas are great! I have often used rotations for the videos in centers, but I think I would like to do that with the games, too! Another idea I’d like to add is having the students extend the lesson by creating their own dialogue on the topic and performing it for the class. This could help show understanding of a concept and reinforce topics for classmates.

  • Lillian Rutledge

    I think it would be fun to have students make a quiz of their own on Google Quizzes and see if their classmates could pass based on what they learned from the movie.

  • Jaime Chanter

    I think it would be cool to have a running list (posted on a classroom website and/or poster on the wall too!)of the movies your class has watched and rate them as well. There could be a hall of fame for favorite movies! Students would have to justify why movies deserve to be in the hall of fame and vote for which ones would get the noble distinction!

  • Heather Hurley

    I love the idea of having a different video each morning for the students to watch. Students could then do a short writing response 2-3 sentences to get their brains going first thing in the morning.

    • Rachael Haverstick

      I love this idea!

  • Sarah L. Webster

    I think it would be nice if students could create their own quiz to share and give to students. This would be an excellent assessment of understanding and promotion of higher order thinking skills.

  • Crystal Hoogeveen

    I think my second grade students would love to watch the movie and then use iPads and the Kahoot program to complete the quiz. Kahoot offers game show atmosphere to taking quizzes or surveys. My kids LOVE it! The teacher could copy the quiz questions to Kahoot and play the game. I can’t wait to try this!

  • Nikki Dahlberg

    It would be fun for students to create a Brain Pop inspired video. The students could take a topic they are learning about and have one students be Moby and another student be Tim or Annie. They could then ask the pause break questions too.

  • Mary Howard

    I have four sections of each grade, at the end of the year I would like to ask each section to vote on their top three Moby movies. We would then make a “Moby Hall of Fame” bulletin board of the winning titles.

  • Lauren Dennis

    It would be awesome to have a menu/tic-tac-toe template for the various activities for each topic! The squares could have “watch movie, make-a-map, take quiz, play game, etc.” on them, with a free square in the middle.

  • Whitney McGee

    I think a good idea would be to allow educators to be able to create quizzes on videos for students. With so many different types of test questions on each state assessment, it would be nice to be able to incorporate those types of questions into Brain Pop! Another idea, would be for parents to have access to these videos. Things have changed SO much since they were in school, and Brain Pop could be such a valuable resource to parents when they are trying to help their children.

  • Debbie Kryspin

    When a unit of study is completed I would like my students to choose how they would teach others what they have learned “Brainpop” style. They could use the classroom resources to create a digital media project like a slideshow or narrated presentation. They could create a storybook or comic book style periodical. Students may also choose to enact scenes as Moby and Annie. It would be incredible to allow the students to use their own “Voice and Choice” to prepare something collaboratively in small groups that allows free expression while practicing new skills and demonstrating understanding.

  • Joe Brown

    Another idea for classroom use is to have students do an independent research project on a topic of their own choosing. Teacher could model this with an example and then provide guidance and mini-lessons on how to complete their project and research! Students could then present their work to their peers.

  • christina rajcooar

    In the BrainPop at Home page, there is the idea of Breakfast with Brainpop. This idea can also be used in the school setting in the cafeterias where students have breakfast. Before school begins, students can have “Breakfast with BrainPop” and this could elicit great table discussions among students in various grade levels.

  • STEPHANY MCDOUGAL

    I love the idea of taking a quiz first before watching the video. This can guide the lesson to meet the students’ needs. If all students know/ understand the lesson, then the teacher can dive deeper into the topic. Taking the quiz first also gets the students prepared for the video.

  • Mags DLcorner

    At the end of the year we always have the research TEKS, normally what I do is:
    1. students pick a person they want to learn from.
    2. give them enough materials and support to research from.
    3. With BrainPop available to them, they can have that extra support. Especially my low readers, ESL, DL, and SpEd students.

    Having BrainPop gives them the opportunity to support their learning and don’t feel stress or anxious about all the readings. Give them the opportunity to be successful.

    At the end they need to create a poster for themselves to use as costume. And present their findings to their peers and other classrooms.

    Having an extra fun, they decorate the classroom as a wax museum, and create the tickets.

    Having doing it for a while and kids love it, especially at the end of the year where everybody is mentally done.

  • Julia Hoy

    I would like to have my students create a comic book or a comic strip depicting something they have learned on BrainPop! This could be done as a center, where a first center would be watching a BrainPop video; then they would move on to the comic book/strip center.

  • Cutia Blunt

    Great idea! If you haven’t already, I recommend trying out one of BrainPOP’s newest features – Make-A-Movie. My third grade students LOVE it!

  • Cutia Blunt

    A fun idea could be for students to script and record ‘Reading Rainbow Style’ movie reviews/previews. In it, they would recommend a certain BrainPOP movie and highlight certain parts (without giving “everything” away). They could also recommend related movies that other students can watch too.

  • Lin Krankel

    I teach in a 1:1 iPad environment and have been using the Brainpop apps for students to access movies and quizzes. What I recently learned during Brainpop CBE training was that more interactive content is available when logging into Brainpop from Chrome. Now I am able to have students join my Brainpop classes and can now assign movies, quizzes, make a maps and most of the other content available on the browser.

  • Janice Lowell

    After watching several BrainPOP/BrainPOP Jr. videos and reviewing with students the elements of the videos (guiding question, visuals, Moby’s beeps, etc.) small groups of students could then write their own short film on a topic and video it. For even more fun, students could use a green screen to create a Moby character to add into their video.

  • René Chenoweth

    Students could also make their own Sortify game based on a BrainPop Jr. movie, using index cards and small boxes or baskets. I have students who need the extra hands-on manipulation, plus they would have the added benefit of thinking through which vocabulary or concepts they would need to include on their cards. Once they finished making their game, they could take turns playing with another student.

  • Cheree Rex-Marillier

    It could be a great activity having the students sort the events during the movie. One can start by taking snap shots in Mind Map and have them build a time line. Later during the week students could then write the sequence of events in the “write about it” option.

    • That’s a great idea, Cheree. They could use the Storyboard template in Make-a-Map, if they wanted. Another great extension would be to check if we have a Time Zone X game on GameUp that goes with the topic., since it s also a game sequencing events in a timeline.

  • Alison Evans

    I would like to use the idea of the ChatterPix Kids app with Annie or Moby. The students could take a picture of Annie, swipe her mouth, then give a 30 recap of the video or an important part of the video to show their knowledge. Maybe BrainPOP could create something to the same effect and add it as an option to their site?

    • Love this idea, Allison!

    • Michelle Ecter Hicks

      My kids love ChatterPix and Moby and Annie. This would definitely be a hit.

  • Misty S

    I use “Whole Brain Teaching” so after we watch a BrainPOP Jr. video, I let the students pick a shoulder partner and “Teach Okay” each other about what they have learned from the video. I then bring them back to whole class and let them share with everyone.

  • KatS

    I would take video clips from Internet Safety (the clips would be discussion starters, such as who a trusted adult would be) and turn the link into QR Codes. I would put the QR codes on a cube. Students, working in small groups, would ‘roll’ the cube, scan the QR code and respond to the video clip. The small group structure would allow for great conversations before they responded to the video clip.

    • Great idea, Kat! Thanks for sharing!

  • Tracey Hudson

    I would like to use the make a map tool for students to create a map showing what they have learned in our IB units. The maps could be used as an assessment as well as uploaded to our SeeSaw portfolios. Students could work alone or in pairs depending on their level. A word bank of required terms could also be available to the entire class or just a few.

    • Great, Tracey! And maybe they could even carry on and create a Make-a-Movie! Also, the word bank is a great idea for differentiation.

      • Tracey Hudson

        That’s a great idea too. Thanks!

  • Shoni Pittman

    I would call it, TAKE 1:
    Students could reenact a scene from a BrainPOP Jr. movie. They could add their own little twist to show their understanding of the concept.

  • Delilah vanderGeest

    I love the idea of having students use sign language to share their responses while taking a quiz as a class. My school currently uses a single sign on account, so I’ve been using Plickers to quickly gather responses from my students. I’m looking forward to individual log ins next year.

  • Enrica Lui

    PAUSE POINTS

    Pause Points are great because teachers can stop the movie after each question to allow students to think what they know and what they still wonder. This can facilitate making connections between learning ideas and prior knowledge.

  • Molly Clark

    I’m in love with the Word Play feature on BrainPop Jr. I can’t wait to use it as a Vocabulary station next year. Students can choose to write, draw, or create the skit for the vocabulary words that go with our topic for the week. On Fridays, students will have time to share their skits, drawings, and writings.

  • Latoya Judd

    It would be fun after viewing the movie and learning about the topic and visiting Game Up, that students then in small groups develop a game on their own about the topic. This can be an end of unit/lesson topic.

  • Zandra Clay

    I love the pair share. I have several splitters and it is a great way to foster collaboration!

  • Zandra Clay

    Groups of students could act out the videos as a way to teach it to others. This would reinforce the desired lessons for everyone.

  • Kim Dabal

    I like the idea of playing the games whole class. Earlier I made my snapthought of a game using the human body. I think it would be amazing to play this game with my entire class, while introducing discussion points and pre-planned questioning. I could also use this game as a scaffold, perhaps play it whole-class for the first few levels, and then send students back to their desks to play with a partner, while having them take snapthoughts of their thinking. The element of games in learning is so powerful and truly makes learning fun!

  • Marian Martin

    Another idea might be to have the quiz questions without the answers available to have the students turn and talk for discussion before and after the video.

  • Joie Stinson

    Students could work in partners to create their own questions about specific sections in a BrainPOP Jr movie. We could then put all of their questions together for a new class quiz.

  • Cicely Day

    I have used Brain Pop on the go with my whole class and did the quizzes with them. I want to incorporate “Come on Down” as well. It would be fun and you can have groups particpate and send down a representative.

  • Selma Prewitt

    I think it would be fun to have the kids answer the Brain Pop questions during a whole group lesson by playing something I call “Flap Slap”. We use it for various subject areas when kids need to identify something on the ACTIVboard. I have 2 teams and each sends a player to the board to answer the question. To choose the answer, they use a fly swatter to slap the answer. The player who slaps the correct answer first earns a point for their team. The swatters don’t hurt the board because they are plastic and are very inexpensive. You can decorate them if you want. I recently found a pack of 3 shaped like hands at the dollar store. I plan to use them for “Flap Slap” on Brain Pop, to have the kids use them to give each other High Fives when good things happen in class and for letting me know a group has a question during discussions around the room. Any other ideas? Please share.

  • Lidia Horyn

    I would like to have the students (maybe working in pairs) come up with their own Word Play words and definitions before looking at the ones that come with the movie.

    • I love that idea, Lidia! They could even make a matching game with word/definitions cards.

  • Great! Kids teaching kids is the best!

  • Dawnn Turner

    I would try and combine the Sign Language and the Game Show together so that students are always participating. I would like to pair the students up and let them create a version of a movie using a green screen to explain the topic and then share with friends as an added activity after completing game show.

  • Brandy Garcia

    I love the idea of “I’M DONE”, and I would love to push my students even more so that they may make their own brainPOP video based on what they learned. They can essentially create their own “MOBY” and venture into explaining their findings and possible inferences they have made thus far.

  • Michelle Ecter Hicks

    I like the “I’m Done” idea, but I would have the student explore the Primary Source or FYI and present what they learned to the class.

  • Lisa Hettler

    I am wanting to implement Genius Hour in the library. I am thinking that BrainPOP would be a great way for them to explore some different interests and passions and then use those ideas for generating questions to research further. Then also of course using BrainPop as a one of their resources as well.

  • Robin

    I am looking forward to using Brainpop Jr. activities for my independent work during math and ela small group instruction! I can use them as a rotation or center too.

  • Erin Schneider

    For math videos have students prepared with whiteboards and expo (or another way to record answers) have students solve problems with Moby and Annie.

  • Erica Tucker

    In Gameup, I played Jungle Jumble and it was like a revamp version of the television show “Electric Company” it really brings out the competitive side. It gives students to build their vocabulary and enhance their segmenting skills in a fun way.
    The game reminded me of a worksheet that I use for segmenting called, Doggie Where’s My Bone. Although this activity is not technically a segmenting activity, it gets students pay attention to individual sounds in words. With this activity, you will give the students a word and then a sound (“bug” /u/). Their job is to put the bone either on the head, body or tail to indicate the position of the sound. This word be a great activity for BPjr. can turn this into an electronic version on their website.
    I watched the student made project “Make a Movie, Different Dog Breeds”. What I noticed was that there were no captions and it the details were very general. I think the student made projects are a great way to explore what it is they have learned, what they want to learn or to share their learning.

  • Michelle Fikac

    I love the idea of implementing “Come on Down” but instead of having students compete against each other you could have teams/tables working together to come up with an answer. Team work makes the dream work!

  • Sondra Gay

    It is a great strategy to read the questions first. That is why I love the idea of taking the quiz first. It will let you know what you know and what you need to learn.

  • Tiawna Taylor

    Girls Vs Boys Game: Teachers take the content of a movie on brainpop or brainpopjr and devise questions that would be use for the game. The girls will earn “Annie” points and the boys will earn ” Moby” points.

  • Bernarss1985

    I like the idea of Pair Share to help my Special Education /ESL students with checking for understanding and as an opportunity to collaborate. I would have them watch a video and then have them work on a presentation to share what they have learned with the class.
    This would give them the chance to make sure that they understand the topic. They can also be creative with how they choose to share the information…Make a Movie, Make a Map, drawing, etc.

  • Kate

    I like the idea of creating an “I’m Done” video playlist for students to get to explore video of their choice that I might not have time to show to the whole class.

  • Lee Ann Mahoney

    I love the “I’m Done” idea. I’d like to expand this a little further by creating a “Did you know?” bulletin board (or maybe a webpage if I get ambitious). After watching a video, students can highlight one fact and add it to the board. Interested students can then go access the video to learn more.

  • Martee Barnett

    I would student to “Become the Expert” with BrainPOP movies. They would get to share what they learn on their self-selected video. These facts could be shared as students are waiting to go to recess or lunch. They would be sharing three to four ideas that they learned during that video.

  • Joy Harrison

    Sometimes there are pockets of wait time at school, whether it’s in the hallways or at dismissal. Teachers always want to take advantage of a teachable moment, so I’m wondering if it would be a good idea to use a tablet or a personal cell phone to engage the students in Brainpop while they’re waiting for something. For example, you could click on a quiz of a video that the kids have already seen. You can pass the tablet or phone down the line and they will each answer a question! This will keep them engaged and excited.

  • Rama Atluri

    This will definitely engage them while watching the video through the end.

  • Rama Atluri

    Pause Points is a great way to assess prior knowledge and set a purpose for the topic. Making a prediction about what the movie/vocabulary word is keeps learning active.

  • Laura

    Another great use for BrainPop Jr videos in the classroom is as a “Do Now” activity when students enter the classroom in the morning. It’s a great way to get them engaged and ready for the day, and introduce, review or extend understanding of a topic that has or will be covered in class!

  • Ashley Hobbs

    Students could work in teams to answer the quiz questions and the team with the most correct answers win.

  • elena Philipides

    I would like to introduce the make a movie aspect into my classroom. I’m thinking I would use it for enrichment purposes after the students complete an informational writing picece. They can narrate their own movie about the animal they wrote about and then present it to the class.

  • Kevin Sauers

    I like the idea of using”Pause Points” not only as a way to check student’s prior knowledge, but also as a way to slow down the learning and to give English Learners extra time to process what they have seen and heard so far.

  • Rachel Labuz

    After watching a BrainPOP movie, I challenge my students to come up with their own quiz questions, in order to enhance their critical thinking and creativity!

  • Jennifer Saciri

    I like the extend of having the students watch other videos independently. it could also be linked as- find a video and create a venn diagram comparing the two videos you watched.

  • Dee Cook

    I am super excited about the calendar. This could be a great resource for a 5 minute filler during the day. Even if we are not diving deeply into the topic, it will give the students a broad base of knowledge to draw on.

  • Gizem İnan

    When we complete to watch the movie related with the topic, my students want to take the easy quiz first and then hard quiz second. When we finish the quizzes they want to create their own quizzes. In my opinion, if the students are coming up with that idea, they are improving not only their creativity but also their critical thinking skills.

  • Jill Raleigh

    I would love to have my students app smash with Brainpop Chatterpix and imovie to create a talk show between Annie/Timy Moby and themselves interviewing the cahracters about a topic.

  • Kailey Fink

    I think another way to keep students engaged and learning would be to create an alternate ending to the video. They could use a graphic organizer or storyline with pictures to draw and create the characters and change the ending of the story to relate to something they know or would be a better way to end the video. Then sharing them as a class book/video would be fun to show parents.

  • Ashliegh Bauman

    The “pair share” idea would be a great extension for those fast finishers we all have. What a great way to get students continuing their learning and talking about it with a partner!