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BrainPOP Jr. Tips for Teachers

Want to maximize your students’ BrainPOP Jr. Learning experience? Try these tips!

Screen the movie in advance. Watching the movie before sharing it with your students will prepare you to pose questions to the class. You may determine that your students would benefit from a graphic organizer to help them take notes while watching the movie.

Use the pause button. Whenever a new question appears on the notebook during a movie, the pause button turns red. This signals an opportunity to pause the movie and have students activate prior knowledge, make predictions and inferences, and summarize what has happened. Pausing a movie allows you to assess your students’ comprehension and foster an active viewing experience.

Watch the movie full screen. If you are projecting the movie for the whole class, we recommend playing the movie in full screen. The Full Screen button is on the left side of the window.

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Unit 2: GameUp and My BrainPOP: The Student Experience

GameUp,  BrainPOP’s game-based learning portal, hosts a wide variety of award-winning games.  Logging in with a My BrainPOP student account activates innovative features that bring a new dimension to game play!

In this unit you will do the following:

  • engage with a learning game.
  • compose and submit 3 “snapthought” assessment items complete with useful explanations.
  • explore the variety of teacher support materials on BrainPOP Educators.
  • complete a round of “Sortify” – BrainPOP’s playful assessment game.
  • test your own knowledge about GameUp by completing and submitting a final assessment quiz.

This unit should take roughly 1 hour.

If you do not have a personal My BrainPOP account, return to Unit 1.


For optimal experience, use a computer with a full featured web browser. Open this course in one window and open BrainPOP.com in another window. This allows you to read directions and follow them simultaneously.

U1 - S2

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Creative Coding and Differentiation | BrainPOP Educators

Students of all readiness levels and experiences can enjoy and make the most of BrainPOP’s Creative Coding projects. Following are strategies and tips for all types of learners.  

Learners with Disabilities
Learners Ready for a Challenge
English Language Learners

Learners with Disabilities

The following information for para-educators is adapted from the College of Education at the University of Illinois

Some students with disabilities may get frustrated and shut down when learning content that requires abstract thinking, such as computer programming or coding. This happens for various reasons, including not having sufficient prior knowledge, not developing problem-solving strategies, and requiring more guidance and scaffolding when there are multiple approaches to solving a problem. Some students also prefer to work independently, finding it challenging to work with peers.

Following are tips and strategies for to ensure that students have a successful experience with the Creative Coding projects

  • Preview the project and any
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Digital Citizenship Key Vocabulary | BrainPOP Educators

Introduce these key terms using easy-to-understand language and by relating the concepts to students’ experiences. Incorporate the vocabulary whenever possible, even when offline, and encourage students to use the terms in oral and written communication.  

ANONYMOUS: having a hidden identity

APP: short for “application,” a computer program that performs a specific set of functions  

BIAS: an attitude or prejudice that favors a way of feeling or acting over another

BOT: short for “robot,” a program, or sequence of computer code, that runs on the Internet; bots can be created to accomplish a specific task more quickly than a human  

BUG: error in a program that keeps it from running as it should

CLICKBAIT: sensationalist headline or link to an article, blogpost, or other Internet content that exists for the purpose of attracting attention, or “drawing clicks.” Once a user clicks on the headline or

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CCSS.Math.Content.6.NS.C.5 Archives | BrainPOP Educators

Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

Forming Ionic Compounds Lesson Plan: Collisions Ionic Bonding

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This lesson plan, adaptable for grades 5-8, features the game Collisions: Ionic Bonding. The game challenges students to build ionic compounds that satisfy target ratios. As they move up levels, the c…

How Far Can it Fly? Lesson Plan: Hot Air Balloon

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In this lesson plan, adaptable for grades 5-8, students play Hot Air Balloon, a simulation game that challenges students to use their knowledge of buoyancy and gravity to keep a hot air balloon flying…

Magnetism Lesson Plan: Magnet

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CCSS.Math.Content.4.OA.C.5 Archives | BrainPOP Educators

Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

Creature Caverns Teacher Guide

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Click to download this Teacher Guide for Creature Caverns, a flexible, sandbox-style game that challenges students to analyze patterns in tables and graphs. Adaptable for grades 4-7, students create a…

Curse Reverse Teacher Guide

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Click to download this Teacher Guide for Curse Reverse, a game that builds algebraic expression and patterns skills.  Adaptable for grades 3-7, the game invites students to navigate imaginary sites,

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CCSS.ELA-Literacy.RI.1.3 Archives | BrainPOP Educators

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Lunar New Year Lesson Plan: Good Luck Wish or Riddle

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In this lesson plan, adaptable for grades 1-3, students explore BrainPOP Jr. resources to learn about the Lunar New Year–what it is and how different cultures around the world celebrate. Then, in the…

Classroom Activities for Teaching About Milliliters and Liters

Posted by jglassman on

The following activities, adaptable for grades K-3, reinforce learning about milliliters and liters. They are designed to complement the BrainPOP Jr. Milliliters and Liters topic page, which includes …

Determination Lesson Plan: Create a Postcard

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In this lesson plan, students explore BrainPOP Jr. resources to learn about determination, perseverance, and grit.  Then they will use Make-a-Map or an offline concept map to brainstorm

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CCSS.ELA-Literacy.RST.11-12.7 Archives | BrainPOP Educators

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

Nutrient System and Sustainability Lesson Plan: Lakeland Game

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In this lesson plan, adaptable for grades 7-12, students play Lakeland, a game that introduces them to the complex relationship between farming, soil nutrition, and lake pollution. In the game, studen…

Menstrual Cycle Lesson Plan: Make a Movie

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This lesson plan, adaptable for grades 3-12, invites students to explore BrainPOP resources to learn about the menstrual cycle. After identifying the sequence of stages of the menstrual cycle, student…

Menstrual Cycle Lesson Plan: Make a Movie

Posted by jglassman on

This lesson plan, adaptable for grades 3-8, invites students to explore BrainPOP resources to learn about the menstrual

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BrainPOP in the University Classroom, Part II

Yesterday, we shared how Professor of Biology at Middle Tennessee State University, Cindi Smith-Walters PhD, is using BrainPOP with her students. Check out some more of her students’ reflections below on BrainPOP at the college level.

I am a senior pre-service teacher at MTSU. I first came across BrainPOP with my young children. They would come home from school and want to navigate the site.  As I overheard what they were learning from it, I got really excited about them using technology to further explain their topics discussed in class, or learn new things all together.  When I decided to go back to school at middle age, I found that this site also helped me to understand concepts that I had forgotten or seemed really confusing.  BrainPOP has helped me broaden my knowledge in science.  Topics I looked up and used were Characteristics of Life, the Six Kingdoms, Protists, Bacteria,

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BrainPOP Educators Share Their Thoughts About Steve Jobs

Last week, we called on you, our dear BrainPOP Educators, to share your thoughts about Steve Jobs’ influence on your classroom. We received many responses via Facebook, Twitter and right here on the BrainPOP Educators blog. The diversity of answers was a testament to the impact of the man, the company and the products.  Many educators were excited about the advent of user friendly mobile technology.

Jessica from Georgia remarked on the “motivation, creativity, teamwork and innovation” she observed when her students brought their own iOS for BYOT (bring your own technology) day at school.  She added “of course, we all had the BrainPOP app!”   Glad to hear it Jess!

Renee from Illinois described the change in pedagogy that happened with the use of Apple devices, “my students are motivated to learn in ways THEY want to learn, not ways I want them to learn or the way I USED

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