Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name:​ Where on Earth Do We Live?

Content Area:​ Social Studies
Grade Level(s):​ 1st Grade

Content Standard Addressed:​ SS1G2. Identify and locate the student’s city, county, state, nation (country),
and continent on a simple map or a globe.

Technology Standard Addressed:​ Empowered Learner1d. Students understand the fundamental concepts of
technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are
able to transfer their knowledge to explore emerging technologies.

Selected Technology Tool:​ Padlet, the Map feature

URL(s) to support the lesson (if applicable): ​https://padlet.com/ziggy_1248/t01719vaj8vz

Bloom’s Taxonomy Level(s):

☐​Remembering ​☐​Understanding ​X​ Applying ​☐​Analyzing ​☐​Evaluating ​☐​Creating

Levels of Technology Integration (LoTi Level):

☐​Level 1: Awareness ​X​ Level 2: Exploration ​☐​Level 3: Infusion ​☐​Level 4: Integration
☐​Level 5: Expansion ​☐​Level 6: Refinement

Universal Design for Learning (UDL): ​I selected Padlet with the hope that students could access this Padlet
from some sort of large touchscreen such as a Smartboard during the lesson. This way, the Map feature on
Padlet can be seen by the whole class and student can manipulate the map and discuss it as a class. This
assignment, where students are pointing out where they live in many ways, is engaging because it is relevant
to their lives. Students will also be able to access this Padlet from any desktop computer as it can be made
available via link, QR code, Google Classroom, and more.
Lesson idea implementation:​ I will have the Padlet map displayed in front of the classroom on some type of
interactive technology board. I will discuss with the students what a city, county, state, nation, and continent
is. This will be a review as we will have discussed it before as a class. I will get students to discuss with me
what each of these are, allowing students to volunteer information via raising their hand whilst sitting on the
carpet at the front of the room. As students volunteer information about these definitions, I can ask students
to give a thumbs up if they are on board and understand and a thumbs down if they still feel unsure. This is
one way that student learning can be assessed and the lesson can be modified.

As the discussion continues, I will ask for student volunteers to come up to the board and find the city that we
live in. Then another student will identify and label the county, then state, and so on. The Padlet board is
interactive and students can zoom in and out, exploring as they please. Doing this activity will be a good way
to get students to apply their knowledge of these definitions to a map and label places that are relevant to
them and their lives. To extend student thinking, I could ask "Will a continent or a state have more people in
it?" "Is a county or a city going to be larger?" I would ask these types of analysis questions to get students to
think about the differences between all of the definitions and mapping concepts. I can differentiate for
students by allowing them to show me (and the class) where they are from on the map. I will conclude the
lesson by thanking those students who came up to the board volunteering to show us where things were on
the map, and I will send them back to their seats.

Spring 2018_SJB
 Beyond-the-Basic Productivity Tools (BBPT)
Reflective Practice: ​I think that this lesson could impact student learning because it shows students where
they live in relationship to a real-world map. This may give them a sense of belonging, and they learn how
they can use technology to make sense of that world/belonging. In order to extend this lesson, I could get
students to present to the class a city of their choice. From their, students will have to show the class where
that city is on a map. They must also explain the city in relation to its county, state, nation, and continent.
Students could complete this also using Padlet.

Spring 2018_SJB