Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Animals and their Habitats
Grade Level/Content Area: 3rd Grade Science
Content Standard Addressed:

S3L1: Obtain, evaluate, and communicate information about the similarities and differences
between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains,
Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.

1. Ask questions to differentiate between plants, animals, and habitats found within
Georgia’s geographic regions.

2. Construct an explanation of how external features and adaptations (camouflage,

hibernation, migration, mimicry) of animals allow them to survive in their habitat.

3. Use evidence to construct an explanation of why some organisms can thrive in one habitat
and not in another.

ISTE Technology Standard Addressed:
1.1 Empowered Learner: Students leverage
technology to take an active role in choosing,
achieving, and demonstrating competency in
their learning goals, informed by the learning
sciences.
What would you like students to know and be
able to do by the end of this lesson:
Students should be able to identify several
habitats and the animals that belong in them.
They should also be able to explain why all
animals cannot live anywhere. They should
become more familiar with online tools and
completing lessons digitally.

What is the student learning goal(s) for this lesson idea?

Using Padlet, students should learn about habitats and the different animals that belong in them.
They should explain why animals live in different habitats and what different animals need to
survive. Students should also become familiar with Padlet and how to interact with digital lessons.

Bloom’s Taxonomy Level(s):

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

This lesson introduces basic concepts of the topic, but if students show readiness to advance
teachers can prepare extra videos and/or simple assignments that introduce the next level of
learning (matching activities, more complex questions, etc.)

How do you plan to implement this lesson and integrate the technology? Check all that apply:

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration
 
☒ Teacher-led: There is no student voice and choice in the activities. Students are guided by
teacher direction and expectations. Learning activities are assigned to the
student and mostly practice based. 
    
☐ Student-Led: Students are given voice and choice in the activities. They may select the topic
of learning and/or determine the tool they will use to meet the learning goal. The
teacher facilitates the learning as the students direct their own learning processes. 
 
☐ Problem-based and/or Publishable: Students are solving problems
and completing projects to demonstrate their learning. Additionally, the projects can be shared
outside of the classroom. (Note: This objective could be reached by displaying the project on the
school’s morning newscast, posting the project to the classroom blog, presenting it to another
class, or publishing via an outside source.) 

Lesson idea implementation:

If used during class time, each student will have a technology tool (computer preferred) to complete
the Padlet. The Padlet is made to be interesting and engaging for students. There is a question in the
beginning that asks students to post their initial thoughts. Since this lesson is meant to introduce the
concept, students are not expected to have much previous knowledge, but this can be used for the
teacher to see what students already knew. Student learning is assessed through the final question
and the concluding assessment tool through Google Forms. If assigned to students as an at home
activity (given students are provided access to technology), the lesson is completed in the same way.

Managing student learning:

This activity is virtual and a basic lesson intended for an introduction to the concept. There are not
specific opportunities for in-person communication, but the lesson can be improved on to
accommodate that environment. Passive learning is a part of the lesson while reading posts and
watching videos, but the posts that require a comment and the assessment tool allow for the
students to change the passive learning to active learning. If done in a classroom, you can create
time limits for each activity or move on to the different steps as a class, even if done individually. If
you’re in a classroom you could also replace the response posts with opportunities for students to
discuss the question and their ideas with each other or all together. The lesson can be adapted for
the learning environment.

Universal Design for Learning (UDL):

UDL is addressed by multiple ways of absorbing the content through text posts, an informational
video, a video with a song, and an interactive game. These different versions of learning content
address the needs of students to have different ways of learning.

Reflective Practice:

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration
This tool is very valuable for helping students to build understanding. Padlet can help students learn
in ways that traditional tools cannot because of all the capabilities and feature it has. Things like any
kind of link, video recordings, and drawings can be extremely beneficial, especially with young
students. The specific Padlet I made is not necessarily capable of promoting further levels of
understanding but is a good start to further lessons and allows students to learn in a different way
and gain experience with technology.

Frazier, 2021