Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Water Cycle

Grade Level/Content Area: 4th grade/Science
Content Standard Addressed: S4E3. Obtain, evaluate, and communicate information to demonstrate the
water cycle.
ISTE Technology Standard Addressed:  What would you like students to know and be
Empowered Learner -- 1.1.a. Students articulate able to do by the end of this lesson: 
and set personal learning goals, develop  
strategies leveraging technology to achieve them I would like students to be able to model the
and reflect on the learning process itself to different pathways water can take during the
improve learning outcomes. water cycle. In addition, I would like students to
be able to identify and define different processes
Creative Communicator -- 1.6.c. Students including evaporation, condensation, and
communicate complex ideas clearly and precipitation.
effectively by creating or using a variety of digital
objects such as visualizations, models or
simulations.
What is the student learning goal(s) for this lesson idea? 
Students will be able to understand that there are different pathways water can take during the
water cycle.

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒

Creating

After learning the different processes included in the water cycle, students will be able to create
their own pathway that water can take. The students’ models will be posted and open for whole
class discussion.

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

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

Lesson idea implementation:

At the beginning of the lesson, the teacher will go over the learning objective with the students. The
students will have the opportunity to work on a Padlet where they will learn more about the water
cycle. They will first be able to view an educational video discussing the water cycle. Afterwards, the
students will be able to explain in their own words what the water cycle is. In addition, there will be
a discussion on the current or recent weather conditions and if the water cycle has any impact on
that to initiate prior knowledge. Furthermore, the students will be given the choice to discuss
different processes found in the water cycle such as evaporation, precipitation, condensation, etc.
There will be a variety of tasks found on the Padlet that students can partake in which will help
students maintain engagement. This lesson provides different learning approaches for students so
their learning needs can be met. Students will be assessed on their responses to the questions on
the Padlet as well as the Kahoot attached at the end. The lesson will conclude with reviewing the
lesson objective and discussing whether the students met the learning goal or not.
Managing student learning:
The tool I have chosen for this lesson will shift students from passive to active learners by engaging
them in tasks that allow them to communicate and collaborate with other. Students will be asked to
share their answers and thoughts with one another after completing tasks independently. This
allows for students to gather their thoughts and ideas before sharing.
Universal Design for Learning (UDL):
This lesson meets requirements of engagement because students are presented with the clear
learning goal that needs to be met. Representation is presented by the different learning styles that
are included in this lesson. The content is presented in different ways for the students which is
beneficial because all students learn differently. Expression is supported in this lesson by allowing
students to share their knowledge in different ways such as drawing, writing, and through an
assessment.
Reflective Practice:
I think this tool will positively impact student’s learning experience because it allows them to be
presented with the information in more ways than one. By using this Web 2.0 tool, students will be
able to learn at their own pace. I look forward to implementing the use of the Padlet the most in this
lesson. I am excited to see how students collaborate with one another and to see if this tool is useful
for this specific subject area.

Frazier, 2021