Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: All About Plants and Animals
Grade Level/Content Area: 1st grade/ Life Science
Content Standard Addressed:
S1L1: Obtain, evaluate, and communicate information about the basic needs of plants and animals.
a. Develop models to identify the parts of a plant—root, stem, leaf, and flower.
b. Ask questions to compare and contrast the basic needs of plants (air, water, light, and
nutrients) and animals (air, water, food, and shelter).
c. Design a solution to ensure that a plant or animal has all of its needs met.
ISTE Technology Standard Addressed:  What would you like students to know and be
Digital Citizen 1.2.d: Students manage their personal able to do by the end of this lesson: 
data to maintain digital privacy and security and are Students should know and be able to identify the
aware of data collecting technology used to track different parts of plants, the needs of plants and
their navigation online. animals, and how to create a solution for those
needs using the technology tools provided.
Creative Communicator 1.6.c: Students communicate
complex ideas clearly and 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 should be able to identify and label all parts of plants. Students should also be able to
understand the basic needs of plant and animals and begin to formulate how to meet those needs
after viewing the technology tools and completing activities and simulations.
Bloom’s Taxonomy Level(s):

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

One way I will promote student learning to a higher level of Bloom’s Critical Thinking Levels with this
lesson is with the integration of technology. Students will answer higher order thinking questions,
watch supplemental videos, and complete activities to further their learning.
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. 
    
☐ 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:

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration
Students will use this guided Wakelet to move through this lesson. The teacher will facilitate learning
by walking around and supporting students as needed. Students have an interactive question forum,
and the teacher will address questions as they come in or privately if preferred by a student.
Students will stay engaged and focused on their learning goals as they move through the videos and
supplemental activities provided on the Wakelet. Student attention will be drawn there as they work
through each activity to further their learning. I will start this lesson with a review video on BrainPOP
Jr to access prior knowledge and activate new learning. Real-world tasks are provided throughout
the lesson as forums to check for understanding and more which are like many forums designed in
their future of learning. Student learning will be assessed through the questionnaire at the end of
the lesson via Quizziz. This lesson will be concluded by students sharing one thing they learned and
the teacher will summarize what they share. Everyone will be able to share on Flipgrid and we can
watch the videos together as a class.
Managing student learning:
The tools for this lesson will encourage students to work as social learners as they are encouraged to
observe peers and work together as they wish. Students can watch the videos together and share
thoughts but will answer questions as individuals. Students will use co-engagement with peers to
watch and listen to videos. They can speak about what they have learned to get the perspective of a
peer to consider in their own learning. Students will reflect on learning individually as they move
through the lesson.
Universal Design for Learning (UDL):
This experience should completely support the universal design for learning. Students are
encouraged to take some mental, digital, or even paper notes as they go through each of the videos
and activities. To support student engagement, there are many activities on different formats such
as videos, activities, listening, and questionnaires. Again, with this tool, there are multiple means of
representation. Students can see varied supports for learning in different formats that will activate
their background knowledge and further their learning more than others. Students are supported in
the expression format of the framework as they are expressing what they have learned in various
formats. They are also encouraged to provide feedback and show understanding for each task or
activity.
Reflective Practice:
I believe this tool will help students to build a new level of understanding than from traditional tools
in many ways. Information is presented in many ways and there are several different ways for
students to stay engaged and demonstrate their learning. I think I look forward to allowing students
to have control when they complete this lesson and guide themselves through each activity. It will
be interesting to see how students move through having control over their pace and order in which
they learn.

Frazier, 2021