Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Frogs! Frogs! Frogs! The Lifecycle

Grade Level/Content Area: 2nd Grade Life Science

Content Standard Addressed: S2L1. Obtain, evaluate, and communicate information about the
lifecycles of different living organisms.

ISTE Technology Standard Addressed:  What would you like students to know and be
able to do by the end of this lesson: By the end
Empowered Learner: CSS.EL.K-2.1 Recognize of this lesson, students will be able to identify,
that technology provides the opportunity to and complete a lifecycle for frogs.
enhance relevance, increase confidence, offer
authentic choice, and produce positive impacts in
learning.

The students will realize the benefits of having

immersive and accessible technology.

What is the student learning goal(s) for this lesson idea? I can create a lifecycle for frogs using
technology to teach me about the lifecycle.

Bloom’s Taxonomy Level(s):

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

Students will complete a Padlet which will teach them about the lifecycle of frogs where they will
also create their own frog lifecycle.
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: The students will complete the Padlet in order to learn about the life
cycle of frogs. They will start out by thinking and posting a comment about what the difference is
Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

between frogs and tadpoles. They will then listen to a read aloud book called I Don’t Want to be a
Frog. After the read aloud book, the students will watch a video to learn about the lifecycle of frogs.
The students will then review a poster with the lifecycle of frogs and then complete a fill in the blank
of the lifecycle with a word bank. There will then be a song that the students can listen to about the
lifecycle and then a discussion response. They will have to reply to at least 2 classmates and talk
about one of the lifecycle stages and describe it. The students will then take a short Booklet quiz and
at the very end comment on their comfort level about the topic. The students will have their prior
knowledge activated with the question about the difference between tadpoles and frogs. There is a
lot of engaging material within the Padlet through the discussion, video, fill in the blank, and short
quiz. Student learning will be assessed through their comfort level response and the short quiz. The
conclusion of the lesson will be the self-assessment of comfort level by the students.

Managing student learning: The students will be engaged with the videos and engage in discussion
with their classmates. Responding to classmates in a discussion such as the ones on the Padlet can
help with student engagement and cause a shift in the behavior of students where they move from
passive to active learners by encouraging students to research answers if a question has been posed
that they may not necessarily know the answer to. There are 60 second time limits on the Booklet
quiz questions.

Universal Design for Learning (UDL): There are audio and visual components in the Padlet, and the
students have the ability to add captions in the videos if they wish to do so. The lesson is also very
engaging and has different learning applications such as the video review and the song. There will
also be components of expression through the quiz and discussion about a certain stage of the
lifecycle.

Reflective Practice: I do believe that this tool will help students build understanding because
students will have the ability to pause, rewind, and re-watch the videos if they would like and feel
like they would benefit from the remedial repetition. I look forward to implementing the watching of
the book read aloud. I thought that the book was very cute and engaging and would build student
interest in the topic.

Padlet Link

Frazier, 2021