Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Abolitionist Movement

Grade Level/Content Area: 4th Grade, Social Studies

Content Standard Addressed: SS4H4 Examine the main ideas of the abolitionist and suffrage movements.

ISTE Technology Standard Addressed: ISTE
Student Standards Website
Empowered Learner – 1.1.a. Students articulate and
set personal learning goals, develop strategies
leveraging technology to achieve them and reflect on
the learning process itself to improve learning
outcomes.
What would you like students to know and be
able to do by the end of this lesson:
I want the students to know the events which led
to the abolitionist movement and know the key
players in the movement.

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

Students can multiply and divide within 100. Students can understand the relationship between
multiplication and division.

Bloom’s Taxonomy Level(s):

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

One way I can promote student learning to a higher level of Bloom’s Critical Thinking Level by having
them complete activities which are related to the abolitionist’s movement.

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:

To begin the lesson, every student will be given a computer. They will be instructed to go to their
school email because I will send the Padlet link for them to use. Once they have received the link and

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

have opened to the Padlet, they will be instructed to wait. On the Padlet, there are six activities
which need to be completed. The first activity is a question which I would like to discuss with the
students before allowing them to type or record their responses. As a class, we will discuss the
question in detail, and I will go over the terms ‘abolish’ and ‘slavery.’ Once I have done this, I will
then ask the students how they would feel if their freedom was taken from them. After I have posed
this question, they will respond to the Padlet question and post their responses and respond to their
peers. Then, the students will be instructed to go through the rest of the Padlet with the remaining
time left during the lesson. In the Padlet, there are videos, matching games, a Quizizz quiz to
complete, and a reflection question to answer. Students will be instructed to go through the Padlet
and post their responses and respond to peers’ thoughts. At the end of the lesson and Padlet, the
students will be instructed to create a poster to help end slavery. They can choose what they would
like to have in their poster and what they want it to say if it mentions one of the leaders of the
movement and why they believe slaves should be free.
Managing student learning:
While the students are working on completing the Padlet, I will walk around and observe what the
students are writing and how they responded to the questions and to the thoughts of their peers. To
create the shift from passive to active learning, I will select a few intentional students to share their
thoughts with the class on some of the questions posed within the Padlet. I want the students to
discuss and hear the responses from their peers so they can understand the thoughts of others and
what other students are saying and thinking.

Universal Design for Learning (UDL):

Within this lesson, the Padlet provides the students with the means to collaborate with one another
in a safe space. Within the Padlet, students can choose the way they wish to respond. Students can
either type out their responses, record audio of their response, or post images. In this lesson, there
are many ways in which students can respond to questions and they have the option to remain
anonymous,
Reflective Practice:
I do believe this tool will help students build understanding which may not have been reached with
traditional tools because they can utilize this tool at home and can work with others as they
complete it. With traditional tools, they may only be accessible while in the classroom; however,
with Padlet and Quizizz, it can be accessed outside of school and can be done at home. I look
forward to implementing the Padlet because I want to see if the students respond to it in a positive
manner. I also want to see if student responses are well thought out and if they are engaging
properly with the material presented to them.

Frazier, 2021