Web 2.

0 Tools for Communica on and Collabora on

.
Lesson Idea Name: Living and Non-Living Things

Grade Level/Content Area: K/ Science

Content Standard Addressed: SKL1. Obtain, evaluate, and communicate informa on about how
organisms (alive and not alive) and non-living objects are grouped.
ISTE Technology Standard Addressed: What would you like students to know and be
able to do by the end of this lesson:
Empowered Learner – 1.1.a. Students ar culate and Students will understand how organisms and
set personal learning goals, develop strategies leveraging non-living objects are grouped.
technology to achieve them and re ect on the learning
Students will ar culate and set personal learning
process itself to improve learning outcomes.
goals.
Students will develop strategies and use
technology to achieve them.
Students will re ect on the learning process to
improve learning outcomes.

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

I can use Padlet to understand how living and non-living things are grouped. I can set learning goals,
use technology to develop strategies, and re ect on what I have learned.

Bloom’s Taxonomy Level(s):

X Remembering X Understanding X Applying X Analyzing X Evalua ng ☐ Crea ng

Students will analyze what they need to survive as a way to iden fy how living things are grouped.

Frazier, 2021

fl
ti

fl

ti

ti

fl

ti

ti

ti
ti
ti

 Web 2.0 Tools for Communica on and Collabora on

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

X Teacher-led: There is no student voice and choice in the ac vi es. Students are guided by
teacher direc on and expecta ons. Learning ac vi es are assigned to the
student and mostly prac ce based.

☐ Student-Led: Students are given voice and choice in the ac vi es. 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 comple ng projects to demonstrate their learning. Addi onally, the projects can be shared
outside of the classroom. (Note: This objec ve could be reached by displaying the project on the
school’s morning newscast, pos ng the project to the classroom blog, presen ng it to another
class, or publishing via an outside source.)

Lesson idea implementa on:

As a class, we will go over the goals for this lesson at the beginning of class. Students will engage in
the Padlet about living and non-living things. They will watch videos, engage in a drawing ac vity,
answer ques ons, engage in a matching ac vity, and complete an assessment on Kahoot. Students
will collaborate with their peers in some of the ac vi es. I will introduce this lesson by having
students answer a ques on that is included in the Padlet. The tasks included in the Padlet provide
real-world tasks that will mo vate students. They will watch an engaging video, draw a picture of
something that they see everyday and decide with a partner if it is living or non-living, and play a
matching game with a partner. Student learning will be assessed using a Kahoot that has 8 mul ple
choice and true or false ques ons. The lesson will be concluded by having students re ect on what
they have learned and choose one thing that they have learned throughout the lesson to share.
Managing student learning:
The tools of Padlet and Kahoot in this lesson will allow students to move from passive to ac ve social
learners because they will be transla ng informa on, engaging in games, and considering how
objects are grouped. Students will co-use and co-engage in some ac vi es included in the lesson like
the matching game and drawing ac vity. Students will respond to ques ons in the Padlet that
encourages conversa ons about the topic. During the lesson, students will engage in a metacogni on
checks that will keep them on task and allow them to re ect on what they have learned. This will
happen a er the students watch the BrainPop video and at the end of the lesson.

Frazier, 2021

ft
ti
ti
ti
ti
ti
ti
ti

ti
ti

ti
ti
ti
ti

ti

ti
ti
ti
ti
ti
ti
ti
fl
ti
ti
ti
ti

ti
ti
ti
ti
ti
ti

fl
ti
ti


ti
ti
 Web 2.0 Tools for Communica on and Collabora on
.
Universal Design for Learning (UDL):
This lesson support the UDL framework principle of representa on because informa on is given in
video format, chat format, and game format. The principle of ac on and expression is also seen in
this lesson because students can interact with the material and show what they have learned in
di erent ways. Students will show what they have learned by engaging in the matching game,
responding to ques ons, drawing a living or non-living thing, and respond to mul ple choice or true
or false ques ons. The principle of engagement is also seen in this lesson because all the resources in
the Padlet provide mul ple ways to mo vate students.
Re ec ve Prac ce:
Padlet provides mul ple resources that allow students to build understanding in a way that they
could not do with tradi onal tools. The combina on of videos, response ques ons, games, ac vi es,
and response tools allows for this to happen. I look forward to implemen ng the drawing ac vity
most in this lesson. Students can use their crea vity and background knowledge to draw an object.
This will help students make connec ons between their own lives and what they are learning.
Students also collaborate with a partner in this ac vity so they are able to learn from each other.

Frazier, 2021
ff

fl
ti
ti
ti
ti
ti

ti
ti
ti
ti

ti
ti
ti
ti
ti

ti
ti
ti
ti
ti
ti
ti
ti
ti