Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Pollution and the Solution
Grade Level/Content Area: 3rd grade/Science
Content Standard Addressed: S3L2. Obtain, evaluate, and communicate information about the effects of
pollution (air, land, and water) and humans on the environment. b. Explore, research, and communicate
solutions, such as conservation of resources and recycling of materials, to protect plants and animals.
ISTE Technology Standard Addressed:  What would you like students to know and be
Empowered learner - 1.1.c. Students use able to do by the end of this lesson: Find
technology to seek feedback that informs and information on pollution and discuss the effects
improves their practice and to demonstrate their of pollution and humans on the environment.
learning in a variety of ways. Communicate solutions to pollution such as
recycling.

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

Students will be able to communicate what they have learned about pollution.
Students will be able to communicate what resources they have learned about to prevent or lessen
the effects of pollution.

Bloom’s Taxonomy Level(s):

X Remembering X Understanding X Applying X Analyzing X Evaluating ☐ Creating

Students evaluate the types of pollution and come up with supporting evidence for what solutions
can be made to help prevent/clean up pollution.

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 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:

Students are engaged in the presentation with the videos added as well as the questions and
interactive slides for students to participate in conversation. These slides will also be used as
formative assessments to check understanding and learning. Real world learning is taught through
pictures and examples of pollution in the questions presented in the slides.

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

Managing student learning:

Students will be passive learners in the slides that are teaching students, but they will become active
social learners with the interactive slides with questions and the final Google Form to see where
students’ knowledge lies. Students will be given time limits for each interactive slide to keep
students on task and to keep them in charge of their own learning. They will be asked for thumbs up
or thumb down near the time limit to see if students are done or if they need more time on a slide.
Students will also be able to speak to their peers to get students talking for some of the questions to
allow students to learn from each other.
Universal Design for Learning (UDL):
Students will be engaged through videos provided on the PearDeck. Interactive slides also allow for
both engagement and representation. For representation, there are different types of questions and
interactivity for students. Students will also be able to collaborate with their peers to learn from
others if they need further assistance or need to learn more information from their peers before
answering questions. And action/expression is shown in some of the specific questions such as
“what are some ways we can help protect the environment”.
Reflective Practice:
I do believe students would build better understanding with this Web 2.0 Tool with the interactivity
and multiple slides in which students are required to participate with open ended questions and
other variety of questions. Where traditional tools may be more delayed with feedback from the
teacher or students may be able to fake what they learned easier than in the interactive PearDeck. I
look forward to seeing the creative ways students can come up with as far as solutions to pollution. I
want to create an environment where students can get creative and give more answers than just
what they were taught in the lesson.

Frazier, 2021