Web 2.

0 Tools for Communication and Collaboration

Aubrey Blair

Lesson Idea Name: Branches of Government

Grade Level/Content Area: 3rd Grade Social Studies
Content Standard Addressed:
SS3CG1.a. Describe the three branches of national government: executive (president), legislative
(Congress), and judicial (Supreme Court of the United States).

SS3CG1.c. State the main responsibility of each branch: executive (enforcing laws), legislative (making
laws), judicial (determining if laws are fair).

ISTE Technology Standard Addressed:
Empowered Learner – 1.1.c. Students use
technology to seek feedback that informs and
improves their practice and to demonstrate their
learning in a variety of ways
What would you like students to know and be
able to do by the end of this lesson:
Students will be able to describe the three
branches of the U.S. federal government and the
responsibilities of each branch.

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

Using Padlet, students will learn about the branches of national government and complete an
assessment on Edpuzzle to show what they learned.

Bloom’s Taxonomy Level(s):

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

To move students to higher levels of critical thinking, I would ask students to describe the impact of
division of power, and to consider what would happen if we removed the systems of checks and
balances. Students would be using higher-order thinking while considering a potential situation.

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.) 

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration
Aubrey Blair
Lesson idea implementation:
This lesson will be independently student-paced, to allow students to work at the speed they feel
comfortable with, while the teacher will be available for students to ask clarifying questions and to
redirect students to the task if necessary. Students’ prior knowledge will be assessed by using an
informal KWL chart at the beginning of the Padlet. Students will then learn about the history of the
American government and why the country declared independence in 1776, to then build their own
government. Afterwards, students will listen to an entertaining rap about the branches of
government and then describe the different branches they learned about. Student learning will then
be assessed by using Edpuzzle, an interactive video player that prompts students to answer
questions at specified time intervals. The lesson will be concluded by asking students to write what
they learned in the Padlet, completing the informal KWL chart. Throughout the entire lesson,
students will be using technology to direct their learning and contribute to a classroom community
on the collaborative virtual bulletin board.

Managing student learning:

This tool will cause students to become active participants in their learning, since they will each have
to post their answers to questions on the Padlet. I will ensure students remain on-task by setting
time limits to complete the lesson, and announcing when I expect students to have completed each
step of the Padlet. I believe this will promote student success because it prevents students from
falling too far behind in the self-directed lesson. Using the KWL chart allows for students to use
metacognition and enhance their learning.

Universal Design for Learning (UDL):

This experience supports Engagement because students will be contributing to a collaborative board
to show their learning to both the teacher and their classmates. It also supports Action and
Expression, because the students will be using a new way to express their learning and
understanding while they are constructing understanding.

Reflective Practice:
I believe this tool helps students engage more because every student has to leave replies to the
questions, and working independently ensures each student understands. However, I am hesitant
about independent work for the entire lesson because I believe that students can build
understanding through collaboration with their peers. I look forward to the Edpuzzle assessment
most in this lesson, because I believe it is an interesting way to assess students during a video,
ensuring they are actually paying attention while watching.

Frazier, 2021