Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Alive or not Alive? 

Grade Level/Content Area: Kindergarten  
  
Content Standard Addressed:
SKL1. Obtain, evaluate, and communicate information 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: 
Knowledge Constructor: 1.3.d Students build   
knowledge by actively exploring real-world issues and I would like students to know and be able to classify
problems, developing ideas and theories, and pursuing living and non-living things. What animals need for
answers and solutions.  survival and growth. What plants need to live and grow.
    This will be based on the LS1.C Organization for Matter
and Energy Flow Organisms from the Kindergarten
Curriculum Pacing Guide. 

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

  
The learning outcome for this lesson idea is for students to know and understand what organisms
need to be alive and grow. Students will be expected to use the Padlet technology tool to understand
what characterizes living things based on their observations. Also, students should be able to classify
living and non-living things.  
  
  
Bloom’s Taxonomy Level(s):
  
☒ Remembering    ☒ Understanding     ☒ Applying     ☒ Analyzing      ☒ Evaluating    ☒ Creating 
    
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 it via an outside source.)  
  

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

Lesson idea implementation:

  
I will ask students to partner up and sit at a computer together. I will keep students engaged and focused on
their learning by rotating and making sure they remain on topic, answering questions, and helping those who
need help. I will access students’/prior knowledge by starting with pictures of living and non-living organisms to
see which they think is living and why. The photographs I provide students with will be real-world plants and
animals and nonliving materials we use every day to keep students engaged and connected. Students learning
will be assessed by organizing a model sorted with living organisms on one side and non-living objects on the
other.  
  
Managing student learning:
  
Students will be partnered in pairs so that they may be able to co-use and co-engage in the activity
with a peer to also maintain them motivated and engaged.  The activity on Padlet will be timed, and
students will not exceed 45 minutes. The reason for this is that students will remain on task knowing
there is a time limit. Passive students will become active social learners within this time limit as they
will be led to socialize and actively finish the lesson idea on time.  
Universal Design for Learning (UDL):

The learning activity planned for this lesson will be supported by the guidelines provided by Universal
Design for Learning (UDL). Providing students and online software with diverse ways to learn and
understand the lesson is a part of UDL’s engagement. As we will be using photographs of local and
everyday objects students will also have an engagement that they will be connected to. Students will
be provided with various tools of representation to understand living organisms and non-living things,
such as a small lesson plan, followed by a video and a participation game.  
Reflective Practice:
  
I believe that this tool will help students build an understanding of the subject at hand in a way that
they could not do with a traditional tool. The reason for this is that with this tool, students can stay
engaged and active, whereas traditional tools may have a more passive student turnout. I look forward
to implementing more learning game activities in this lesson as it can be fun for students while they
also learn as they play. 
  
  
  
      
  
  
 
 

Frazier, 2021