Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: How the Water Cycle Works

Grade Level/Content Area: 4th grade
Content Standard Addressed: S4E3. Obtain, evaluate, and communicate information to demonstrate
the water cycle.

ISTE Technology Standard Addressed:  What would you like students to know and be
Empowered Learner - 1.1c. Students use able to do by the end of this lesson: I would like
technology to seek feedback that informs and students to be able to use the technology,
improves their practice and to demonstrate their specifically the videos and activities, to learn how
learning in a variety of ways. the Water Cycle Works and to demonstrate their
learning, receive feedback, and improve their
practice.
 

What is the student learning goal(s) for this lesson idea? Using Padlet, students will be able to
observe and investigate the movement of water through the different stages of the water cycle. After
observing the activities and videos, students will reflect on their learning by completing an exit
ticket.

Bloom’s Taxonomy Level(s):

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

With this lesson, I will promote student learning to a higher level of Bloom’s Critical Thinking Levels
by creating a culture in the classroom that encourages and motivates my students to use critical
thinking skills and ensure students understand what they’re learning and why. From this, students
will use assessment tools to take ownership of their learning and strive for higher learning.

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

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

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 start the lesson, I would gather all of my students in a discussion
circle in the class so that they can all see and hear me. In the discussion circle, I would ask my
students what it means for something to dry, followed by asking students where water goes when it
dries, and then have students do ‘Chat time’ to activate prior knowledge. Following that, I will let
them know that they will be learning about the water cycle today. After the small introduction to the
lesson, students will grab their laptops and go to the padlet page and begin working on their
activities, starting with the videos and ending with 3 activities. I will be walking around the classroom
to make sure that the students are staying on task and helping when necessary. After students
complete the activities, I will have them do an exit ticket to assess their learning.
Managing student learning: The tools used for this lesson will shift the behavior from passive to
active learners because they will learn to listen, accept, and process other students ideas’. By
modeling what it means to be an active learner, students will see how the technology used are all
effective ways to facilitate learning and incorporate new ideas. I will also have students participate in
quick chat time to activate prior knowledge and assessments to reflect on learning at the end of the
lesson.
Universal Design for Learning (UDL): My learning activities and videos will support student learning
through the Engagement, Representation, and Expression of the components of UDL. The activities
will encourage student collaboration and communication so they will promote student engagement
through active learning. The multiple representations of the concepts of the Water Cycle support
student learning because it offers the content in different ways. Students are able to express
themselves about their understanding of the content through the assessment which supports
student learning because it provides feedback to the student and teacher.
Reflective Practice: I believe that this tool will help students build understanding in a way they could
not do with traditional tools because with online learning activities and videos, they will stay
engaged longer and be motivated to complete tasks. These tools help make learning more fun so
students will feel more inclined to do it because they are mixing learning with fun. In this lesson, I
look forward to implementing the activities the most so I can see how they enhance student
learning.

Frazier, 2021