Lesson Plan for

Implementing NETS•S
Template with guiding questions
Teacher(s)
Name Samaria Trimble

Position Grade Teacher

School/District Durham Public Schools

Grade Level(s) 2nd Grade

Content Area Elementary

Time line One day/ Class period (lesson could spill over to next day)

Standards
● What do you want students to know and be able to do?

● What knowledge, skills, and strategies do you expect students to gain?

● Are there connections to other curriculum areas and subject area benchmarks?

● Please put a summary of the standards you will be addressing rather than abbreviations and
numbers that indicate which standards were addressed.

Content Standards NCES.2.L.1 - Understand animal life cycles.

1.1 Empowered LearnerStudents leverage technology to take an active role in choosing,
achieving, and demonstrating competency in their learning goals, informed by the learning
NETS*S Standards: sciences.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

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During this lesson students will use 3 digital tools to meet their learning goals. The learning goal is: Students will
be able to activate prior knowledge on life cycles, explore new life cycles, and share new knowledge with their
peers. Students will use Padlet, Nearpod, and Flipgrid during this lesson. Students will be able to use digital tools
to explain the life cycle of a frog and butterfly. Students will complete a closing exit ticket after completion of the
lesson.

Essential Questions

● What essential question or learning are you addressing?

● What would students care or want to know about the topic?

● What are some questions to get students thinking about the topic or generate interest about the topic?

● What background or prior knowledge will you expect students to bring to this topic and build on?

Remember, essential questions are meant to guide the lesson by provoking inquiry. They should not be answered
with a simple “yes” or “no” and should have many acceptable answers.

What is life cycle?

What are the steps in the life cycle of a butterfly?
What are the steps in the life cycle of a frog?
Students have already learned about the life cycle of plants. They will be able to build on this prior knowledge to
accomplish learning goals.

Assessment

● What will students do or produce to illustrate their learning?

● What can students do to generate new knowledge?

● How will you assess how students are progressing (formative assessment)?

● How will you assess what they produce or do? How will you differentiate products?

You must attach copies of your assessment and/or rubrics. Include these in your presentation as well.

Students will illustrate their prior knowledge by using Padlet. Students will complete the nearpod lesson to
illustrate what new information they are learning during the lesson. Students will complete a Flipgrid at the end of

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the lesson to share what new knowledge was generated from the lesson. Students will listen and respond to a
peer that learned about a different life cycle. Students will be formatively assessed using their Nearpod
responses. Student Flipgrid videos will be used to assess what they have produced. Products will be differentiated
by what life cycle is being shared (butterfly or frog). Differentiation will also be shown by allowing students to
choose their own method of explaining the life cycle. Students can create and share a drawing, read their written
response, or create a physical movement explanation.

Resources

● How does technology support student learning?

● What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials,
templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact
with the content?
● What opportunities did you have to collaborate with your students to discover and use new digital
resources to meet their learning goals? (Note: This meets part of ISTE standard 4.2)
● What previous technology skills should students have to complete this project?

This lesson allows students to use multiple technology tools to support relevant student learning. Students will
activate their prior knowledge by using Padlet. Students will complete a Nearpod lesson to show what new
information they are learning during the lesson. Students will complete a Flipgrid at the end of the lesson to
share what new knowledge was generated from the lesson. Students will collaborate by listening and responding
to a peer that learned about a different life cycle. Students use technology daily in the classroom and will use
some of their previous technology skills to assist with this project. Students will use their knowledge on knowing
how to log into their computer, typing skills for Padlet, accessing nearpod, and allowing Flipgrid to use their
camera and microphone.

Instructional Plan and Preparation

● What student needs, interests, and prior learning provide a foundation for this lesson?

● How can you find out if students have this foundation?

● What difficulties might students have?

Previously students were taught about the life cycle of plants. This gave students a great foundation for this
lesson on butterfly and frog life cycle. To find out if students actually have this foundation they will share their prior
knowledge using Padlet at the start of the lesson. Some students may have difficulty typing in the code correctly
to access Padlet. Other students may have difficulties explaining the life cycle they learned about.

Management-- Describe the classroom management strategies will you use to manage your students and the
use of digital tools and resources.

● How and where will your students work? (Small groups, whole group, individuals, classroom, lab, etc.)

● What strategies will you use to achieve equitable access to the Internet while completing this lesson?

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 ● Describe what technical issues might arise during the Internet lesson.

● Explain how you worked with students to resolve or trouble-shoot them? (This meets part of ISTE
standard 4.2.)
● Please note: Trouble-shooting should occur prior to implementing the lesson as well as throughout the
process. Be sure to indicate how you prepared for problems and work through the issues that occurred as
you implemented and even after the lesson was completed.

Students will work individually using their personal chromebooks during this lesson. The district has ensured
equitable access for this lesson by giving each student a chromebook and internet. Some students' chromebooks
needed charging during the lesson. Students were told to move near an outlet and charge theri chromebook while
continuing the lesson. Prior to implementing the lesson a plan was created to help student access links. Clever
will be used to send out links through messages. Throughout the year the teacher models the ISTE Standards for
Students. For this lesson the teacher modeled how to troubleshoot common issues that students may run into
during the lesson.

Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson.

● How will your learning environment support these activities? What is your role? What are the students'
roles in the lesson?
● How can you ensure higher order thinking at the analysis, evaluation, or creativity levels of
Bloom’s Taxonomy?
● How can the technology support your teaching?

● What authentic, relevant, and meaningful learning activities and tasks will your students complete?

● How will they build knowledge and skills?

● How will students use digital tools and resources to communicate and collaborate with each other and
others?
● How will you facilitate the collaboration?

Student led learning will take place during this lesson. The teacher will give directions and provide support as
needed. The students will be exploring and collaborating throughout the lesson. The teacher will not be providing
direct instruction to students. Differentiated instruction and assessment is used while students participate in the
Flipgrid portion of this activity. When sharing using the Flipgrid students are able to show their ability to reach
higher order thinking at the analysis, evaluation, or creativity levels of Bloom’s Taxonomy. Students are drawing
connections among the ideas of butterfly and frog life cycle at the analysis level. Students are hitting at the
evaluation level when sharing what they learned about the life cycle they explored. Students are able to show
their ability to reach the creativity level by creating and sharing a drawing, reading their written response, or
creating a physical movement explanation. The Flipgrid also acts as an authentic, relevant, and meaningful
learning experience while supporting teaching and student learning. The teacher will facilitate throughout the less
and Flipgrid videos and responses will be reviewed to monitor collaboration.

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Differentiation

● How will you differentiate content and process to accommodate various learning styles and abilities?

● How will you help students learn independently and with others?

● How will you provide extensions and opportunities for enrichment?

● What assistive technologies will you need to provide?)

Differentiation on what life cycle is being shared (butterfly or frog) will address various learning abilities. We have
previously discussed the Life Cycle of a butterfly in ELA. Specific students who may need more assistance or
have trouble with this lesson will be given Butterfly. Differentiation to accommodate learning styles will be shown
by allowing students to choose their own method of explaining the life cycle. Students can create and share a
drawing, read their written response, or create a physical movement explanation. Students have the opportunity to
learn independently during the Nearpod lesson. Students have the opportunity to learn with others during the
Flipgrid portion of the lesson. Screen reader assistive technology is available for students with eligible learning
disabilities.

Reflection
● Will there be a closing event?

● Will students be asked to reflect upon their work?

● Will students be asked to provide feedback on the assignment itself?

Also answer the following questions:

● How will you know if the students found the lesson meaningful and worth completing?

● In what ways do you think this lesson will be effective?

● Why do you think this?

● What problems do you anticipate and why?

● How would you design and/or teach this lesson differently if you had more time?

The closing event for this lesson will be an exit slip. Students will be asked to share 1 thing they learned ,1 thing
they enjoyed about the lesson, and 1 thing they could've done better or something they can improve on. Student
responses will provide data on if the lesson was meaningful and worth completing. Students will be reflecting on
their work when they respond to 1 thing they could've done better or something they can improve on. I think this
lesson will be effective in addressing the standard, engaging students, and integration of technology. The
standard is addressed throughout the nearpod lesson, students are given continuous and various ways to
participate, and technology is used in each portion of the lesson. One problem I anticipate is running out of time.
2nd grade students are still learning to use technology. Some students take longer to log in or access websites. If
I had more time I would stretch this lesson out over a week. Students would be able to work on one portion of the
lesson each day.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.

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It is important to know your students when considering implementation of this lesson. Teachers must be aware of
their students' prior knowledge, technology skills, and ability levels. Prior knowledge is needed because there is
no direct instruction during this lesson. This lesson focuses more on student led instruction and exploration.
Ensuring that the students have a good understanding of the life cycle prior to this lesson is important to
successful implementation. The lesson requires students to be able to navigate and have a good understanding of
how to use technology. Teachers should make sure students are able to do this to prevent issues during the
lesson. Lastly, the teacher should be mindful of student ability levels. Students should be able to learn from the
Nearpod and transfer that knowledge to the Flipgrid. Students will need to be creative and explain their thinking.

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