Web 2.

0 Tools for Communication and Collaboration

Lesson Idea
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Lesson Idea Name: “Branches of Government” Padlet lesson
Grade Level/Content Area: 3nd grade social studies

Georgia Content Standard(s) or GELDS Addressed:

SS3CG1 Describe the elements of representative democracy/republic in the United States.
ISTE Technology Standard Addressed:
1.6 Creative Communicator
Students communicate clearly and express
themselves creatively for a variety of purposes
using the platforms, tools, styles, formats and
digital media appropriate to their goals.
What would you like students to know and be
able to do by the end of this lesson:
I can identify the branches of government.
I can explain each branches’ role.
I can apply my understanding of checks and
balances to new situations.

What is the student learning goal for this lesson idea?

Students will learn about the three branches of government. With this knowledge, students can
explain the role of each branch while also understanding how the system of checks and balances
functions within the branches.

Selected Instructional Software Tool: Padlet

Description of Software: Padlet is a digital bulletin board for students to design and create visuals for
their learning.

URL(s) to support the lesson (if applicable): https://padlet.com/angelanhyatt/branches-of-

government-9ugcwk4iyx1tiopq

Type of Instructional Software:

☐ Drill and Practice ☒ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-

references

Features of this software (check all that apply):

☐ Assessment Monitoring/Reporting
☒ Allows teacher to create customized lessons for students
☒ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☐ Accessible to students beyond the school day
☐ Accessible via mobile devices
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☐ Multiple languages
☒ Safety, security and/or privacy features

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 the
teacher's 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

authentic/real-world projects to demonstrate their learning and publish results 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.)
How will you connect this topic to students’ prior knowledge as you teach?

Students are exposed to the concept of government and the need for rules and laws in second grade.
Step one’s Microsoft form allows student to call on that prior knowledge and link it to the rest of the
lesson.

Managing the technology:

Co-use/Co-engagement are two ways students get involved while using this form of technology. The
BrainPop video hooks the kids and keeps them engaged. When they are watching the video, they stay
focused and on task as they fill in the notes. Time-on-task with continued focus on the learning goal is
addressed when time expectations are listed with each step.

Lesson idea implementation:

1. Start with a Hook: Provide a question, picture, or response to learning that helps students
connect with prior knowledge first. (Connecting with prior knowledge about a topic is critical)

Class will begin with a note on board telling students to get their computers, click the link
attached in the classroom home page, and wait. Students will open Padlet link and wait for
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 Web 2.0 Tools for Communication and Collaboration
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further instruction. Once it is time for class to start, I will instruct the students what the plan is
for the day. “Today, you are going to learn about our government. You should already have
your computers open to the Padlet website. You will see there are 5 steps for you to follow. I
made a comment on each step that explains the task and the time allowed for that step. Go
ahead and get started.” Step one is a Microsoft form with four questions to activate prior
knowledge. Students will complete step one in two to four minutes tops.

https://forms.office.com/Pages/DesignPageV2.aspx?subpage=design&FormId=5W7yRTTxnkO8k-
bH4z1hwtbd3xQ6Y3xGiyINIeLeRkRUMDFKU1RKTUY1NEIwT1lTNFFFTlI5MzFBTi4u&Token=
1519c3aa832d44e38d27d8e156dec9a3

2. Learning activities: Then, get students excited about the topic by introducing a video,
activity, short reading, or response that helps ease students into their learning.

To get the students excited, step two is a BrainPop video that is about 5 minutes long. It goes
over the three branches of government, their roles, and who is a part of that branch. A
worksheet will be handed out that follows the video. Students are expected to fill in the
worksheet as it will be used to study and as a reference later in the lesson.

https://www.brainpop.com/socialstudies/usgovernment/branchesofgovernment/movie/

3. Communicate and Collaborate: Allow students to communicate with the teacher and or
peers in some manner. All of the tools below offer options for responses, most will allow for
recorded audio or video responses for young learners who cannot type a response. Be sure to
include at least one way for students to respond to each other.

Step three is a Blooket activity. Only 10 minutes of class time will be contributed to this, but
this activity can be used again in later lessons. Blooket allows students to interact with each
other and review material.

https://play.blooket.com/play?id=5064972

4. Assessment: You must add an assessment of some type using ONE of the tools listed in this
module on page 7.

To assess students, step four is a Gimkit activity. It is a fun way for students to demonstrate
their knowledge. Gimkit generates a detailed report of each student so teachers can assess their
learning. 10 minutes of class time was given to the students to complete the questions.

https://www.gimkit.com/join/64973d3053306c0032c31a76

5. Closing/Summary of Learning: A closing activity or response that helps students summarize

their learning experience, respond to learning (assessment), reflect on their learning, or prepare
for the next topic of learning. Always allow students to summarize their learning at the
conclusion of the lesson.

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Step five is a Microsoft form with three questions to reflect on the lesson and their learning.
Students will complete step one in two to four minutes tops.

https://forms.office.com/Pages/DesignPageV2.aspx?subpage=design&FormId=5W7yRTTxnk
O8k-
bH4z1hwtbd3xQ6Y3xGiyINIeLeRkRUMEU2SDFCVlc2RTVJQjhGWUNCWkpKUTNBTC
4u&Token=f549a94c08614a2689bde67b1bdd211c
Universal Design for Learning (UDL) Reflection:

This lesson is technology heavy which can benefit or harm the student’s learning during this session.
To ensure all students are supported, each step can be printed or can be changed to another format
if the student cannot follow the steps within the lesson. If there are a few students who cannot use
the Padlet, I can host a small group in order to present the material. I feel confident in this lesson
and how the students will interact with it. With this standard being a bit challenging for students to
grasp, the Padlet and linked tools allows the students to have fun and be immersed in the learning.

TFrazier, 2022