Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Martin Luther King Jr.

Grade Level/Content Area: 2nd grade Social Studies

Content Standard Addressed: SS2H1 Describe the lives and contributions of historical figures in
Georgia history. d. Martin Luther King Jr.

ISTE Technology Standard Addressed:
2.7.b Use Tech to Create Assessments
Use technology to design and implement a
variety of formative and summative
assessments that accommodate learner needs,
provide timely feedback to students, and inform
instruction.
.
What would you like students to know and be
able to do by the end of this lesson: The
students should be able to understand the life and
contribution of Martin Luther King Jr. using the
sources provided and get a passing grade on the
final assessment.

What is the student learning goal(s) for this lesson idea? The students will be able to understand
why Martin Luther King Jr. was considered a historical figure in Georgia.

Bloom’s Taxonomy Level(s):

X Remembering X Understanding X 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.

X 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 (Real world problems) 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.)

Lesson idea implementation

 Web 2.0 Tools for Communication and Collaboration

At the very start, the teacher explains how the Padlet tool works. This is an important part of the
lesson because if they are confused about how to use tool, they will never get around to the learning
aspect. Preferably, this part of the lesson happens on the day before so that they could get situated
with using the tool before they are trying to learn other content. As the students are getting to the
tool, the teacher will explain how this lesson will go. They will get the opportunity to do the lesson
individually or with a partner. No matter what the students pick, the lesson has a section where it
askes the students to interact with other students. The beginning asks the student to access their
prior knowledge. They need to explain why they think that we celebrate MLK day every January.
Once they answer that question, they are asked to view a BrainPOP video about him. Then, they
need to utilize the Padlet by recording themselves telling the class what they learned about MLK
from the video. Then, they need to view the other videos and reply to them. This will motivate them
to make a good video and make sure that they are knowledgeable in their own video. They will have
one more video to view to get a deeper understanding. They will then need to play a Kahoot as a
review before their assessment. Then they take a quiz on Microsoft Forms. At the very end they are
asked to interact with each other again by sharing their favorite and most interesting fact they
learned during the lesson.
Managing student learning:
I think that Padlet will change their behavior when they move from passive to active social learners
because there will be a lot of collaboration in this lesson. This will keep them more engaged and
motivated because they are interacting with the other students. The class will be expected to
interact with the tool either in partners or individually. It is their choice because there is a
collaboration aspect to the Padlet no matter if their working alone or with someone. They will be
using Ask three Then me so that they can continue collaboration and not simply come up and ask me
as soon as they get confused. There will be a time limit for this lesson. There will be a timer for 40
minutes just in case some people take longer but they will be expected to finish in 30 minutes. There
will be checkpoints written on the board for students to pace themselves (be done with step 1,2 and
3 in by 10 minutes. etc.) At 15 minutes, we will have a class check in to see where everyone is and
then have a quick discussion about all the information that they have heard up to that point.
Universal Design for Learning (UDL):
The different activities I have planned are each a little bit different. This way there is a different
representation of the same information. The first is a BrainPOP but after it is just an informative
video explaining why Martin Luther King Jr. did what he did. It gives a better insight into his early life
than the BrainPOP. There are two ways that they can show what they have learned, by making a
video or by typing out the words. Padlet allows both of those things to be done very easily by little
kids. There are also going to be engaged by different things. First, they have 2 videos that are both
slightly different to keep the student’s attention. Then there is a Kahoot that they can use to review
the information before the quiz that they are required to take. At the end they all have an
opportunity to type out their favorite or most interesting fact that they learned about him.
Reflective Practice:
I think this lesson allows the students to work at their own pace and rewatch any parts that they
need if they don’t understand something. When a class is watching videos all together, if someone is
confused or didn’t completely understand something, they are going to have to ask the teacher for
clarification or if their scared of asking they will just keep quiet and simply must figure out the
answer. When the students are given the opportunity to interact with the lesson on their own, they
have time to go back and relisten to anything they need to get a better understanding of the
 Web 2.0 Tools for Communication and Collaboration

content. I look forward to the students having the chance to interact with other students. A lot of
the time, students are simply doing the worksheet or activity on their own. This type of lesson is
structured around the thought or student collaboration and communication, so it is very exciting to
implement.