Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Basic needs of plants and animals

Content Standard Addressed: S1L1. Obtain, evaluate, and communicate information about the basic
needs of plants and animals.

ISTE Technology Standard Addressed: Use the What would you like students to know and be
link to guide you to suggested student standards able to do by the end of this lesson:
which come from the ISTE Student Standards By the end of this lesson, I will expect students to
Website know the basics of plants and animals, and what
1.1c Feedback to Improve Practice-Students use they need to survive. I will also expect students to
technology to seek feedback that informs and become interactive with technology and to show
improves their practice and to demonstrate their what they know when going through the lesson
learning in a variety of ways. and practice.

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

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 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 (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: Students will be able to articulate their answers and reflect upon what
they are learning while going through the different boards within the lesson. They will be able to
identify, compare, contrast, and design solutions based off what they learn about the basic needs of
plants and animals. Teachers will trouble-shoot questions and use creative websites, videos, and
assessments for their students. I would keep students engaged and focused by using co-engagement
Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

where they are placed with a partner. They will be both be expected to give a full description to their
partner of what they have learned after going through each different board within the lesson. I will
access students’ prior knowledge by starting the lesson off with a simple, open-ended question that
they should already know for them to reflect on and answer. I will provide real-world tasks by
coming up with real life scenarios that the students could see on a daily basis and will be able to
relate to. Students learning will be assessed by a learning website in which quizzes students on what
they know. I will conclude the lesson by giving a final compare and contrast overview based off what
they have learned and end it with a matching quiz that summarizes what they learned.

Managing student learning: When using the tool, this will cause a shift in the behavior of students
where they move from passive to active learners because the tool requires students to think about
their answer rather than just absorbing information. The students are expected to take what they
have learned from an activity and apply it to give an explanation of their own of what they think an
answer is.
To allow time-on-task and shift to active learning, I will expect students to answer the questions
within the boards in a certain amount of time, so they don’t get distracted or will not be focusing. I
will also select students to present in front of the class what information they have recorded after
watching the beginning instructional video in the lesson.
Universal Design for Learning (UDL): With the learning activities I have planned for the students,
they will support Engagement, Representation, and Action & Expression components of UDL
framework. They will support by allowing students to be able to reflect upon what they are learning,
have illustrations of examples of pictures to help them, and provide multiple different ways of how
they are needed to navigate or respond to an activity.
Reflective Practice: I believe this tool will help students build a better understanding in a way they
could not do with traditional tools. I think this because of the many different ways they can develop
answers and how they are able to learn what they need to know in many different ways like video,
drawings, pictures, and assessments. Traditional tools do not give you the ability to create a variety
of different, unique, and interactive lesson ideas. I look forward to implementing the assessment in
the lesson the most because I am excited to create questions of my own. I also will be able to choose
which kind a questions I would want to create, like matching, multiple choice, sill in the blank etc.

Frazier, 2021