Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Plant Life

Grade Level/Content Area: 2nd grade science
Content Standard Addressed:
LS1A: Structure and Function- Plants also have different parts (roots, stems, leaves, flowers, fruits)
that help them survive, grow, and produce more plants.
LS1B: Growth and Development of Organisms- Plants and animals have unique and diverse life
cycles that include being born (sprouting in plants), growing, developing into adults, reproducing,
and eventually dying.
ISTE Technology Standard Addressed: What would you like students to know and be
ISTE Student Standard (Empowered Learner) 1a: able to do by the end of this lesson: Students
Students will articulate and set personal goals, will be able to identify the different parts of a
develop strategies to leverage technology to plant and their functions. Additionally, they
achieve them, and reflect on the learning should also be able to correctly order the
process itself to improve learning outcomes. different stages of the plant cycle from seed to
flower.
ISTE Student Standard (Empowered Learner) 1d:
Students use technology to seek feedback that
informs and improves their practice and
demonstrate their learning in a variety of ways.

Standard 2.7.b - Educators will 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 is the student learning goal(s) for this lesson idea?
Using the online lesson, students will learn about the plant cycle and parts of a plant. After watching
the assigned videos and completing the in-lesson activities, they will complete a quiz to test their
knowledge.
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 (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
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 it via an outside source.)

Lesson idea implementation:

This lesson will be implemented in a center rotation using the computer station. The students can
work in pairs or individually. Due to the videos within the lesson, each student should have their
own pair of headphones. Students will then complete an assessment linked within the lesson. After
the lesson is complete, the teacher will evaluate the assessment and review any portions that need
extra attention. Additionally, the assessment can be completed as a class as a game for an extra
review.
Managing student learning:
This lesson should be able to be completed within one center rotation, and students should have
completed the assessment by the end of the lesson. The teacher will be able to see who has not
completed the lesson by reviewing the completed assessments. The assessment also provides built-
in time limits.
Universal Design for Learning (UDL):
The lesson was created with many moving parts, clickable and interactive features, and cartoon like
graphics to keep the students’ attention. I also incorporated age-appropriate videos within the
lesson to expand on the material. Additionally, the assessment is created as a game and not like a
test, so it seems less formal.
Reflective Practice:
I believe this lesson will help students build an understanding of plants in a more in-depth way than
just filling out a worksheet. This lesson incorporates light-hearted videos explaining concepts in
simple terms, is formatted in an interactive way, and includes an informal assessment to gauge the
students’ understanding of the material. The assessment also includes a poll for the students to self-
assess their understanding of the material.

Frazier, 2021