Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Simone N. Millington-Motley
Name
Position

General Education Teacher

School/District

Mount Zion Primary School / Clayton County Public Schools

E-mail

smilling@kennesaw.view.usg.edu

Phone

770-478-5826

Grade Level(s)

Second Grade

Content Area

Science

Time line

2 Weeks

motleyeds@gmail.com

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

Students will identify sources of energy and describe how light, heat, and motion
energy are used. Students will write informative and explanatory texts and will use
a variety of tools to produce and publish writing, including digital tools and
collaboration with peers.

NETS*S Standards:

Students will use technology to enhance learning, increase productivity, and promote
creativity. Technology tools will be used by students to locate, evaluate, and collect
information from a variety of sources. Students will collaborate, publish, and
interact with peers to construct knowledge, and develop products.

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

This lesson plan presents a culminating project to review the science standard, S2P2, taught in the
second grade Energy unit. It will focus on the types of energy introduced in second grade; heat, light,
and energy of motion. Students will demonstrate their knowledge of identifying the sources of energy
and describe how the energy is used. Students will work in groups to develop their products that include
a Popplet, Padlet entry, and a presentation utilizing Google Slides or PowToon.

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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? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) 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 energy?
What are three sources of energy?
What are various ways that energy can be used?

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.

All students will use www.popplet.com to create a Popplet on one type of energy. The Popplet will
include facts and images of the chosen type of energy and examples of how the energy can be used. The
students will then use the information from their Popplet to construct an informational paragraph about
their chosen form of energy. The summary paragraph will be placed on a Padlet using www.padlet.com.
The students will present their projects by either creating an animated video using www.powtoon.com or
a slideshow utilizing Google Slides. In order to generate new knowledge, students can do research
using the internet utilizing videos or websites. The students progress will be assessed using teacher
observations and the final products will be assessed using a rubric to see if all components are present.
The products are differentiated by students being able to choose between a Google Slides presentation or
creating a PowToon.
Resources (How does technology support student learning? What digital tools, and resourcesonline 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 previous technology skills should students
have to complete this project?)

Technology reinforces and supports the standards taught in the Energy unit. It also allows students to
create an authentic product utilizing 21st century tools to enhance their learning, comprehension, and
level of engagement. This lesson will allow students to become more familiar with collaboration and
presentation tools. Students will need to know how to locate information on the internet using chosen
search engines. Students will be able to learn more about energy by viewing the following teacher
suggested videos:
http://studyjams.scholastic.com/studyjams/jams/science/index.htm
https://jr.brainpop.com/science/energy/
https://app.discoveryeducation.com/learn/videos/7a684c19-4fa4-4342-b68c-7379860eaf76?
hasLocalHost=false

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Instructional Plan 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?)

Students will have worked on the Energy unit for four weeks prior to this lesson being implemented.
Students should have an understanding of the sources of energy and their uses. Weekly common
assessments given before this project, will allow for the assessment of foundation levels and addressing
of any weak areas. Students should have been exposed to the specific internet tools prior to this lesson
as well as, working collaboratively within a group. Students may have difficulties with cooperation due
to their age level.
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? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? 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 be working in small groups. The students will complete the project in the classroom,
science lab with the laptop cart, and the school computer lab on the assigned days. Extra support will be
provided by the Digital Learning Specialist, Instructional Facilitator, Gifted Teacher, and the Media
Specialist when available. Students will have access to classroom and computer lab desktop computers
and laptops. Technical issues may include loss of the wireless connection. Internet lessons would then
be rescheduled if connection is not restored in a timely manner. Laptop carts will be reserved a week in
advance from the media center to insure availability.

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 Blooms 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?

This project calls for collaboration and cooperation on the part of the students. Students will receive
teacher and peer feedback throughout the activities. Students will work in cooperative groups and
will utilize skills such as note taking and summarizing. The teachers role is to facilitate learning,
discussions, and assist with locating information as needed. The students role will be to explore and
ask questions as needed. They should be communicating with each other about the concepts learned
in the Energy unit. The students should be able to describe how sources of energy are used. The
teacher will ask questions that promote higher order thinking. The students will have to use material
learned to create the products they will be assessed on. Technology will support the learning. The
teacher will use technology to supplement the skills that are being taught via videos and other
resources. The authentic, relevant, and meaningful learning activities and tasks students will complete
include a Popplet, Padlet submission, and a Google Slides Presentation or PowToon demonstrating
knowledge acquired and fostering communication and collaboration. Collaboration will be facilitated
through teacher observations and corrective feedback.

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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?)

The students will have a choice on the presentation product they would like to create. They will utilize
their various learning styles and ability. In their small groups, they will have peer buddies to help them
get their ideas together. The groups will support dialogue and discussion. The students will utilize
resources as needed, and ask questions as necessary to other students and the teachers. Higher level
students will be allowed to assist other students with content, explanations, and demonstrations of how
to complete the desired product using the Web 2.0 tools. Students will be allowed to use desktops and
laptops as needed to complete the project.
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? What will be your process for answering the following
questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)

The students will be able to share their learning, experiences with the tools, and the project overall
by writing a reflection on the Ticket Out the Door Padlet. The students will also get an opportunity
to view the presentations of other groups and be allowed to respond to another group regarding their
presentation.
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.

Before implementing this lesson, the teacher will take into account the academic levels of the students in
the class for creation the groups. While wanting to allow students an opportunity to choose their form of
energy, the teacher will have to make sure that there is balance and one form of energy is not
overrepresented.

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