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Lesson Idea Name: RAIN. SNOW, SLEET, HAIL
Grade Level/Content Area: 1st Grade Science
Content Standard Addressed: S1E1.b: Ask questions to identify forms of precipitation such as rain,
snow, sleet, and hailstones as either solid (ice) or liquid (water).
ISTE Technology Standard Addressed: What would you like students to know and be
Empowered Learner: able to do by the end of this lesson: I want my
1.1.c. Students use technology to seek feedback students to be able to tell the difference
that informs and improves their practice and to between rain, snow, sleet and hail.
prove their learning in a variety of ways
What is the student learning goal(s) for this lesson idea?
I can describe the different forms of precipitation.
Bloom’s Taxonomy Level(s):
☒ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating
I can promote student learning to a higher level of Bloom’s Critical Thinking Levels with this lesson by
encouraging my students to make connections with this lesson and by encouraging them to ask questions
about the lesson and to encourage active participations as well.
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
teacher 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 decide the tool they will use to meet the learning goal. The teacher eases the
learning as the students direct their own learning processes.

☐ Problem-based and/or Publishable: Students are solving problems
and completing projects to prove their learning. Additionally, the projects can be shared outside
of the classroom. (Note: This aim 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 are to answer the prompts that are provided to them on the Padlet. There are 6 that ask
about the topic and one that asks for student feedback on whether they enjoyed this delivery. I will
keep my students engaged by providing them with different formats in one lesson. Some of the
prompts ask students to draw while others just ask for answers in the form of voice recordings.
Student engagement will also be held better since I added an educational video to help my students
Frazier, 2021
Web 2.0 Tools for Communication and Collaboration
understanding on the topic. Students will have access to any notes they have taken on this subject
priorly. They will also have their teacher if they have any added questions. I will supply real-world
tasks for motivation by having my students supply their own understanding to the topic and their
own opinions. Students learning will be assessed based on their responses and I will conclude my
lesson once everyone has commented of each section by going over the correct answers and by also
assign homework based on the lesson.
Managing student learning:
Yes, students will have to think about the different forms of precipitation and how they are formed.
I will give a time limit of about 30-45 minutes for students to complete tasks. After everyone has
completed their responses, I will have them get into groups of 2-3 and talk about why they
responded the way they did to the prompt. Afterwards, we will talk as a class and students can
volunteer to share their answers to the whole class.
Universal Design for Learning (UDL):
Students are allowed to answer anyway they want though I recommended voice recording for those
who are not great at typing yet. they want to, and I have made it so that their names are not
displayed above their answer. They will also be able to engage with each other and share their
answers if they want to. Students who have visual imparities can use the talk to text choice and can
voice record their responses.
Reflective Practice:
I do; this tools allows for students to be able to respond to the prompts in a way for the teacher to
gauge understanding in a quick and efficient way. Students are also able to compare their answers to
their peers. I look forwards to having my students practice diverse ways of answering prompts
outside of the traditional pen and paper. It will help them in our technologically dense world overall.
Frazier, 2021

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Web 2.

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Bloom’s Taxonomy Level(s):

☒ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Lesson idea implementation:

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