NG - Web 2

Web 2.
0 Tools for Communication and Collaboration

Lesson Idea Name: Exploring Natural Rights
Grade Level/Content Area: 4th Grade
Content Standard Addressed: SS4CG1 Describe the meaning of: a. Natural rights as found in the
Declaration of Independence (the right to life, liberty, and the pursuit of happiness)
ISTE Technology Standard Addressed: What would you like students to know and be
Empowered Learner - 1.1.c. Students use technology able to do by the end of this lesson:
to seek feedback that informs and improves their Given online resources through Padlet, students
practice and to demonstrate their learning in a will be able to describe and discuss natural rights
variety of ways. as found in the Declaration of Independence.
What is the student learning goal(s) for this lesson idea?
Students will be able to navigate through and respond to prompts on Padlet.
Through text, audio, or mind maps students will digitally communicate what they know about natural
rights.
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☐ Creating
Students will have the opportunity to create digital visualizations detailing what they have learned
and their evaluations of the content.
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 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 via an outside source.)
Lesson idea implementation: The teacher will introduce the students to Padlet and make sure
everyone can get logged on and access the material. The teacher will explain that today’s lesson will
be carried out and explored by the students instead of the teacher presenting the information.
Students will have the option to work individually, in pairs, or small groups at their tables should
they prefer; however, all students will be responsible for adding their own posts to the Padlet. As
students access the Padlet, they can read each prompt starting with the first and add their responses
as indicated on the section header. Students may leave their responses by typing messages, leaving
audio recordings, or linking to drawings, sketches, pictures, and mind maps. Students are provided
with multiple avenues for choice and expression to maximize their engagement and comfort with
Frazier, 2021
Web 2.0 Tools for Communication and Collaboration
the lesson. Student learning will be assessed across all of their responses to the Padlet, but primarily
the Ed Puzzle task will act as the main assessment for the lesson. Students will create a short
summary presentation at the end of the lesson and post it within the final Padlet header. The
teacher will bring the class back together as we discuss and present students’ takeaways,
conclusions, and realizations relating to natural rights as described in the Declaration of
Independence.
Managing student learning: This activity promotes moving from passive to active social learning by
allowing students to move at their own pace, collaborate both in person and online, and extend
students' critical thinking and analytical skills through higher-order thinking questions.
As the students go through the different Padlet activities, the teacher can assess how students are
performing, provide feedback, and offer reminders to ensure everyone is moving through the
activities in an appropriately timely manner. While the lesson is primarily driven by the students
themselves, the teacher may see the opportunity to reflect on possible misconceptions or valuable
insights produced by the students.
Universal Design for Learning (UDL): This experience allows students to approach the subject of
natural rights through multiple forms of representation across the different videos and collaborative
discussion, allowing students of diverse learning styles and educational preferences to absorb the
content more thoroughly. Likewise, opportunities for teamwork, and creative expression should
increase engagement in students. Lastly, students have multiple opportunities and freedom of
choice when it comes to demonstrating their knowledge. They can show what they have learned in
comments, in-class discussions, the EdPuzzle assessment, and any form of learning summary that
they choose to include on Padlet.
Reflective Practice: Padlet makes learning fun and varied for students. I believe this will be an
effective way to teach children about history and government as there is ample opportunity for
engagement, creativity, and social collaboration. With traditional tools, learning about the
declaration of independence may disinterest students who are not excited by social studies;
however, this lesson uses technology to present the information in an active and personalized way
that will hopefully reach more students. I look forward to seeing students’ summaries where they
share their ideas and creations having just learned a new topic that they may have been introduced
to for the first time.
Frazier, 2021

NG - Web 2

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Web 2.

0 Tools for Communication and Collaboration

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

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