Web 2.

0 Tools for Communication and Collaboration Rocio Delgado

Lesson Idea Name: United States Geography

Grade Level/Content Area: 3rd- Grade Social Studies

Content Standard Addressed:

SS3G1 Locate major physical features on a map of the United States.
ISTE Technology Standard Addressed: What would you like students to know and be
ISTE Student Standards Website able to do by the end of this lesson:
Empowered Learner- I would like my students to learn how to use the
1.1.a. Students articulate and set personal tool Padlet and show technology etiquette when
learning goals, develop strategies leveraging participating in the activities. Using the tool, I
technology to achieve them and reflect on the want them to demonstrate their knowledge about
learning process itself to improve learning major rivers and mountains of the United States.
outcomes. They should know what physical features are
1.1.c. Students use technology to seek feedback (example: mountains) to be able to do the
that informs and improves their practice and activities using the interactive map. They will
also read short articles about the rivers, so they
demonstrates their learning in many ways.
can identify and find where the major rivers are
in the country. I want them to communicate and
collaborate with their peers to complete each
activity through audio, video, drawing, or text.
There will be an assessment, which students
should get at least 5 out of 6 correct responses.
The results should connect with their learning
goals and use the technology to seek feedback for
improvement.

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

Students will locate the major rivers and mountains in the interactive map of the United States.
Students will describe the rivers and mountains by giving key details from the articles and maps.

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.

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 Web 2.0 Tools for Communication and Collaboration Rocio Delgado

X 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: I will first start by addressing the standard and the objectives to the
class before they get the tool. This is the time where I will describe how to use it, the purpose, why
and what are we going to show in the tool, and important rules to follow when using the tool. I will
ask students to set their own learning goals and share them with the class. Then, I will allow students
to enter to Padlet, and start by participating in the introduction, which is a video of the famous
landmarks in the United States. This is to get them thinking about their favorite and what features
are involved. They will be doing interactive maps and reading articles about the rivers and
mountains that are going to be focused on in the lesson and assessment. The first activity will be the
finding physical features that they already know (individual), second is read articles about major
rivers (assigned group activity and learn through other groups), third is interactive map for major
mountains (with a partner), fourth is written response practice questions (with groups), and fifth is
draw a picture of a specific physical feature that they learned. They will have a Quizizz assessment
with 6 multiple-choice questions, to show their learning from the entire lesson. Some questions have
pictures and links to resources used in the lesson to support them. After the assessment, students
get to reflect on their learning and think about how they feel about this topic through summary. I
will keep my students engaged and focused on their learning goals by encouraging them to
collaborate and communicate their knowledge through either text, audio, video, or drawings, so
they do not feel uncomfortable. I will also observe their behavior and provide feedback to students
about what they need to do to improve. The introduction allows me to see if any student is familiar
with the landmarks, has visited them, or what they know about the physical features in those
landmarks. This allows me to see if the students know what the expectations are when using the
tool by providing a post with their name. I will provide visuals of various places around the country,
which will provide a clear picture to all students about what is around us in nature. I will also provide
an interactive map and read articles that provide details of the features. The students will be
assessed through practice written response and summative multiple-choice assessment at the end,
which will provide me with results. Also, the assessment has visuals and reading articles that
students can refer to when answering questions. I will conclude the lesson through a written
individual summary to see how the students feel about U.S. Geography.
Links of activities and assessment:
SafeShare
Britannica Kids
About Us - Oddizzi
Whiteboard - Explain Everything Drive
Start Playing - Quizizz
Managing student learning:

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 Web 2.0 Tools for Communication and Collaboration Rocio Delgado

The tool used for this lesson will cause a shift in student’s behavior from passive to active social
learning. Padlet allows the students to participate in the activities provided and write post to their
peers and teacher. Also, the students will have the chance to collaborate in groups to answer
activities questions. Every student will decide on what format their post is going to be, for example,
Padlet will have options for students to use a text, drawing, audio, or video to share their knowledge
about a particular post. This would assist all students to get the chance to share their learning.

I will allow time-on-task and shift from passive to active learning by setting the time limit for the
introduction/interactive with 5 minutes. For the reading articles and interactive map group/partner
activities, I will have 20 minutes to complete altogether. The last individual activity, I will have about
3 minutes to complete. The assessment and summary should take about 15 minutes to complete
together. For co-engagement, students should be in collaborative groups for certain activities in the
lesson and work individually. They are reminded to respond to their peers as well for more
engagement. Some instructional assessment strategies that I included are quick chat times, all hands
up, getting kids chatting, and metacognitive checks. Each activity they will be learning and
responding to questions, which will be assessed throughout the lesson. There is a lot of quick
response questions and multiple-choice questions in the Quizizz, so they can have another format of
sharing knowledge. At the end, students reflect on what they have learned or what they need help
with.
Universal Design for Learning (UDL): Every activity that I included in my artifact supports all
components of the UDL framework. The hook and all the activities get students thinking about what
the United States features look like and how it helped develop some of the best landmarks. Students
have a choice on how they are going to present the topographical features with what the tool
provides for posts, which is what engages students. For representation, the students can provide
information through multiple formats such as video, drawing, text, or audio, so they have different
experiences with the tool. There are also a few diverse ways to represent topographical features
that support students learning. For action and expression, they can express their knowledge through
various tools in Padlet. Students are encouraged to collaborate to foster interaction with peers and
learning.
Reflective Practice:
I believe this tool will help students build understanding in a way that they could not do with
traditional tools because they have many online resources, they can use to support their learning
and collaborate with their peers by choosing a specific tool from Padlet. The lesson includes visuals,
written text, videos, and practice activities that support students with learning needs when working
with a group and individually. I look forward to implementing the collaborative activities and the
assessment because it requires student collaboration and using a variety of formats to express their
knowledge about the content. I get to see what the students get to do with the tool, which is also
part of learning.

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration Rocio Delgado

Frazier, 2021