Aria Latour - Communication and Collaboration Lesson

Web 2.
0 Tools for Communication and Collaboration Aria LaTour
Lesson Idea Name: “Introduction to Day and Night Patterns” Padlet Lesson
Grade Level/Content Area: Kindergarten, Science
Content Standard Addressed: SKE1. Obtain, evaluate, and communicate observations about time
patterns (day to night and night to day) and objects (sun, moon, stars) in the day and night sky.
a. Ask questions to classify objects according to those seen in the day sky, the night sky, and
both.
ISTE Technology Standard Addressed: What would you like students to know and be
Empowered Learner able to do by the end of this lesson:
1.1.a Students articulate and set personal I can identify the differences between daytime
learning goals, develop strategies leveraging and nighttime.
technology to achieve them and reflect on the
learning process itself to improve learning I can identify things in the daytime sky, such as
outcomes. the sun and clouds.
1.1.c. Students use technology to seek feedback I can identify objects in the nighttime sky, such
that informs and improves their practice and to as the moon and the stars.
demonstrate their learning in a variety of ways.
Digital Citizen
1.2.b. Students engage in positive, safe, legal,
and ethical behavior when using technology,
including social interactions online or when using
networked devices.
What is the student learning goal(s) for this lesson idea? Students will be able to explain the
differences between daytime and nighttime and identify objects seen in the sky during the day
versus in the night. Using the interactive Padlet, students can reinforce their understanding of day
and night patterns with interactive stories and visuals.
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.
Frazier, 2021
Web 2.0 Tools for Communication and Collaboration Aria LaTour
☐ 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:

Students will use the artifact (Padlet) to engage with interactive storybooks, videos, and activities to
build on their knowledge of day and night and allow them to make connections to celestial objects
that appear during each time of day. I, the teacher, will monitor students and observe their progress
through the Padlet lesson, as the activities are already presented to students. I will keep students
engaged in this activity by establishing simple goals for students to accomplish by the end of their
activity. I will also minimize distractions in the classroom such as, providing students with
headphones and their own personal space so they can focus on their current activity and vary the
modalities that students are engaging with (varying from videos to readings). I will assess my
student’s prior knowledge by beginning the Padlet with a question requiring a one sentence
response on “what [they] notice about the sky during the day and during the night”. Student
learning will be assessed with a final multiple-choice “quiz” that reflects on what students just
learned from the activities presented in the Padlet (videos, readings, and activities).
Managing student learning:

Students shift from passive to active social learners when using the created Padlet lesson due to the
interactive and collaborative learning. Students remain engaged with multimodal learning through
videos, listening to audiobooks, and playing interactive games and students can collaborate amongst
themselves by seeing comments of their peers regarding the activities they complete and when
completing their final quiz on ‘Blooket’.
Universal Design for Learning (UDL):

This learning activity supports the three components of the UDL framework, engagement,
representation, and expression/action in several ways. Using multimedia activities for students to
complete such as watching videos, playing games, and interactive activities provides students with
various content which caters to different learning styles of students and allows students to remain
engaged in their learning. Opportunities for expression is provided through the reflective activities
that students are to complete as they complete the lesson.
Reflective Practice:
This tool will help students build understanding rather than traditional learning methods because of
the collaborative and interactive features that Padlet has to offer. Students can engage with material
in various and unique ways that they cannot do with traditional material, such as textbooks. I look
forward to implementing a student-led digital lesson because students are able to take control of
their learning and learn digital tools and techniques that they may have never known before.
Frazier, 2021

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Web 2.

0 Tools for Communication and Collaboration Aria LaTour

Bloom’s Taxonomy Level(s):

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

Lesson idea implementation:

Managing student learning:

Universal Design for Learning (UDL):

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