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Lesson Idea Name: Juliette Gordon Low Padlet lesson

Grade Level/Content Area: 2nd Grade social studies.
Content Standard Addressed:

SS2H1. Describe the lives and contributions of historical figures in Georgia history. e. Juliette
Gordon Low (Girl Scouts and leadership).
ISTE Technology Standard Addressed: What would you like students to know and be
ISTE Student Standard (Empowered Learner) able to do by the end of this lesson:
1.1a: Students will articulate and set personal
goals, develop strategies to leverage technology By the end of the lesson students have gone
to achieve them, and reflect on the learning through the artifact I have created for them, and
process itself to improve learning outcomes. they will have developed strategies and reflected
on their learning. They will develop strategies by
ISTE Student Standard (Empowered Learner) using the artifact and figuring out exactly how to
1.1d: Students use technology to seek feedback use it, and what it's used for. Students will reflect
that informs and improves their practice and on their learning outcomes by completing
demonstrate their learning in a variety of ways. questions asked and by playing an educational
game that was embedded into it. By doing this,
student will seek feedback on what they have
learned, which will improve their practices.
Overall, by the end of the lesson I want my
students to be able to tell me what Juliette
Gordon Low was known for and simple facts
about her, while also navigating through the
artifact given to them.
What is the student learning goal(s) for this lesson idea?
I will be able use and navigate through Padlet to learn about Juliette Gordon Low.
I will complete 6 different activities (including learning activities and an assessment of learning) within the
Padlet, so I can better my knowledge on Juliette Gordon low.
Bloom’s Taxonomy Level(s):
X Remembering X Understanding Applying Analyzing Evaluating Creating
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 the
Frazier, 2021
Web 2.0 Tools for Communication and Collaboration
teacher's direction and expectations. Learning activities are assigned to the

student and mostly practice based.
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:

For this lesson, as the teacher I will introduce the topic that we will be going over that day. That
topic will be about the life of one of our historical figures in Georgia history, Juliet Gordon Low. For
this lesson I will be giving the students a Padlet that has already been designed for the standard. This
Padlet will contain a range of six different activities, these activities will help them stay engaged as
they are entertaining. As the teacher I will walk them through how to use the Padlet since it could be
a new source to many of the students. Me walking through this with them will include me explaining
what each activity is asking from them and showing them how to give their student responses on the
activities that is asking for that. To motivate the students, I will allow them to work on this Padlet in
any section of the room that they want. Along with this they can work with a friend, but they all
must give their own individual answers for the activities that require responses. The students will be
assessed by the Blooket I created for them. This tool allows me to see the student’s data, which is
how it allows me to assess them. I will also assess what the students have retained from. This by the
short response questions I have asked. I will access students’ prior knowledge by reminding them
the simple steps of how to use a computer if they may not remember, also by explaining to them the
simple rules we have while using computers in the classroom. I will conclude the lesson by having a
collaborative meeting with the students as a whole group to see how they liked this lesson, and if
they think it was more beneficial towards them.
Managing student learning:
I believe that if there is a shift in behavior of students while using the tools for this lesson, that it
depends on a student. I feel as if not all students will have a shift in behavior because more are
comfortable with the use of technology in the classrooms. I do believe there could be a shift from
passive to active social learners since this activity is very activating. This activity is asking for students
to think, discuss, challenge, and analyze the information being given. This could be a switch for the
passive learners who are usually not used to this type of learning. If I do see a major shift in behavior
from students, I will allow for time-on-task where I shift from passive to active learning. If this does
become a problem, I will set time limits for how long the students can work until they must get up
and move. I am already letting the students Co use this activity so they can use one computer to
work together which could help this situation. During this lesson I want my students to be
collaborating with each other so if that means I will get my kids chatting then I will. I can do this by
setting up chat times for students where they're allowed to chat every few minutes for a short
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period of time.
Universal Design for Learning (UDL):

I have selected to use Padlet for this lesson because it is an easy software to use. It allows for
students to respond with critical thinking, as well as embedding many activities into it. It was not
only easy for me to maneuver through, but with a little bit of description and instruction it should be
an easy tool for students to use this technology tool as well. It is supporting and enhancing the
learning experience for the students in the classroom because it is allowing them to think critically
and have higher order thinking. This experience is supporting representation components of UDL
framework because it is offering information in multiple formats. It also is using action and
expression since it is providing students with more than one way to interact with the material they
are given. Along with this, it allows students to show what they have learned.
Reflective Practice:
I believe this tool will help build understanding for students because it allows there to be more than
one way to interact with material that they are given. This is a change from traditional learning and
tools because it is offering students to express their thinking in multiple different ways. In traditional
learning students may just have a worksheet to fill out, but with this new technological tool students
are able to interact more with the content and standard provided. I look forward to implementing
the Blooket the most in this lesson because it is a fun tool that I have enjoyed learning about and
using, so I know students will enjoy it just as much as I do. I’m also excited to get data back when I
use this in my future classroom because I think it is a cool way to examine where the students are in
their learning.
Frazier, 2021

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Web 2.

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Lesson Idea Name: Juliette Gordon Low Padlet lesson

Content Standard Addressed:

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

Bloom’s Taxonomy Level(s):

X Remembering X Understanding Applying Analyzing Evaluating Creating

teacher's direction and expectations. Learning activities are assigned to the

Lesson idea implementation:

Universal Design for Learning (UDL):

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