Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Basic Needs for Plants and Animals

Content Standard Addressed: S1L1. Obtain, evaluate, and communicate information about the basic
needs of plants and animals.

ISTE Technology Standard Addressed: What would you like students to know and be
Empowered Learner – 1.1d: Students use able to do by the end of this lesson:
technology to seek feedback that informs and Students should be able to compare and contrast
improves their practice and demonstrate their the basic needs of plants and animals.
learning in a variety of ways.

What is the student learning goal(s) for this lesson idea? Students should learn the basic needs of
both animals and plants. Students should be able to compare and contrast the basic needs of plants
and animals.

Bloom’s Taxonomy Level(s): (Delete instructions before adding to your Weebly. If you are unable to
add a check mark to the box, remove the box and use a bolded X to identify your selection. DO NOT
use highlighting to select your choice.)

Remembering 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
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 (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 begin this lesson by teaching my students about what Padlet is
and what the possibilities are when using it in the classroom. Before my lesson, I will try to access
my student’s knowledge by asking them what they think the basic needs are for animals, humans,
and plants to live. I will write all their ideas on the board to look back on after the lesson.
Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

Afterwards, I will share my access code to Padlet with my students, so they are able to access Padlet
on their own learning devices. I will walk them through what the Padlet looks like and to go in the
order of the activities listed from top to bottom, left to right. Students will begin by watching two
videos on the needs of a plant and needs of an animal. Afterwards, students will take part in an
online interactive game that involves them dragging and dropping the basic needs of a plant and
animal. Once they have all completed the interactive game, I will assess what they have learned in a
group discussion. I will draw a Venn diagram on the board and ask the class to compare the basic
needs of animals and plants. Students will raise their hands to tell me the basic needs of animals and
plants and then tell me the basic needs that animals and plants share. Once the Venn diagram is
completed, we will discuss and compare the Venn diagram to our list we made before the lesson
plan. I will ask them questions and assess their learning by doing so. After we have a class discussion,
students will go back into Padlet to complete the Microsoft Form I created to assess their overall
knowledge and what they have learned. Collecting their responses will allow me to take note on how
well they learned through the utilization of Padlet. Their responses will help me decide if anyone
needs extra help in this area and/or if I should use Padlet again to give a lesson. Once they finish,
they will be instructed to post in the “engagement,” section of the Padlet where two questions are
asked. They are instructed to make a post in whichever format suits them best and to be creative. At
the end of the lesson, we will have a short discussion about what we learned and if they enjoyed
using Padlet. Before they leave, students will complete an exit ticket by writing down two basic
needs each for plants and animals.
Managing student learning: Using Padlet allows students to actively learn through social
engagement by interacting on a platform where they can respond and read their classmates’
responses. Padlet it easy to use as a class or individually. I will use instructional assessments such as
group discussions, interactive online games, completing a Venn diagram as a class, reflecting on
learning, and assessing their knowledge in a variety of ways such as using Microsoft Forms and
completing an exit ticket.

Universal Design for Learning (UDL): This experience using Padlet incorporates and provides a mean
of action and expression as students are offered a way to navigate their lesson plan and given an
opportunity to respond to express their learning. Although this lesson is teacher-led, it helps
students individualize their learning by going through the lesson on their own. In addition, students
are able to construct their own response and post on Padlet which supports the UDL framework by
providing options to express and communicate their learning with clear goals set and planned out
for them.
Reflective Practice: I think this tool can help students learn in an untraditional way through different
means of engagement and online practice. Although this lesson can be taught traditionally, it is
important for students to engage with one another as well as practice digital citizenship. This tool
can be easily monitored, easy to use, and safe for students according to required laws and policies. I
am most excited to use this tool as it is user friendly and helps you create an interactive lesson plan.

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

Frazier, 2021