Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Clean Up!
Grade Level/Content Area: 3rd Grade/Science

Content Standard Addressed: S3L2. Obtain, evaluate, and communicate information about the
effects of pollution (air, land, and water) and humans on the environment.
ISTE Technology Standard Addressed:  What would you like students to know and be
1.1c- Empowered Learner Standard: students use able to do by the end of this lesson: I would like
technology to seek feedback that informs and them to know what the different types of
improves their practice and to demonstrate their pollution are, examples of the different types, and
learning in a variety of ways. how they can help make the Earth a cleaner
place?
What is the student learning goal(s) for this lesson idea? Being able to know what pollution is as
well as examples of them, able to use the technology provided to demonstrate their learning in several
ways, and capable of being assessed while using technology.
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☐ Creating
One way that I will promote student learning to a higher level of Bloom’s Critical Thinking Levels is
through using the Web 2.0 tool, Padlet as well as using an assessment tool named Quizizz.

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
teacher 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 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: First I will have the students take a preassessment to assess their prior
knowledge on pollution, which also is addressing the S3L2 standard. This will be a quick matching
game that I will provide during class time and the students will have 7-10 minutes to work on it as I
prepare the Padlet. The great thing about the way I designed the Padlet is that students can easily do
this from home or at school in case somebody is sick or just cannot make it. Having this flexibility is
very important, especially now with covid. Padlet will address the ISTE standard of allowing the
students to demonstrate their learning in many ways. Later when the students take the Quizizz it
supports another part of the ISTE standard and that the Quizizz will give me as well as the students
feedback on their knowledge. Next, I will keep the students engaged and focused on their learning
goals by having the Padlet be as interactive as possible. On the Padelt I have students drawing
pictures, responding to classmates, watching videos, and reading documents all to help each learner
stay engaged. There will also be brain breaks where I will turn on Kidz Bop and the students can

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration
dance around or relax for a few minutes. When it comes time for class engagement, I will use
Flippity’s Spin the Wheel to randomly pick who should answer the question, that way all the students
stay on their toes. I have learned that giving students time limits also makes them motivated to
complete a task, so I will also be providing time limits for the students throughout the day. Along with
the pre-test I will also access the students’ prior knowledge by the first activity in padlet. It is a picture
of pollution on the beach, so I will be able to see if students know enough about pollution to be able to
recognize it. Not only does the Padlet assess students’ prior knowledge, but it also will provide
authentic real-world tasks for the students. The second prompt on the Padlet ask students where they
have seen pollution, which allows them to think about the real world’s pollution problem. To
conclude the lesson, on the Padlet I ask for the students to draw a picture of their yard with pollution
and then without it. This gets the students thinking about solutions and the impact that they have on
the environment and our world! Towards the end of the lesson the students will take a Quizizz which
will allow me to assess their knowledge on the material that we have learned. The questions go up the
fourth level of Bloom’s Critical Thinking! There are also mini quizzes the students can take after
reading and watching the videos on BrainPOP, but that is purely optional. To conclude the lesson, I
will have all the students draw what the world would look like with and without pollution. These
drawing will then be hung up around the room or in the hallway as a reminder to students not to
pollute. They will also post a picture on the Web 2.0 tool, Padelt of their finished drawing so they can
show their parents as well!
Managing student learning: I will have the students move from being passive to active learners by
having them engage with their classmates even though Padlet is an online tool. Using Padelt lets them
be active in their learning style because they get to choose what they want their response to look like
because of all the different options Padlet has. Quizizz allows the students to be tested in different
ways; multiple choice, fill in the blank, written response, and many more.
For each Padelt task the students will have a set amount of time to work on each section which allows
there to me more motivation to complete the task before the time runs out. At the end of the Padlet
lesson I will ask all the students to come to the rug and randomly select 5 students to present their
conclusion piece from the random wheel generator on Flippity. This will also allow for more student
engagement within the classmates because they can respond to their classmates face to face. All the
students will also be able to reflect on their work during this time.
Universal Design for Learning (UDL): This lesson idea reflects the show of UDL because the
students are getting assessed in ways that they might not even realize that they are being assessed in.
And when the students being testing is more obvious, like the Quizizz, there are different options for
the students to take the exam. Throughout the Padlet I am checking the students understanding. For
one student, Quizizz is not the best way for them to show their knowledge, but drawing a picture is!
So, this lesson idea gives the students outlets to express how/what they have learned.
Reflective Practice: If the students were only allowed to use traditional tools, then it would be much
harder to respond to everybody’s responses. If the students did not use Padlet then I would have to put
the BrainPOP on the main board and the students would not be able to start and stop it if they found
valuable information. Then on the BrainPOP reading document the students who would like it to read
in another language would not be able to do that in a big classroom setting. I look forward most to
implementing the student’s ability to show their knowledge in any type of way they like, because
know I would have appreciated that when I was growing up. Everything was always a test, and I
remembered how stressed I would get. I do not want that feeling for my students. Learning should be
fun, and when students are getting assessed, it is sometimes valuable for them not to know they are
being tested because that stress factor is not there.

Frazier, 2021