Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Major Rivers and Mountain Ranges of the United States
Grade Level/Content Area: Social Studies, 3rd Grade

Content Standard Addressed: SS3G1 Locate major topographical features on a physical map of
the United States.
ISTE Technology Standard Addressed:  What would you like students to know and be
able to do by the end of this lesson: 
Standard 1.1.a in the Empowered Learner  To be able to identify the major rivers and
Standard: Students articulate and set personal mountain ranges in the United States.
learning goals, develop strategies leveraging
technology to achieve them and reflect on
the learning process itself to improve learning
outcomes.
Standard 1.1.c in the Empowered Learner
Standard: Students use technology to seek
feedback that informs and improves their
practice and to demonstrate their learning in a
variety of ways.

Standard 2.7.b Analyst Standard

Use technology to design and implement a
variety of formative and summative assessments
that accommodate learner needs, provide timely
feedback to students and inform instruction.

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

The learning goal is for students to be able to locate and name the major rivers and mountain ranges
in the United States. Also, being able to name some resources that can be found in this area.

Bloom’s Taxonomy Level(s):

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

Students will be promoted to a higher level of Bloom’s critical thinking levels with this lesson due to
the variety of activities provided. The activities will let students first remember and understand the
knowledge. They will be promoted to a higher level through the links provided with assessments
where the can implement what they have learned on the Padlet. They will be able to use the
information provided in the links to complete the assessments and assessment questions on the
padlet targeting the level of applying in Bloom’s Taxonomy.

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
Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

teacher 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 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:

The students will use the links embedded into the Padlet we created to learn and practice about our
standard. We have embedded games, interactive maps, videos, and questions for students to
complete to show their understanding on the topic. They will be assessed by questions in one of the
links. Having these different types of activities helps differentiate learning because it gives students
different ways to be able to see and understand the material.
Managing student learning:
The students will transition from passive learning to active learning. This is because with the links we
have embedded in this Padlet allow them to interact and receive feedback on how they have
answered the questions.

Time-on-task will be utilized by the time it takes for students to complete each activity. In our
planning, each task should not take longer than 8- 10 minutes each, but we will set timers in class on
how long each activity will take.

Universal Design for Learning (UDL): Padlet supports and enhances the learning experience for
students in the classroom by targeting a variety of learners. Padlet gives the opportunity to provide
visual and auditory links for learning to support students through different activities. Padlet will help
meet the learning goal through the UDL principal representation. Padlet gives students a choice to
obtain their knowledge by the variety of activities in the links. All of the activities on the Padlet can
be used to target each learning style. Padlet gives educators the resource to allow students to have
information given in different formats. Information is given in a variety of ways through the links that
the teacher attaches to the Padlet. Padlet can also support the UDL principle of engagement. On the
padlet, content is being presented in multiple media and it provides varied supports by having
visuals and audio. Having different links allows students to have choice and gives the teacher the
ability to incorporate student interests.

Reflective Practice:
I believe that this tool will greatly help students. Using this tool gets students all of the resources
they need to learn about and practice their knowledge in one place. I look forward to implementing
the “quiz” part of this lesson because they get to choose how they would like to answer the
questions. It lets students somewhat have a say in the way they prefer the questions be presented.
Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

Frazier, 2021