Web 2.

0 Tools for Communication and Collaboration

Paige Bena

Lesson Idea Name: All About Amendments

Grade Level/Content Area: 5th Grade/Social Studies

Content Standard Addressed: SS5CG2: a. Explain the United States amendment process as written in the
Constitution (Georgia Department of Education, 2016).

ISTE Technology Standard Addressed:  What would you like students to know and be
Creative Communicator-1.6. c. “Students communicate able to do by the end of this lesson: 
complex ideas clearly and effectively by creating or 
using a variety of digital objects such as visualizations,
Students will know how an amendment becomes
models, or simulations” (ISTE, n.d.).
an amendment outlined in the United States
Constitution.
What is the student learning goal(s) for this lesson idea? 

Students will be able to explain the United States amendment process and consider how they could
change the amendment process, which would be a project extending this lesson.

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒

Creating

I will promote student learning by having students critique, reflect, or amend one of their peer’s
amendments and why (potential challenges, limitations, etc.) and have them start to create a plan
on how they’d amend the amendment process.
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. 
    
☐ 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:

Students will work through the Padlet activities at their own pace. The teacher will walk around the
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 Web 2.0 Tools for Communication and Collaboration
Paige Bena

classroom and answer any questions students have. Students can choose which activities to work on
first. Although, I would recommend doing the first two in order. Students will collaborate with peers
when discussing which amendments, they created. Then, students will apply what they learned to
analyze why their responses were similar/different, critique and justify their peer’s amendment, or
create a new potential amendment for their peer that improves their original idea. I will assess
students’ prior knowledge by asking students what rules (amendments) they would include and why
they’d include them. Students may say everyone has the right to vote, which means they may be
aware of the amendments which allowed women and people of color to vote. I will provide real-
world tasks through initial thoughts, collaboration, and planning activities. Students must consider
how they would change the amendment process or not, relate their work to their peers or critique a
revise a peer’s work with justification, and start considering which amendments they’d include if
they oversaw their own country. Students will be assessed through their initial thoughts,
collaboration posts, Quizizz results, and amendment plans. I will conclude the lesson by having
students take a Quizizz and start writing ideas for how they’d change the amendment process. The
Quizizz will provide feedback and results for how students scored on the quiz, which I can use to
reteach or adapt the material students struggled on.
Managing student learning:
The tools used in this lesson will have students move from passive to active learners. Throughout the
process, students can choose how they’ll respond to prompts and can interact with others’
responses. Padlet allows students to work at their own pace, and students will complete the
activities in any order. One activity has students share their amendments. Students must consider
how their amendments are similar/different, critique a peer’s amendment, or amend their
amendment with justification.

Students will have an hour to complete the lesson. They’ll have ten to fifteen minutes to discuss
their amendments with peers and share their thoughts, critiques, or adaptations. During the lesson,
I’ll have a wheel to choose students to share their thinking every ten minutes. At the end of the
lesson, students will start a draft of a plan to change the amendment process. They’ll have to think
about what they learned and the limitations of our amendment process and justify why and how
their solution makes sense and is beneficial.
Universal Design for Learning (UDL):
Students have multiple means of representation through videos, images, and the Quizizz. Students
can choose how they’d like to respond to questions (multiple means of action and expression). There
are various activities for students to complete, which have various formats. Students may be more
motivated to learn by providing multiple means of engagement. Also, collaboration with peers and
working at their own pace may help increase engagement. Students may choose to complete the
Quizizz with a peer or individually, where they can express themselves and share their thinking. For
the amendment plan, students can make a concept map, bulleted list, voice memo, etc., to get their
ideas out.
Reflective Practice:

I believe this tool will help students build their understanding which they can’t do with traditional
tools. Padlet and Quizizz both allow multiple ways for students to respond (fill-in-the-blank, multiple-
choice, and open-ended). While students can respond all these ways traditionally, these tools allow
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 Web 2.0 Tools for Communication and Collaboration
Paige Bena

students to complete their assignments in one place instead of having various assignments, some
digital and some in print.
I look forward to seeing ideas of how students would change the amendment process and their
responses to the collaboration section. I think students may come up with exciting solutions to
amending the amendment process, and they must engage in higher levels of Bloom’s to critique,
change, or reflect on a peer’s amendment.

References

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 Web 2.0 Tools for Communication and Collaboration
Paige Bena

Georgia Department of Education. (2016, June 9). Social studies 5th grade: Georgia standards of

excellence. https://lor2.gadoe.org/gadoe/file/2399ec39-d200-447e-821a-d0ba4b09de07/1/Social-

Studies-5th-Grade-Georgia-Standards.pdf

ISTE. (n.d.). ISTE Standards: Students. https://iste.org/standards/iste-standards-for-students

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