Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Flow of Energy in an Ecosystem

Grade Level/Content Area: Science Fourth Grade

Content Standard Addressed: S4L1. Obtain, evaluate, and communicate information about the roles
of organisms and the flow of energy within an ecosystem.
ISTE Technology Standard Addressed:  ISTE Stu- What would you like students to know and be
dent Standards Website able to do by the end of this lesson: By the end
1.6 Creative Communicator of the lesson the students should be able to un-
Students communicate clearly and express them- derstand the flow of energy in a ecosystem and
selves creatively for a variety of purposes using to be able to develop simple models to illustrate
the platforms, tools, styles, formats and digital the flow of energy through a food web/food
media appropriate to their goals. chain beginning with sunlight and including pro-
ducers, consumers, and decomposers.

What is the student learning goal(s) for this lesson idea?  After using the Wakelet I want my stu-
dents to be able to understand the flow of energy in an ecosystem and to be able to create a food
chain.

Bloom’s Taxonomy Level(s):

☐ Remembering X Understanding X Applying X Analyzing X Evaluating X Creating

To get the students to a higher order of thinking I will ask them questions about what each level
does to see if they gained knowledge from the videos embedded in the Wakelet.

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
teacher direction and expectations. Learning activities are assigned to the stu-
dent 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 facili-
tates the learning as the students direct their own learning processes. 
 
☐ Problem-based and/or Publishable: Students are solving problems and complet-
ing 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 morn-
ing newscast, posting the project to the classroom blog, presenting it to another class, or publish-
ing via an outside source.) 

Lesson idea implementation: For this lesson the teacher will start off by explaining Wakelet to the
students and what they are expected to do. Depending on technology resources in the classroom the
students will either pair up or individually go through the wakelet. To keep the students engaged in

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration
the lesson the teacher will walk around and see where they all are on the wakelet and ask if there are
any questions to make sure they are fully grasping the information. To access prior knowledge we
will talk about animals and what animals eat other animals for food to see what the students already
assume or know. The students will be accessed by answering the short answer questions on the
wakelet after watching the videos and tasks provided. To conclude the lesson we will have a full class
discussion and make a food chain together listing the roles of the different organisms.
Managing student learning: If working with partners I will allow the students to talk to their peers
about what they are learning to see if that helps with greater understanding of the subject. There
will also be a time limit in which the students have to go through the whole wakelet. I feel as if us-
ing this tool will create a shift in behavior from passive to active social learners by being able to
learn this information on their own time while discussing with peers.

Universal Design for Learning (UDL): This use of technology will support engagement throughout
the classroom. Instead of the teacher just standing up at the board teaching it this give students
the initiative to learn as an individual while working with a peer to gain better understanding while
being able to ask the teacher any questions.
Reflective Practice: I do believe this tool will help students gain a better understanding of the in-
formation because they will be more engaged than a traditional class lesson where some students
will zone out and not be fully participating. I look forward to implementing wakelet into lessons
since it is such an easy tool to use and fun for the students to work through.

Frazier, 2021