Web 2.

0 Tools for Communication and Collaboration

Sarah Choudhry
Lesson Idea Name: Plant Parts

Grade Level/Content Area: 1st grade/Science

Content Standard Addressed:  

S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals.
a. Develop models to identify the parts of a plant— roots, steam, leaf, flower.

ISTE Technology Standard Addressed:  What would you like students to know and be
able to do by the end of this lesson:  
Empowered Learner – 1.1.a. Students articulate and  
set personal learning goals, develop strategies leveraging I would like students to be able to identify the
technology to achieve them and reflect on the learning parts of a plant and describe their functions.
process itself to improve learning outcomes.

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

Students will be able to identify parts of a plant by exploring activities on Padlet.

Bloom’s Taxonomy Level(s):

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

I will have students match the parts of a plant to a diagram. They will draw their own plant and label
it with the correct parts.

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:

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration
Sarah Choudhry

I will assign the students a Padlet to work through about the parts of a plant. They can pull it up on a
computer and complete it within one hour. First, students will activate prior knowledge by writing
about what they already know about plants. Then, they will watch a Youtube video that is a song
about the different parts of a plant. Next, they will complete a matching activity where they match
the plant part to the picture of a plant. They can take it as many times as they want. Then, students
will go through an interactive review game. Furthermore, students will draw a plant and label it. Stu-
dents will play a Blooket to test their knowledge on plant parts. To conclude the lesson, students will
summarize what they learned and respond to one peer. I will keep students engaged by using games,
videos, and online activities that they can do at their own pace. Students will be assessed through
their responses, drawing, and Blooket. I can see the accuracy of correct answers on Blooket and can
even see who got what answers correct and incorrect which will help me evaluate their learning and
reteach if needed.
Managing student learning:

The tool will help students will move from passive to active learners by going through the activities
themselves. They get to work at their own pace and take responsibility for their learning.

I will set a one hour time limit. They will have about 8 minutes for each activity which is very doable
since they are pretty quick. I will also have students respond to each other on the last post of the
Padlet. They will have a metacognition check at the end for them to reflect on what they learned. At
the end, I can do random selection as a class where I ask students to tell me what they learned
through the Padlet about plants.

Universal Design for Learning (UDL):

This experience will support action and expression because I am offering options and supports to ev-
eryone so they can learn, create, and share together. It also supports representation because the in-
formation is presented in multiple ways through videos, visuals, games, and drawings which support
students access and understanding of the topic. It supports engagement because the activities are
engaging which motivates students to learn.
Reflective Practice:

I think it will help students build an understanding in a way that they could not do with traditional
tools because they get to work at their own pace, complete activities as many times as they want,
pause and replay videos, and play interactive games. It brings multiple useful resources together that
students can work on and learn from. I think there are traditional tools that are helpful too but not all
of them can achieve what technology can achieve. I look forward to seeing their drawings and labels
because it allows for creativity and not all drawings will be identical.

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration
Sarah Choudhry

Frazier, 2021