Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Phases of the Moon

Grade Level/Content Area: 4th Grade Science

Content Standard Addressed:

S4E2.b Develop a model based on observations to describe the repeating pattern of the
phases of the moon (new, crescent, quarter, gibbous, and full).

ISTE Technology Standard Addressed:  What would you like students to know and be
able to do by the end of this lesson: 
1.3.C Students curate information from digital
resources using a variety of tools and methods to I would like students to gain an understanding of
create collections of artifacts that demonstrate the phases of the moon and why they occur. By
meaningful connections or conclusions. the end of the lesson, students should be able to
create a model that shows how the phases of the
moon occur.
 

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

The student will create a model that shows how the phases of the moon occur.

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating

☒ Creating

I will be using Padlet to guide this lesson. The Padlet features 6 questions that include 1 question for each
Bloom’s Taxonomy level.
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:
Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

To start the lesson before introducing the Padlet we will have a class discussion to brainstorm what
we already know about the moon. While students are sharing their thoughts, I will write them down
on a poster for everyone to see. After this I will introduce the Padlet
(https://padlet.com/teachertessah/rs2emk7odqv4gu60) where students will explore BrainPOP
(https://www.brainpop.com/science/space/moonphases/) and then respond to questions on Padlet.
Each question on Padlet uses a different level of Bloom’s Taxonomy. At the beginning of the lesson
students are working with lower order thinking skills and by the end of the lesson they will be using
higher order thinking skills. Students will also be able to see what their peer’s responses are. This
can benefit many students because they will be able to learn from each other. I will assess student
understanding by reviewing responses on Padlet. After step one and two on the Padlet, we will take
a break as a class and play a Kahoot game. Students will work in teams to answer the questions. This
assessment includes questions that use the remember and understand levels of Bloom’s Taxonomy.
The purpose of this assessment is to ensure that students are ready to start using higher order
thinking for the rest of the Padlet.
Students are given a lot of voice and choice in this activity which will help keep them engaged with
the topic. They are choosing how they would like to respond to questions, and they have creative
control over how they would like to model how the phases of the moon occur. To conclude the
lessons, students will share their models with the class and then we will have a class discussion
about what we learned. Finally, we will compare what we learned to what we had brainstormed at
the beginning of the lesson.
Managing student learning:
This tool allows students to play an active role in their learning. There are many opportunities for
students to choose how they would like to respond to questions and engage in learning. Students
can represent their thinking in words, videos, audio clips, drawings, etc. This allows students to
choose the best way for them to share their thinking so they can engage with their peers’ responses
and potentially learn from their peers. Throughout the time students are working on the Padlet, we
will take breaks to discuss responses to the questions. There will be opportunities for small
group/partner conversations along with whole class discussions of the topic.

Universal Design for Learning (UDL):

This activity utilizes UDL because there are many options for how students can engage with content
and express what they learned. For example, students can use audio, video, text, and pictures to
respond to prompts on Padlet. At the beginning of the lesson students get to choose what activities
they would like to work on after viewing the BrainPOP video on the phases of the moon. The final
part of the activity is when students can use their creativity to come up with a way to model the
phases of the moon. Students have full creative control to express what they learned throughout the
Padlet activity.
Reflective Practice:
This lesson allows students to explore and think critically about the phases of the moon. In this
activity students get to take ownership of their learning because they are given many opportunities
to use their voice and choice. I think this tool is better than traditional tools because it allows for
flexibility in the way that students can respond. I look forward to being able to see all student
responses on one screen so I can use the responses to facilitate class conversations. I also look
forward to seeing the creative ways students decide to model the phases of the moon.

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

Frazier, 2021