Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: All About Plants

Grade Level/Content Area: 1st Grade Science
Content Standard Addressed: LS1.A Structure and Function- Plants have different parts (roots, stems,
leaves, flowers, fruits) that help them survive, grow, and produce more plants.
ISTE Technology Standard Addressed:  What would you like students to know and be
- 1.3 Knowledge Constructor able to do by the end of this lesson: 
Students critically curate a variety of resources I want students to be able to identify and name
using digital tools to construct knowledge, the different parts of the plant and the various
produce creative artifacts and make meaningful functions that they perform to support the plant.
learning experiences for themselves and others.  
- 1.6 Creative Communicator
Students communicate clearly and express
themselves creatively for a variety of purposes
using the platforms, tools, styles, formats and
digital media appropriate to their goals.
What is the student learning goal(s) for this lesson idea? The students should be able to identify and
name different parts of plants. The students should also be able to explain the different functions of different
parts of a plant.
Bloom’s Taxonomy Level(s):

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

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. 
 
X 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:

As the teacher, I will have sources readily curated for the students to look at and use to form big
ideas to share with the class. Students will use the sources and respond to the sources and questions
asked in the course. Students will use the Flipgrid feature to give a video response to questions and
in order to share ideas to the class. I will monitor activity, to keep everyone on task and motivated.
Using this web 2.0 tool allows students to become individuals who can collaborate and communicate

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

effectively with their peers in an online setting. Students learning will be assessed using the Kahoot
at the end of the course, and also by looking at the responses that the students have given to the
questions and sources. I will conclude the lesson by sharing the videos that the students used to
answer the questions and praising them for their hard work.
Managing student learning:
This lesson puts students in an active social role of learning by allowing them to use their creativity
and also, communicating with their peers through this collaborative site.
This activity will take a day for the students to do, I will be monitoring the learning to maintain an on
task learning environment. I will also have the students pause and I will ask them a question about
what they are learning, to give students a chance to share what they have learned out loud, then
allow them to return to their task.
Universal Design for Learning (UDL):
This activity will be a great way to engage students in different types of media to learn about plants.
This a great way to support representation because it allows students to use their words and
speaking to communicate their thoughts and learn different things about plants through videos,
games, and reading. Students are able to express themselves in the videos that they will use as
responses to questions, and by liking the different things that they enjoyed doing in the course.
Reflective Practice:
This tool will help students build an understanding by being able to be researchers and communicate
with their peers on different instructional topics. I really look forward to seeing students video
responses throughout the course and see how excited they are to explain their thoughts and ideas
from what they have learned.

Frazier, 2021