Web 2.

0 Tools for Communication and Collaboration

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Lesson Idea Name: Natural Recourses
Grade Level/Content Area: 9th Envi. Science

Content Standard Addressed: SEV3. Obtain, evaluate, and communicate information to evaluate
types, availability, allocation, and sustainability of energy resources. a. Analyze and interpret data to
communicate information on the origin and consumption of renewable forms of energy (wind, solar,
geothermal, biofuel, and tidal) and non-renewable energy sources (fossil fuels and nuclear energy).b.
Construct an argument based on data about the risks and benefits of renewable and nonrenewable
energy sources. (Clarification statement: This may include, but is not limited to, the environmental,
social, and economic risks and benefits.) c. Obtain, evaluate, and communicate data to predict the
sustainability potential of renewable and non-renewable energy resources.

ISTE Technology Standard Addressed:  What would you like students to know and be
1.1 Empowered Learning Students leverage able to do by the end of this lesson: 
technology to take an active role in choosing,
achieving, and demonstrating competency in their Students will learn the vocabulary for the unit by
learning goals, informed by the learning sciences.
way of Pear Deck. They will then be assessed on
1.1c Students use technology to seek feedback that
informs and improves their practice and kahoot for review
to demonstrate their learning in a variety of ways..  

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

The students will be learning the essential vocabulary needed to be successful in this unit. They will then be
assessed on kahoot to review the vocabulary they were taught.

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. 
    
☐ 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
Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration
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class, or publishing via an outside source.) 

Lesson idea implementation:

Students are allowed to go at their own pace as they access the pear deck I created for them. As
they are going through the slide show, they will be matching vocabulary note cards to their
definition. After everyone is complete, we will be completing a kahoot with class discussion as a
class.
Managing student learning:
Students will have a time limit and also will be observed during the pear deck and note card activity.
My co teacher and I will be walking around making sure students get assistance and staying on task.
During the kahoot, after a question is answered, it is an open floor for questions and comments. No
one is cut off or speaking while another person is speaking. I often let students answer other
students questions so the conversation is truly student driven.

Universal Design for Learning (UDL):

Engagement is always a top priority of mine and that is why I use kahoot often. There are also
different ways to learn in this lesson, such as the hands on note cards and the visual of the slide
show on pear deck. They are also allowed to go at their own pace which gives students a voice and
opinion as well.
Reflective Practice:
I do believe this lesson is helpful because students have a lot to say in how they want to learn or do
things. They are also assessed as a class to see how much of content they understood and what they
still struggle on. It gives me the data I need for further instruction for the rest of the unit.

Frazier, 2021