Web 2.

0 Tools for Communication and Collaboration

Don’t forget to delete red instructions before adding this to your Weebly.
Lesson Idea Name: Basic Life Needs of Plants and Animals
Grade Level/Content Area: 1st Grade Life 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—root, stem, leaf, and
flower. b. Ask questions to compare and contrast the basic needs of plants (air, water, light, and
nutrients) and animals (air, water, food, and shelter). c. Design a solution to ensure that a plant or
animal has all its needs me
ISTE Technology Standard Addressed:  What would you like students to know and be
Creative Communicator able to do by the end of this lesson:
 Students can identify basic life needs of plants
1.6c: Students communicate clearly and express
and animals, identify the various parts of a plant
themselves creatively for a variety of purposes
and are able to compare and compare the
using the platforms, tools, styles, formats, and
environments where the plants and animals
digital media appropriate to their goals.
thrive. Students will communicate information
they learn through digital assessments.

What is the student learning goal(s) for this lesson idea? The student learning goal for this lesson is
for students to understand the basic life needs of plants and animals as well as identify plant parts.
Students will also use technology to complete this lesson and take assessments using response tools.
Bloom’s Taxonomy Level(s):

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

I will promote students learning to a higher level of Bloom’s Critical Thinking by having the students create
a compare and contrast model of the basic life needs of plants and animals. They will compare and contrast
the differences and similarities in both.
How do you plan to implement this lesson and integrate the technology? Check all that
apply: (Sometimes only one option will 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
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
class, or publishing via an outside source.) 

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration
Don’t forget to delete red instructions before adding this to your Weebly.
Lesson idea implementation: The teachers will lead the assignment on Padlet and the students will follow
and complete the modules in padlet. The teacher will create a flippity matching game of a plant and have
students identify and match the parts of plant after students have watched a video. By adding a game after
watching the video the teacher is keeping the students engaged by checking what they learned from that
video. The teacher would also create a quizizz for students to answer questions on the basic needs of plants
and animals after the lesson is complete. I would access student’s prior knowledge on the subject by asking
the question What do you think plants and animals need to survive? I would also provide pictures of both an
animal and plant in bad living environments and ask them to find what’s wrong with the picture, What do
they need, and What are the animals missing. This helps students to think critically. Students will also connect
this lesson to their daily lives by asking them to think about what they need everyday day to survive and how
do they feel about homelessness and how people don’t access to many basic life needs because of their
circumstances and what we can do to change that. I would do a summary activity and ask students to upload
a picture or audio/ video recording of a plant and animal living their BEST lives! Explain in picture or video
what they NEED! How can people help care for plants and animals?
Managing student learning: The tools booklet and Kahoot can shift students for passive to active
learners because both tools allow children to collaborate and answer questions based on what they
learned for the lesson. These assessment tools promote learner agencies which are give the user a way
to solve problems and evaluate their bloom taxonomy the create level. Booklet, and Kahoot are also
timed so it boosts students’ competitiveness which gets them chatting. Those aspects of both tools
increase the engagement in activity.

Universal Design for Learning (UDL):

I have implemented video recording, picture drawing, and quiz activities in my lesson plan. Those components
will access the engagement and representation of the UDL framework. I would ask the question: What do you
think plants and animals need to survive? We would also provide pictures of both an animal and plant in bad
living environments and ask them to find what’s wrong with the picture? What do they need? What are they
missing using quizzes. Students will then post a video or recording answering those question which targets the
Action and Expression components of the UDL framework.

Reflective Practice: I do think that the learning tool Padlet helps build student understanding because
Padlet is a website and app that allows students to curate information onto virtual boards. It is also
device-neutral, teachers can easily use Padlet in a 1:1 or virtual classroom. I look forward to
implementing this tool into my lesson because teachers can share boards via links or QR codes, or
students can create their own. It also allows you to post videos, text, links, documents, GIFs, and
images to make lessons more engaging as well. I plan on adding a quiz link to assess students based
on the videos and documents in the Padlet. I also have put a kahoot and booklet link for a fun gaming
experience so student. Padlet is also great for collaborative work which helps students stay in engaged.

Frazier, 2021