Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Vertebrates Classification

Grade Level/Content Area: 5th Grade- Life Science

Content Standard Addressed:

S5L1. Obtain, evaluate, and communicate information to group organisms using scientific
classification procedures.
 Develop a model that illustrates how animals are sorted into groups (vertebrate and
invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and
mammal) using data from multiple sources.

ISTE Technology Standard Addressed:  What would you like students to know and be
able to do by the end of this lesson: 
Empowered Learner- 1a. Students will articulate
and set personal goals, develop strategies to I want to provide my students with platforms and
leverage technology to achieve them, and reflect tools to help them develop strategies to meet the
on the learning process itself to improve learning learning targets. Students will also use
outcomes. technology to engage in peer communication to
share thoughts and ideas. 
Empowered Learner- 1d. Students use technology to
seek feedback that informs and improves their
practice and demonstrate their learning in a variety
of ways.

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

Students will differentiate vertebrates into fish, amphibians, reptiles, birds or mammals using data
and research through interactive learning.

Bloom’s Taxonomy Level(s):

☐ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐

Creating

Students will organize vertebrates into five classification groups.

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. 
Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

 
☐ 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:

Students will sort vertebrates (fish, amphibian, reptile, bird, and mammal) using data from multiple
sources. Students will use Pear Deck to engage in interactive learning. Students are introduced to
the learning targets via visual and an audio recording. Students will complete task such as drawing
and creating question to further their thinking. Students will be assessed as they learn throughout
the Pear Deck. Students will conclude by sharing their new findings about vertebrates and posing
questions to their peers.
Managing student learning:
Students will be striving to learn new details about vertebrates and share their findings with their
peers. Students will also use critical thinking skills to ask the most interesting questions for their
peers to answer via Padlet. This pushes students to be active social learners with their peers as the
collaborate on deep thinking.

For this activity the Pear Deck will be student- paced. Students are instructed to implement
metacognition checks after completing each activity (each activity will take 10 minutes or less to
complete). As a class we will take a break after 15 minutes to check for comfortability status
amongst students to prevent frustration. Students will be given the option to engage in co-use with
one peer, or students may work individually. Students will review learning targets prior to peer
communication via Padlet.
Universal Design for Learning (UDL):
Pear Deck provides students with an interactive learning experience that is differentiated for
students. This makes learning comfortable for students via audio learning, drawing, and other
sensory learning methods.
Reflective Practice:
I believe Pear Deck helps students understand in a way they would not be able to with traditional
tools because it allows students to advance at their own pace within their proximal development.
Students can watch videos and assess as see are ready to proceed. Students are also able to slow
down their learning experience without fear or frustration.

Frazier, 2021