Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Goods and Services

Grade Level/Content Area: 1st grade Social Studies

Content Standard Addressed:

SS1E1 Identify goods that people make and services that people provide for each other.
ISTE Technology Standard Addressed: ISTE What would you like students to know and be
Student Standards Website) able to do by the end of this lesson:

Empowered Learner - 1.1.c. Students use Students should be able to tell the difference
technology to seek feedback that informs and between goods and services and be able to give
improves their practice and to demonstrate their examples of each.
learning in a variety of ways.

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

You should be able to tell what is a “good”, which is something people make, and what is a “service”,
which is something people do for each other.

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒

Creating

I will ask the student to come up with an idea for a new good or service that could be offered that
would be something that many people would want. This is to get them to use the higher level
“Creating” of Bloom’s Taxonomy.

How do you plan to implement this lesson and integrate the technology? Check all that 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.

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.)

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

Lesson idea implementation:

To implement my lesson idea for learning about goods and services, I will create a Padlet that offers
students a short video as a hook and then questions to help them practice and test their knowledge.
I will use age-appropriate choices as examples of goods and services. At the end of the Padlet I will
have an assessment for students to show that they have learned the Georgia standard, and as part
of this assessment I will collect a free response to get the student to show higher-level Bloom’s
learning. Students will access the Padlet on their devices and can work together on the video and
response pieces if they wish. The lesson will conclude with a question to get students to use
Bloom’s Creation level by coming up with an idea for a good or service, and the students will be able
to see and respond to each other’s ideas.

Managing student learning:

The tool used for this lesson will cause a shift for students from being passive learners to active
social learners, by allowing them to post responses to other students’ comments and get feedback
from their classmates on their own comments. One way I would manage student learning for this
lesson and encourage engagement would be to let students work together on some of the lesson
activities so they could discuss answers and ask questions of each other. I would allow the students
to use the tool for 10 minutes at a time before stopping them and then I would ask a question to
start a class discussion and reinforce engagement.

Universal Design for Learning (UDL):

When reflecting on how this lesson will support Universal Design for Learning, the tool supports
Representation since questions and responses can be typed or voice-recorded and images can be
used instead of text for those that cannot read. The learning activity supports Engagement, since
students can choose to interact and respond to other students, and also for the Action and Expression
element of UDL, students have the option to choose how they want to interact, whether by posting
a link, a picture, a recording, or text.

Reflective Practice:
I believe that this tool will help students build understanding in a way they could not do with
traditional tools, because the tool lets them easily see their classmates’ ideas and responses, and
students can get feedback on their own responses. This is much more engaging for students and
makes learning easier and more fun. I look forward the most to seeing different students’ responses
to the reflection question because it is exciting to see their creativity in what they come up with.

Frazier, 2021