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Lesson Idea Name: Living and Nonliving things
Grade Level/Content Area: Second Grade
Content Standard Addressed: SKL1.a, b
Students will compare the characteristics of living things and non-living things.
ISTE Technology Standard Addressed:  What would you like students to know and be
able to do by the end of this lesson:
Creative Communicator - 6.1.c. Students Students will be able to distinguish between a
communicate complex ideas clearly and living thing and a nonliving thing. And tell what
effectively by creating or using a variety of the difference between both.
digital objects such as visualizations, models, or
simulations.

What is the student learning goal for this lesson idea? The student learning goal is for students to be
able to compare the characteristics of living things and non-living things and explain the difference
between them.

Selected Instructional Software Tool: Spotify Podcaster

Description of Software:
A tool called Spotify for podcasters enables users to produce and distribute their own podcasts. It
offers a platform for creating, editing and sharing podcasts in addition to distributing audio content.

Students can communicate their understanding of living and non-living objects in a dynamic and
engaging way by using Spotify for podcasters as part of the lecture. The software is accessible and
appropriate for second-grade pupils thanks to its user-friendly design and editing features. Students
can demonstrate their knowledge in a way that fits with their preferences and abilities by including
audio content and artistic components. Additionally, students feel a sense of pride and ownership
over their work when they broadcast their podcasts on Spotify's podcasting platform because they
know that people outside of the classroom can access it.
URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s): (Which level(s) will this lesson meet using this technology tool?)
Please put an X in the box or next to the level(s). Do not highlight or bold the response.

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

How do you plan to implement this lesson and integrate the technology? Check all that apply:
(Sometimes only one option will apply. Please do not highlight your response, put an X in the box
or an X without the box)

☐ Teacher-led: There is no student voice and choice in the activities. Students are guided by the
teacher's 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
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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
it via an outside source.)
Lesson idea implementation:
In this lesson, students will work in small groups to create their own podcasts comparing the
characteristics of living things and non-living things. The teacher will introduce the concept of
living and non-living things through a class discussion, providing examples and guiding
questions. The students will then be made aware of their goal to create a podcast that explains
the difference between living and non-living things.
 
To utilize the technology, students will use Spotify for podcasters to record and edit their
podcasts. They will plan their podcasts by brainstorming ideas, organizing their thoughts, and
creating a script. They will also use the software to add background music or sound effects if
desired. The teacher will provide guidance and support as needed during the podcast creation
process.
 
Feedback will be provided to students through a peer-review process. Each group will listen to
and provide constructive feedback on another group's podcast. The teacher will also provide
feedback on the content, clarity, and overall presentation of the podcasts.
 
The lesson will conclude with a podcast listening session, where each group will have the
opportunity to share their podcast with the class. Students will actively listen to their peers'
podcasts, ask questions, and provide feedback. This interactive session will allow for further
discussion and clarification of the concepts presented.

Managing student learning: The use of Spotify for podcasters will engage students and shift
them from passive to active social learners. By creating their own podcasts, students will take
ownership of their learning and actively participate in the process. They will collaborate with
their peers, express their ideas, and communicate their knowledge effectively.
 
To ensure time-on-task and a shift from passive to active learning. I can set specific milestones
or checkpoints for the podcast creation process. For example, students need to submit a script or
storyboard before recording their podcasts. This helps keep them focused and on track,
promoting active engagement with the content and technology.

Universal Design for Learning (UDL) Reflection: Be sure to mention one specific UDL principle
you are focused on in this lesson – Multiple Means of Engagement, Multiple Means of
Representation, or Multiple Means of Action & Expression.
One specific UDL principle focused on in this lesson is Multiple Means of Action &
Expression. The use of Spotify for podcasters allows students to express their understanding of
the topic through an audio format. This supports students who may have strengths in verbal
expression or auditory learning. By providing multiple means of action and expression, students
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can choose a medium that aligns with their preferences and abilities, enhancing their learning
experience.
 
The use of podcasts also supports the Multiple Means of Representation principle. Students can
listen to their peers' podcasts, which provide auditory representations of the concepts being
discussed. This can benefit students who learn best through auditory input or who may struggle
with traditional text-based materials.
 
Additionally, the creation of podcasts encourages student engagement and promotes a sense of
ownership over their learning. Students have the opportunity to research and organize
information, create a script, and use their creativity to produce an engaging podcast. This fosters
a sense of autonomy and allows students to demonstrate their understanding in a way that is
meaningful to them.

Reflection: The exercises included for this session are anticipated to enhance student learning.
Students will actively investigate the differences between living and non-living creatures and
get a deeper understanding of the subject by participating in the production of podcasts.
Students have a genuine and imaginative platform on which to share their knowledge and
articulate complicated ideas thanks to the usage of the technology tool Spotify for podcasters.

The podcast listening session, where students can present their podcasts and interact with their
classmates, is something I'm looking forward to adopting. As students interact with one another
and ask questions of the teacher, this collaborative and interactive component of the course will
foster greater understanding and critical thinking. Watching will be exciting.

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TFrazier, 2022