Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Fossil Digital Lesson Activity through Padlet

Grade Level/Content Area: 3rd Grade Science

Content Standard Addressed:

LS4.An Evidence of Common Ancestry and Diversity

Fossils provide evidence about the types of organisms (both visible and microscopic) that lived long
ago and about their environments. Fossils can be compared with one another and to living
organisms according to their similarities and differences.

ESS2.E: Biogeology
Living things affect the physical characteristics of their regions (e.g. plants’ roots hold soil in place,
beaver shelters and human built dams alter the flow of water, plants’ respiration affects the air)
Many types of rocks and minerals are formed from the remains of organisms or are altered by their
activities.

ISTE Technology Standard Addressed:
1.2 Digital Citizen (Students recognize the rights,
responsibilities, and opportunities of living,
learning, and working in an interconnected
digital world, and they act and model digital
citizenship in ways that are safe, legal, and
ethical.)
1.6 Creative Communicator (Students
communicate clearly and express themselves
creatively for a variety of purposes using the
platforms, tools, styles, formats, and digital
media appropriate to their goals.)
1.3 Knowledge Constructor (Students critically
curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts
and make meaningful learning experiences for
themselves and others.)
What would you like students to know and be
able to do by the end of this lesson:
I want my students to be able to recognize the
processes involved in the creation of fossils
(LS4.An Evidence of Common Ancestry and
Diversity). Furthermore, they should understand
the 4 distinct types of fossils and how each of
those are created. Students should be aware
that a variety of rocks and minerals are created
from the remnants of living beings or are
modified by their activities, and that living
creatures have an impact on the physical
features of their environments (ESS2.E:
Biogeology).

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

The purpose of these lessons is to familiarize kids with tools for collaboration and communication.
Students must complete written responses, drawing exercises, chart-making, and an evaluation at
the end of the Padlet activities.

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

Bloom’s Taxonomy Level(s):

X Remembering X Understanding X Applying X Analyzing X Evaluating X Creating

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 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 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 (Real world problems) 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:

I will start by teaching my students what they need to know about fossils. Once they have a good
understanding of the curriculum, I will show them the Padlet and go over the expectations for this
activity as well as all the resources needed for these activities. Then, I will give them the opportunity
to voice any queries or worries they may have regarded Padlet and all the tasks they must do.
Students will complete these activities individually but will be able to collaborate with their fellow
classmates. This will be a weeklong lesson where day one will consist of the Intro and Activity One-
video and response. Day 2 students will make a drawing showing the life cycle of Meg the
Tyrannosaurus Rex. Day 3 students will examine a chart and must make a flip video where they will
have to compare the similarities and differences of two distinct kinds of fossils. On Day 4 kids will do
a hands-on activity where they use edible mud and different figures to learn what trace fossils are
and then they will do the Quizizz assessment. This assessment is so that I can monitor their progress
and make sure everyone has learnt the necessary material. Additional exercises will be given to the
pupils who are still having trouble so they can get back on track. On day 5 students will be required
to do an in-depth study of a particular fossil and write a summary outlining its importance. This will
be a paragraph or picture with a description of what their fossil is, how it was formed, and how old it
is.

Managing student learning:

Yes, the resources utilized in the lesson will help students go from being passive to being active
learners. This lesson encourages more complex thought processes and ensures that students are
Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

actively engaged in their coursework. Both open-ended and inquiry-led assignments are required of
them, which are important in active learning. There are time constraints on some of these sub-
activities, which should help students stay on top of their work. I will continuously monitor student
work through their submissions on the Padlet. Timers being set help to keep students aware of
limited time for tasks. Students should be able to complete this exercise successfully and on task if
both elements are combined on my end.

Universal Design for Learning (UDL):

All the learning exercises I selected for this session are very thought-provoking and forward-thinking.
The engagement component of the UDL framework will be strengthened by this experience. Offering
a range of educational and professional platforms to students helps with UDL's representational
component. Students' methods of demonstrating their subject-matter expertise offer flexibility and
assist the Expression elements of UDL.

Reflective Practice:

I think that using this lesson plan will enable pupils to develop their understanding in a manner that
is not possible with conventional resources. I think this because a lot of the kid-friendly and easily
remembered sub-activities in this lesson are included. When using traditional instruments like
pencils and paper worksheets, children are only concerned with completing the tasks necessary to
acquire excellent grades; once they have that, they will forget all they have learned. The engaging
and interactive nature of the exercises I have included will encourage kids to think critically and
enjoy their education. I am most excited about the lab activity required for students to complete as
one of the sub-activities. This is because it is an entertaining lesson in which children create edible
mud and discover the nature of trace fossils and their formation. The reason this excites me the
most is that if I had completed it in third grade, I believe I would still remember it now. I genuinely
believe the students will find it entertaining!

Frazier, 2021