Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Lessons in Life Cycles

Grade Level/Content Area: 2nd Grade Science

Content Standard Addressed: S2L1.d. Develop models to illustrate the unique and diverse life
cycles of organisms other than humans.

ISTE Technology Standard Addressed:
Creative Communicator – 1.6.c Students
communicate complex ideas clearly and
effectively by creating or using a variety of digital
objects such as visualizations, models, or
simulations.
What would you like students to know and be
able to do by the end of this lesson:
Students will be able to communicate and
digitally create models and information on life
cycles of frogs.

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

Today students will create digital models on Padlet that outline the life cycle of a frog. Students
will work collaboratively in a group and each group will decide how they want to present their
information.

Bloom’s Taxonomy Level(s):

X Remembering X Understanding X Applying Analyzing 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.

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.

X 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:

Hook for Learning: Students will be shown a picture of frog eggs and will be asked to comment on
Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

the picture of what they think the picture is. The teacher will then go on to review the answers and
share that frog eggs are laid in water, but frogs eventually live on land, making them amphibians.

Learning Activity: Students will then participate in a review of the topic of life cycles through
completing an EdPuzzle video that has questions embedded into it. This will engage students by
allowing them to listen and visually see the life cycle in an interesting and fun way.

Communicate and Collaborate: Students will work in pairs to draw their own frog life cycle in the
comment section of the Padlet. At the end of the work period, students will share their drawing as
well as introduce their frog to the class. Peers will share what they liked about other students’
drawings as well as what they learned.

Assessment of Learning: After all groups have presented, students will complete a Gimkit that cover
the life cycle of a frog, which has just been presented repeatedly by their peers. Students will
complete this individually and the data will be reported to the teacher. The Gimkit is linked below.
https://www.gimkit.com/join/65fa0aff498954002c22fb49

Summary of Learning: Once students have completed their Gimkit, they will do a ticket out the
door. This ticket out the door will consist of students recording an audio clip of them reciting the
steps of a frog’s life cycle as well as what makes frogs an amphibian.

Managing Student Learning:

The transition from passive learning watching the EdPuzzle Video to taking out their own computers
will cause a shift in behavior. They will become more hands on with their learning and have more
responsibility for their learning as well as their peers learning as they presenting to the class.
Time limits will always be set and displayed on the board, along with written out instructions incase
students need redirection on what to do next. This is also true for any transition period such as
taking out computers, putting them away, or cleaning up supplies from the activity. They also
through these transitions can chat with peers until the timer goes off which means it is time to focus
in and receive instruction form the teacher. IT is also important to note that appropriate side talk is
healthy while working in group settings and encourages a positive classroom community and
supportive environment among students.
Universal Design for Learning (UDL):
The lesson engages students through multiple means. Whether that’s doing an activity as a class
with the teacher facilitating and guiding conversations, or students working on their own within
groups, with little to no teacher led instruction. They also have multiple means of representation for
the content they gave learned through creating digital models of the student’s choice. They also
have multiple means of expression, where students can present their information to the class in the
way they see best fit.
Reflective Practice:
I do think this lesson will help build a deeper level of understanding through creation of models in
the way that they choose. I find that when students can filter content learned through an
expression, they are personally passionate about or skilled at, the learning process become a lot
more memorable and therefore engaging and impactful. What I look forward to most in

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

implementing this lesson is to show students that creativity can be found in all subjects, especially
science, where new things are being found and explored every day. I also want to emphasize that all
talents have a place in education and that I personally cherish their passions and talents.

Frazier, 2021