Web 2.

0 Tools for Communication and Collaboration

3Lesson Idea Name: Parts of Plant

Grade Level/Content Area: 1st Grade Science

Content Standard Addressed: (List the number and the verbiage for the standard.)
S1L1: Obtain, evaluate, and communicate information about the basic needs of plants and animals.
 S1L1.a: Develop models to identify the parts of plants: root , stem , leaf and flower.

ISTE Technology Standard Addressed: What would you like students to know and be
Creative Communicator-1.6c Models and able to do by the end of this lesson:
Visualizations: students communicate complex Students should be able to obtain and
ideas clearly and effectively by creating or using communicate information about the needs of
a variety of digital objects such as visualizations, plants and be able to identify the parts of the
models, or simulations plants.
What is the student learning goal(s) for this lesson idea?
Students will use the Padlet to go through the lesson and complete the activities allowing them to
gain knowledge about the parts of the plant via various tech tools and sites. They will complete the
structured lesson and complete the activities that will reinforce the information they are learning.

Using the Padlet (and all the tools linked) we will learn all about the parts of the plant!

Bloom’s Taxonomy Level(s): (Delete instructions before adding to your Weebly. If you are unable to
add a check mark to the box, remove the box and use a bolded X to identify your selection. DO NOT
use highlighting to select your choice.)

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

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 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.)

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

Lesson idea implementation: The students will walk through the Padlet allowing for the various of
the stages of the lesson to be used and implemented within the activities that follow the videos and
quizzes. There are different activities within the Padlet that offer different levels of higher order
thinking that will help them engage and focus on their learning goals. I will access their prior
knowledge with an interactive webpage that will allow them to go through the parts of a plant.
Where they can interact with the parts of the plants and give them information about it as well as
the life cycle of the plant, this will allow them to play in their learning and then well hop over to a
BrainPOP video that will introduce more of the topic. The learning will be accessed via quizzes
embedded into the activity as well as the completion of the lesson. I will conclude the lesson by
having them create a project about the parts of a plant where they take what they have learned in
the Padlet.
Managing student learning: Yes, this activity will allow students to move from being passive to
active social learners. They will be participating in activities that will enable them to use what they
have learned to create a product. We can do quick checks to gauge the knowledge of students and
how they are progressing through the Padlet. We can also do peer chats where after they finish each
step, they can turn to their elbow partner and talk about what they have learned, and they have
done.

Universal Design for Learning (UDL): This experience will help support engagement because it is a
non-traditional tool that is being used. It’s engaging and keeps the engagement of students while
they are working through the lesson. Representation is also being used because it has multiple
activities that can help support and meet multiple learning needs of my students
Reflective Practice: I do believe this tool will help students build a better understanding using
different tech tools instead of just using traditional tools. This will help glide through various Webb
tools while learning everything they need to achieve their learning goals. I look forward to them
being able to go through by themselves and use the tools given to learn all about the parts of the
plant.

Frazier, 2021