Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: The Flow of Energy

Grade Level/Content Area: 4th Grade Science

Content Standard Addressed: (List the number and the verbiage for the standard.)
S4L1.b Develop simple models to illustrate the flow of energy through a food web/food chain
beginning with sunlight and including producers, consumers, and decomposers.
ISTE Technology Standard Addressed: Use the What would you like students to know and be
link to guide you to suggested student standards able to do by the end of this lesson: (Use the
which come from the ISTE Student Standards standard(s) to define this statement.)
Website Students can develop simple models to illustrate
the flow of energy through a food chain. The food
Empowered Learner – 1.1.c. Students use chain must start with sunlight and then include a
technology to seek feedback that informs and improves producer, consumer, and decomposer.
their practice and to demonstrate their learning in a
variety of ways.

What is the student learning goal(s) for this lesson idea? (Add 1 to 2 sentences stating the learning
outcome you would expect students to achieve using the technology tool selected. This goal will be
shared with students so make it clear, concise, and kid-friendly.)
I can develop simple models to illustrate the flow of energy in a food chain. I can correctly develop a
food chain with it always starting with the sun then including a producer, consumer, and
decomposer.

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.)

✘ X Remembering ✘ X Understanding ✘ X Applying X 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.

☐ 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

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

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: As you address the standards, what will students and teachers do?
How will you keep students engaged and focused on their learning goal(s)? How will you access
students’ prior knowledge as they start their learning? How will you provide authentic real-world
tasks to motivate your learners? How will student learning be assessed? How will you conclude the
lesson? (Consider how your Web 2.0 will be used by students and how you will assess learning)
I will use the pear deck to go over the lesson with the students. The pear deck has different activities
that will keep the students engaged and focused with the learning goals specified to my lesson idea.
I will activate their prior knowledge by thinking about the produces, consumers, and decomposers in
each food chain. The food chains all are real world chains with Georgia region animals. There is a
quizizz at the end of the lesson to assess if the students fully understand what the pear deck went
over. To conclude the lesson, I will do the 3 – 2 – 1 method where they give me examples of three
producers, 2 composers, and 1 decomposer in a food chain model.
Managing student learning: Will the tool(s) used for this lesson cause a shift in the behavior of
students where they move from passive to active social learners? How? I think they would move
from passive to active because the jam board involved is collaborating with peers on the food chains
that they individually made.
How will you allow for time-on-task and shift from passive to active learning: (Examples - Set time
limits, co-use/co-engagement, instructional assessment strategies such as quick chat time,
intentional volunteers, all hands up, random selection, get kids chatting, metacognition checks
(reflections on learning).
I will give them enough time which I think is the right amount for them to complete each activity and
I will also double check with them if they might need a little more time to complete with thumbs
up/down.
Universal Design for Learning (UDL): Reflect upon the learning activities you have planned for the
students. How will the experience support Engagement, Representation and/or Action and
Expression components of UDL framework?
My lesson involves brain pop which supports personal learning because they can go home and
rewatch the video. There’s a video to watch with different activities associated with it and a quiz.
One principle of UDL that BrainPop supports is engagement, it makes learning fun. These
instructional videos are fun, and the students can relate to them. It also engages them with different
activities so it’s not the same old same old. The other pear deck activities provide collaboration with
peers which is engaging since it’s not just completing an activity by yourself.
Reflective Practice: After designing this lesson idea, do you believe this tool will help students build
understanding in a way they could not do with traditional tools? Why or why not? What do you look
forward to implementing the most in this lesson? Why?
I think PearDeck is a great tool to use to help students build understanding of different topics. It
involves different activities where the teacher can see the students’ answers in real time and see if
the students are understanding or need a little extra help. They could also refer back to the whole
pear deck for more practice at home. I look forward to them making their own food chains and see
what animals they use in the Georgia regions.

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

Frazier, 2021