Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: The Effects of the Sun and the Moon on Earth
Grade Level/Content Area: Second Grade Science
Content Standard Addressed: S2E2. Obtain, evaluate, and communicate information to develop an
understanding of the patterns of the sun and the moon and the sun’s effect on Earth.

ISTE Technology Standard Addressed: What would you like students to know and be
able to do by the end of this lesson:
Empowered Learner-1.1.a. Students articulate
and set personal learning goals, develop Students should be able to obtain, evaluate, and
strategies leveraging technology to achieve them communicate information to develop an
and reflect on the learning process itself to understanding of the patterns of the sun and the
improve learning outcomes. moon and the sun’s effect on Earth.

Empowered Learner-1.1.c. Students use

technology to seek feedback that informs and
improves their practice and to demonstrate their
learning in a variety of ways

Empowered Learner-1.1.d. Students understand

the fundamental concepts of technology
operations; demonstrate the ability to choose,
use and troubleshoot current technologies; and
are able to transfer their knowledge to explore
emerging technologies

Digital Citizen- 1.2.b. Students engage in positive,

safe, legal, and ethical behavior when using
technology, including in social interactions online
or when using networked devices.

Knowledge Constructor-1.2.c. Students curate

information from digital resources using a variety
of tools and methods to create collections of
artifacts that demonstrate meaningful
connections or conclusions

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

Students are expected to understand the patterns of the sun and the moon. Students will also be expected to
understand how the sun affects Earth and how we see those effects in their daily lives.

Bloom’s Taxonomy Level(s):

Remembering Understanding Applying Analyzing Evaluating Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply:
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 Web 2.0 Tools for Communication and Collaboration

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:

The standards will be learned and practiced through the Padlet assignment I created. I will be
available in the room for help, but the assignment itself has thorough explanations and guided
instructions. There are also several opportunities throughout the assignment where students can ask
one another questions that they may have, and they are encouraged to collaborate with one
another on confusing topics. I will also be monitoring these discussions in the Padlet to be sure all
responses are accurate. Students will be engaged in the assignment and focused on the learning goal
because they can see their progress. When the Padlet is opened, they can see all the steps that they
need to complete laid out in front of them. This helps to make their learning goal easy to see and
make the assignment look manageable. Also, each step should only take them a few minutes at a
time, which helps to keep their attention as the content is continuously changing. At the beginning
of the assignment, students are asked to reflect on their prior knowledge and discuss what they may
already know about the sun and moon patterns and the sun’s effect on Earth! The supplementary
introduction video that follows also taps into student’s prior knowledge before they start diving into
new content. Students will be moving through real-world scenarios in the activities as they reference
occurrences that they regularly experience. Students are encouraged throughout the assignment to
share these noticing’s, make connections, and communicate them with their peers in the comments
below. Students will have two short mini assessments embedded in the Padlet. By making the
assessments shorter, it will help to avoid losing their attention. The two separate assignments also
help to break up the two ideas of the sun and the moon patterns from the sun’s effect on Earth. The
lesson is concluded with an opportunity for students to summarize their thoughts in a mind map.
This mind map template is blank, allowing students total freedom to share the four most compelling
and key facts they learned in the Padlet. There is an example of the template in the Padlet itself, but
they are instructed to get a hard copy that I have printed out. I decided on giving students a hard
copy to fill out because it is easier to reference back to in the future.

Managing student learning:

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 Web 2.0 Tools for Communication and Collaboration

I think that this tool will cause students to shift their behavior from passive to active learners. All
students are required to discuss their thoughts, ideas, wonderings, and questions in the
collaborative portions of the assignment. Students are also prompted with questions to respond to
throughout the videos and activities that cause them to engage with their peers in conversation. It
will be easy for students to shift from passive to active learning back and forth from the structure of
the Padlet. None of the assignments are extensive and should not take more than a few minutes to
complete. Students will be given 30 minutes to complete the Padlet assignment and can see how
they are progressing based on what step they are on. The format of the Padlet also calls for a “all
hands up” environment as all students is required to share their thoughts and understandings with
their peers. As they share their thoughts, some parts of the assignment prompt students to respond
to one another, encouraging conversation and collaboration. Finally, students have several
metacognitions checks where they can reflect on their understanding and see their performance.

Universal Design for Learning (UDL):

Engagement plays a huge role in this assignment as students are constantly moving through various
kinds of instruction and are moving towards one ultimate goal. Also, the Padlet cultivates an
environment where students participate in rich conversations and collaborate with one another on
the content. Representation can also be seen throughout the assignments as students will have to
reflect on their prior knowledge, reiterate big ideas, and will be guided through the assignment. The
activities themselves in the assignment provide ways for auditory and visual learners to process the
information in a way that makes sense to them. Finally, action and expression can be seen through
the many different ways that Padlet allows students to voice their comprehension (video recording,
audio recording, text response, screen recording, drawing, etc.). The way in which students respond
will also vary as students will be responding in discussions, answering questions in an activity, or
completing an assessment. Students will move through the Padlet working towards the goal of
completing the assignments and the mind map.

Reflective Practice:

I do believe that this tool will help students build understanding not achievable with traditional
tools. This Padlet keeps students engaged with short, interesting interactives and encourages rich
conversations that keep thoughts flowing. Students are constantly getting bits of information, and
then reflecting on it to be sure that they are understanding. Also, students can read one another’s
comments which provides alternate perspectives on the curriculum. I look forward to implementing
the collaboration aspect into the tool the most. The question and discussion opportunities
embedded in the assignment provide a unique experience that is not attainable with many other
tools. I look forward to reading students’ thoughts, and seeing how they collaborate with one
another on the new curriculum. I also look forward to seeing students help one another in the
comments when they are confused or have wonderings about the content.

Frazier, 2021