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m06 Beyond The Basic Productivity

This lesson plan uses Padlet, an online bulletin board tool, for 5th grade students to create a World War II timeline. Students will apply their knowledge by researching an event and adding it to the collaborative timeline. This allows students voice and choice in their learning by selecting the topic they will present. The activity integrates technology at a high level by making the project student-driven. It also utilizes universal design for learning principles by allowing students to work comfortably with technology and have meaningful discussion.

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83 views1 page

m06 Beyond The Basic Productivity

This lesson plan uses Padlet, an online bulletin board tool, for 5th grade students to create a World War II timeline. Students will apply their knowledge by researching an event and adding it to the collaborative timeline. This allows students voice and choice in their learning by selecting the topic they will present. The activity integrates technology at a high level by making the project student-driven. It also utilizes universal design for learning principles by allowing students to work comfortably with technology and have meaningful discussion.

Uploaded by

api-515020579
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: World War II Timeline


Content Area: Social Studies
Grade Level(s): 5th

Content Standard Addressed: SS5H4 Explain America’s involvement in World War II.

Technology Standard Addressed: 3 Knowledge Constructor

Selected Technology Tool: Padlet

URL(s) to support the lesson (if applicable): https://padlet.com/bragg1124/lepgzimx5tkxag3w

Bloom’s Digital Taxonomy Level(s):


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

Levels of Technology Integration:


☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☒ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL): This tool allows the students the ability to have the main topic
involved in the next day’s discussion. It also allows the student to use a computer or some type of technology
to create their entry. With the student using technology every day, this will continue to allow a meaningful
learning environment the student can be comfortable with.
Lesson idea implementation: The students are required to enter an event during the war that will follow
along with the timeline. The students choose which topic they are learning about the next day by a vote. The
assessment is looked at through the students’ ability and creativity placing their event in the timeline along
with the ability to teach the event and enlighten the classroom with. The challenge can be to look for events
that impacted the war. Impacts can vary from immediate or transversely. The lesson will conclude as the
student that is leading the lesson sees fit. If not, I would intervene with some open-ended question about the
event or an event that coincides.
Reflective Practice: By using this lesson, I feel that this would give the students more of a charge to find an
event that they could teach. Meaning that the student would have the opportunity to teach a lesson about a
topic that they researched, used technology to place and create an event with their peers, and present what
they learned and the importance of it to other students. This could lead into other avenues of education such
as attaching troop movements or occupations along with the event they have chosen. Research things such
as the weather during the events and reporting on the impacts of weather during war.

SBooker, 2020

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