Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Learning the Phases of the Moon

Content Standard Addressed: (List the number and the verbiage for the standard.)
S4E2 Obtain, evaluate, and communicate information to model the effects of the position and
motion of the Earth and the moon in relation to the sun as observed from the Earth.
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
Empowered Learner – 1.1.a. Students articulate and I want students to be able to navigate the given
set personal learning goals, develop strategies Web 2.0 Communication and Collaboration tool,
leveraging technology to achieve them and reflect on Padlet to complete the lesson activities and
the learning process itself to improve learning understand how the positioning of the Moon in
outcomes. orbit in relation to the Earth and Sun impacts the
different phases of the Moon that we see on Earth.

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.)

The learning goal for this lesson is understanding how the position of the Moon, Earth and Sun
create the different phases of the Moon (how the Moon appears on Earth).
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:

☒ 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: During this lesson, my role as the teacher will be to walk around and
observe students as they engage with the Padlet. I will guide students along as they learn, but not to
the point where I’m overstepping and helping too much. Students will be completing the Padlet
individually, but there are some activities in the lesson that can be adapted so students can
collaborate on ideas for their responses. To keep students focused and engaged, the first thing I
would do is outline what the learning objective is so that students know what they’re expected to
learn and understand what they’re working towards. Then, I would find ways to make the lesson feel
more relevant to real-life scenarios. For example, I started the activity by having students imagine
themselves as astronomers making observations about the Moon (I could also make this activity
more relevant by having students observe the Moon over the span of several days, document what
they see, and then proceed with the lesson based on their observations). Lastly, because this lesson
has different types of activities rather than relying on a worksheet, I think students will be more
willing to engage with the information and want to learn more about it. I will access student’s prior
knowledge by starting the lesson with a brainstorming activity where students will make predictions
based on the prompt. Students’ learning will be assessed by their responses made throughout the
Padlet (How their thinking changed as they learned more about the Moon and then summarize what
they learned) and what they score on the Quizizz assessment. The lesson will conclude with the
students summarizing their learning in the Padlet, then we could highlight the key points together.
Managing student learning:
I believe that this tool will help students move from passive to active learners because students will
be taking the information presented to them and engaging in discussions and investigations/possibly
learning from their peers. I think the first activity where students are asked to make a prediction is
where I would use the “Chat Time” strategy by asking students blurt out ideas as a group or with a
partner. The way the Padlet is set up also makes it easier to implement time limits after each
activity. After watching the BrainPOP video and reflecting on their predictions, I would implement a
break and give students time to apply their learning with a demonstration. This demonstration will
give students a break from the technology/learning and give them a chance to apply what they’ve
learned. This is also a great way for me to assess where students may be struggling before moving
on to the next activity.
Universal Design for Learning (UDL): I think my activity supports multiple means of Representation
because I start the lesson by activating students’ prior knowledge by asking them to observe an
image and make predictions based on what they know. This lesson supports multiple means of
Action and Expression because Padlet gives students the option to respond to prompts in different
ways. Students could post an audio/video response, draw a picture, post an image, or just post a
written response. This lesson also supports multiple means of Engagement by allowing students to
reflect on their learning throughout the lesson by responding to prompts in the Padlet and by
completing different activities like the Quizizz and classroom demonstration.
Reflective Practice: Yes. I think this tool makes learning more interactive and helps students get
engaged with their learning which would be harder to achieve with traditional tools. It supports the
different/best ways students learn rather than relying on one traditional tool and expecting the
same responses. I look forward to implementing the class demonstration part of this lesson and
observing each group apply what they’ve learned from the previous activities. I also look forward to

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

seeing the different ways students respond to the first prompt using the different features offered in
Padlet

Frazier, 2021