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Lesson Idea Name: Living and Nonliving things Grade…
Lesson Idea Name: Living and Nonliving things
Grade Level/Content Area: Second Grade
Content Standard Addressed: SKL1.a, b
Students will compare the characteristics of living things and non-living things.
ISTE Technology Standard Addressed: (Use the link to guide you to suggested student standards which come from the ISTE Student Standards Website)
(List the title of the standard and the standard element number. Titles: empowered learner, digital citizen, knowledge constructor, innovative designer, computational thinker, creative communicator, or global collaborator)
BE SURE TO STATE WHICH “ELEMENT” YOU WILL ADDRESS WITHIN THE TOPICS ABOVE.
Example:
Empowered Learner – 1.1.a. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
What would you like students to know and be able to do by the end of this lesson:
Students will be able to distinguish between a living thing and a nonliving thing. And tell what is the difference between both
What is the student learning goal for this lesson idea?
Selected Instructional Software Tool: has to be Spotify for podcasters tool
Description of Software:
URL(s) to support the lesson (if applicable):
Bloom’s Taxonomy Level(s): (Which level(s) will this lesson meet using this technology tool?) Please put an X in the box or next to the level(s). Do not highlight or bold the response.
? Remembering ? Understanding ? Applying ? Analyzing ? Evaluating ? Creating
How do you plan to implement this lesson and integrate the technology? Check all that apply: (Sometimes only one option will apply. Please do not highlight your response, put an X in the box or an X without the box)
? 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 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:
Write a paragraph describing how the lesson will be implemented using the prompts as your guide. Remember, this lesson MUST facilitate STUDENT- USE of an audio or video tool to demonstrate their learning on a topic of your choice:
What activity will you plan for your students using this tool and how will it be introduced? How will you make students aware of their goal(s)? How will students utilize the technology? What will the teacher do? How will feedback be provided to the students? Finally, how will you conclude the lesson?
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?
How will you allow for time-on-task and shift from passive to active learning: (Examples – Set time limits, student must submit a plan (storyboard) before using tool, co-use/co-engagement, Ask 3 then Me, etc.)
Universal Design for Learning (UDL) Reflection: Be sure to mention one specific UDL principle you are focused on in this lesson – Multiple Means of Engagement, Multiple Means of Representation, or Multiple Means of Action & Expression.
Reflect upon the activity you have planned for the students. The technology tool you selected for this lesson idea should support ALL students. How does this activity and the technology tools you selected support and enhance the learning experience for students in the classroom? Support your argument using at least one of the following principles of UDL: How does this tool support Engagement, Representation or Action and Expression components of the UDL framework?
Reflection: After designing this lesson idea, how do you feel the activities you created will impact student learning? What part of the lesson do you look forward to implementing with students? Explain why.
Is for non living things and living things for second grade a podcast in spotify
