Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: States of Matter

Grade Level/Content Area: Second Grade Science

Content Standard Addressed:

S2P1. Obtain, evaluate, and communicate information about the properties of matter and
changes that occur in object
c. Provide evidence from observations to construct an explanation that some
changes in matter caused by heating or cooling can be reversed and some changes
are irreversible. (Clarification statement: Changes in matter could include heating or
freezing of water, baking a cake, boiling an egg.)

ISTE Technology Standard Addressed: What would you like students to know and
1.1 Empowered Learner: Students leverage be able to do by the end of this lesson:
technology to take an active role in choosing,
achieving, and demonstrating competency in - Students can observe, evaluate, and
their learning goals, informed by the learning communicate information about the
sciences. properties of matter.
1.1.a: Students articulate and set personal - Students can communicate
learning goals, develop strategies leveraging information about the changes that
technology to achieve them and reflect on occur in an object.
the learning process itself to improve learning - Students can determine if the change
outcomes. in a state of matter is reversible or
1.1.c: irreversible.
Students use technology to seek feedback
that informs and improves their practice and
to demonstrate their learning in a variety of
ways.

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

- I can use Padlet to identify the state of matter of an object and the changes that occur
in an object.
- I can use Padlet to help me decide if the change of an object is reversible or
irreversible and whether the change was caused from heating or cooling.
Bloom’s Taxonomy Level(s):

X Remembering X Understanding X Applying X Analyzing X Evaluating ☐ Creating

Instead of deciding if the change in an object is reversible or irreversible based on

observation or evaluating a given change of matter, students will initiate the change of a state
of matter. They will create an experiment, form a hypothesis, perform the experiment, and
then observe and analyze the outcome. They will determine if the change they initiated is
reversible or irreversible, and they must explain why. By allowing students to create their
own experiment and work with it hands-on, they are being promoted from evaluating to
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 teacher direction and expectations. Learning activities are assigned to the student
and mostly practice based.

X 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 via an outside source.)

Lesson idea implementation:

As the standards are being addressed for this lesson, the teacher and students will be
participating in active and open discussion. The teacher will begin by reading the complex and
given Georgia Standards of Excellence and the learning goals, but then read to the students
the student-friendly language learning objective. Students are to be listening during this time,
and once the teacher has finished reading them aloud, the students and teachers will read
them aloud together. Then the teacher and students will each write down the standards on a
sheet of paper in a checklist format so they will have a guide for their learning. This checklist
will help keep students engaged in their learning goals because they will constantly be
looking at the learning goals to see if they can mark them off. They will also be engaged with
their learning goals because the teacher will point out any time a learning goal is being taught
in instruction, acted upon or practiced by the students, or anytime the learning goal topics
come up in conversation. They will consistently refer back to the learning goals to check-in
and be sure they are on the right track to be successful. To activate prior knowledge of the
students, the teacher will ask the students if they have ever had a piece of ice melt, or if they
have ever had a water bottle with frozen water in it after being left in the car overnight.
Students will realize they see changes in states of matter, getting them excited to see all the
different changes of matter that they observe frequently in their own lives. Students’ prior
knowledge will also be activated using the assigned Padlet as they will have to list the 3 states
of matter as well as list some physical characteristics of each of the three states of matter,
both of which they have already learned. The prior use of Padlet in class will also activate
students’ prior knowledge because they will have to use what they already know to work
through the Padlet they are assigned. Once the teacher has introduced the learning goals and
activated students’ prior knowledge, the Padlet will be assigned to the students. As they work
through this assignment, they are welcome to refer back to the learning goals at any point,
and they are allowed to ask the teacher questions when needed. To provide authentic, real
world experiences to motivate the learners, they will have to practice pacing their learning,
which is useful when it comes to time management in the real word, they will use different
technology sources to learn and answer questions, which is similar to having to write
research papers or finding answers from multiple sources, and they will be given real world
scenarios of changes of states of matter, which motivate the learners to work through the
tasks because they are familiar with the examples given. By giving my students a set amount
of time to work through the Padlet motivates them to stay focused as they are learning and
completing their work. The use of multiple technology sources outside of Padlet will motivate
students to reach parts of the assignment because students love watching videos and using
technology. By giving students real world examples that they are likely familiar with
motivates them to learn more about these changes of states of matter because they will
become excited for the next time they experience these examples in their lives. They will also
be excited to go home and explain to their parents or guardians what they have learned
about a change of state of matter that they have experienced together (i.e., roasting a
marshmallow). Padlet is a great tool to motivate students and to keep them engaged and
focused in their learning, but it is also a great tool for assessing student learning. Teachers are
able to see the responses and thought processes of their students throughout their learning,
and teachers can assess what topics students need more help with or what they have
mastered. In the Padlet that the students are working through, there is a Quizizz! to assess
the students’ knowledge. Quizizz! is an assessment tool that tests student knowledge by
asking questions and allowing students to play a game as they correctly answer the questions.
Teachers have access to how quick or slow their students are moving through the game, and
they have access to the responses of their students. This assessment tool also shows teachers
where students may need more help or what topics they have mastered. When students
have completed the Padlet, the teacher will call everyone back into a whole group setting. As
a whole, the teacher and the students will pull out htie checklist of learning goals and analyze
each part of the goals. They will determine what goals they have met, if they are still unsure
about parts of the goals, and they will discuss any questions or comments that are voiced
about the goals and content. Students will also be able to discuss what they enjoyed about
the Padlet and what they found difficult about working through the Padlet. This discussion
period will also be used as an assessment for the teacher for future instruction.

Managing student learning:

Using Padlet, students’ learning shifts from passive learning to active learning. Instead of
simply listening and taking notes as the teacher lectures are taken away, and students are
now in charge of their learning. Padlet allows them to work through different prompts at
their own pace, they take charge of what key points they find important, and they are actively
responding and showing the knowledge they have learned.

Students will be limited to the amount of time-on-task they receive. By giving them a set time
to complete the Padlet, they are having to actively pace their learning. They are also given a
chance at the end of the instructional period to participate in a metacognition check. During
this, students will share what they have learned, where they still have confusion, and any
other questions or comments they have on the learning goals or content. This time will also
provide them a space to reflect on the effectiveness of Padlet in their learning experience. By
giving students a period to reflect on their learning and how they learned, they are actively
assessing themselves instead of taking in information and letting it sit in their thoughts.
Students also actively learn through the Quizizz! Assessment given at the end of Padlet. The
Quizizz! Requires students to check back in every few days and review the learning goals they
have studied in class. They will be actively reviewing the changes of states in matter and will
practice deciding if they changes are reversible or irreversible by playing a game at home, at
school, or anywhere they can access.

Universal Design for Learning (UDL):

The Padlet that students are assigned supports engagement because students are using a
technology tool, which they have high interest in, to learn about a topic that they experience
so frequently in their own lives. Students are able to engage by participating in whole class
discussion, self-assessment, watching videos, playing games, and learning at their own pace.
The Padlet also lends many means of representation. Students are constantly being asked to
think of states of matter in different ways, they are learning through videos, they are learning
through images, they are learning through games, and they are building on their prior
knowledge. The content they are required to learn is being presented to them in different
formats through the Padlet. There are also multiple means of action and expression in the
Padlet assigned to the students. Students can show their knowledge by making lists, drawing,
writing sentences, uploading videos, and by answering multiple choice questions. The Padlet
gives students an opportunity to learn using each component of the UDL framework.

Reflective Practice:
After designing this lesson, we do believe that this tool will help students build understanding
in a way they could not do with traditional tools. The way we learned about this certain topic
in elementary school was by watching many videos on changes of matter. There was little
time for us to interact with the videos and learn hands on, and we know that this did not help
us reach our highest level of understanding. The Padlet we designed incorporates many
opportunities for students to respond to their learning, even if they are learning through
videos or images. By responding to what they have learned through videos ro images,
students are creating a more concrete knowledge because they are having to explain their
knowledge using drawings or words. We are so excited to implement this lesson and see each
of the drawings of changes in the state of an object because students get so creative and
typically want to do their best work to impress the teacher. We also know that students are
going to really enjoy this part of the lesson because it is so fun to draw what you know! We
also are excited for our conclusion to this lesson because we want feedback from real
students to see what they enjoyed or what they did not like. This will help us improve this
lesson for the future.