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Lesson Idea Name: Westward Expansion
Grade Level/Content Area: 4th Grade/ Social Studies
Content Standard Addressed:

SS4H3 Explain westward expansion in America
ISTE Technology Standard Addressed: What would you like students to know and be
Analyst- 2.7.b. Use technology to design and able to do by the end of this lesson:
implement a variety of formative and summative
assessments that accommodate learner needs, Students will learn about the westward
provide timely feedback to students and inform expansion in America and be able to complete
instruction. activities/ assessments on the topic.
What is the student learning goal(s) for this lesson idea?

Students will be able to describe and give details about the westward expansion.
Students will use technology to apply knowledge about the westward expansion.
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☒ Evaluating ☒

Creating
Students will create a presentation where they’re justifying why they would want to move west.
This promotes evaluating and 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.

☐ 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:

Students will learn the content within the standard through a Padlet which guides them through
their learning. Students will remain engaged through several activities and videos that they can
interact with. First, they will predict what they think the westward expansion is based on prior
knowledge, then they will watch a BrainPOP video teaching them about the topic. After they watch
the video and take the quiz as a review, they will comment on Padlet why the westward expansion
was important. After, they will create a PowerPoint about why they would or would not move west.
Frazier, 2021
Web 2.0 Tools for Communication and Collaboration
As an extension before their assessment, they will play a BrainPOP game about westward expansion.
They will eventually have to participate in an assessment to show what they learned. Activities will
be numbered so that students know what order to complete them in. Once they have finished, I will
wrap the lesson up and remind students of our learning goals and how it all relates to the standard.
Managing student learning:
Students will be given rules and expectations to follow when doing activities online. Every 10-15
minutes, I will check in with the students to see where they are at and which activity they are on.
Students are welcome to raise their hand for questions or ask a partner. The assessment is to be
completed as a class and open discussion is welcomed during this time. If students are confused or
have questions, I will pause the assessment to clarify any confusion.
Universal Design for Learning (UDL):
I plan on students being engaged by providing interesting activities and ways to apply what they’re
learning. Students really enjoy taking control of their learning and moving at their own pace.
Although students will be encouraged to finish in a certain amount of time, they will still be able to
complete the activities as they wish and not feel like they must work faster than their peers.
I plan on supporting representation because students are receiving multiple different activities that
provide application, audio, video, and more. Students are also more than welcome to use text to
speech features or any features that will help accommodate them while learning.
I plan on supporting action and expression by allowing students to work with a partner for help if
needed. Some students don’t do well online and may prefer to write down answers. Students are
welcome to do that as well as writing down their answers for the assessment. Students may feel
overwhelmed that the assessment only shows questions for about 30 seconds and may feel
pressured to guess their answers, so I will allow students to write them down and turn them into me
instead.
Reflective Practice:
I think that the internet provides us many great and engaging tools to work with that we may not be
able to do traditionally. Most hands-on activities may be expensive as a class set so using online
applications and tools can broaden the experience of learning for students. I am excited to see how
the students can navigate through the Padlet on their own and see how they like it.
Frazier, 2021

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Content Standard Addressed:

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

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☒ Evaluating ☒

Lesson idea implementation:

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