Day One of Re-Designed Lesson:
Objective: Students will choose a topic of research and use their schema in order to activate prior knowledge about the chosen topic.
ISTE Standards:
1. Creativity and innovation
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new
ideas, products, or processes
2. Communication and collaboration
Students use digital media and environments to
communicate and work collaboratively, including
at a distance, to support individual learning and
contribute to the learning of others.
a. Interact, collaborate, and publish with peers,
experts, or others employing a variety of digital
environments and media
d. Contribute to project teams to produce original
works or solve problems
1. Creativity and innovation
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new
ideas, products, or processes
2. Communication and collaboration
Students use digital media and environments to
communicate and work collaboratively, including
at a distance, to support individual learning and
contribute to the learning of others.
a. Interact, collaborate, and publish with peers,
experts, or others employing a variety of digital
environments and media
d. Contribute to project teams to produce original
works or solve problems
1. Students explore and choose an animal to be the topic of their research.
- Students explore the site, www.PebbleGo.com to find an animal that they would like to research.
- I reminded students that they are not reading about animals on PebbleGo yet, that they were just using the site to help them brainstorm which animal they'd be interested in focusing on.
2. Students make a decision and access prior knowledge.
- Once students chose an animal, they completed the paper below. (Click here to download the worksheet.) They were asked to state their chosen animal, one thing they already knew about that animal, and to illustrate a picture of the animal.
3. After completing the paper, students used Padlet to share.
- Students used their devices to record a video of themselves. In the video, they shared the information they wrote on their paper.
- After recording their video, students posted it to Padlet to share with the rest of the class.
4. After the class posted on Padlet, the students watched their classmates' videos.
- I encouraged students to watch each other's videos in order to see if any other students in the class were planning to research the same animal. I explained that if this is the case, it would be a good idea to collaborate with that classmate and share information when researching.