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LESSON IDEA: WEBSITE-CREATION TOOLS

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Name: Sara Dobbins
Directions: Using the template below, describe how students could use a blog, wiki, or other website-
creation tool to learn required learning standards in your content area: For an A grade provide an idea that
reaches a Level of Technology Implementation of 4 or above. Remember higher levels (4-6) require that
students assume adult/professional roles; engage in higher-order thinking; and use technology
create/publish original content for their classmates and/or others beyond their school/classroom. The
learning activities and products should be engaging and meaningful to the students and to others who will
view/use/benefit from students work. Review your handouts on Engaged Learning, Authenticity, and LoTi.
Grade Level: 1
st
Grade
Content Area: Science
Technology Used (check all that apply): Blog Wiki Other Website Creation Tool (list):
Standards/Topics Addressed:
Content:
ELACC1W6 Production and Distribution of Writing:
With guidance and support from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
S1L1. Students will investigate the characteristics and basic needs of plants and animals.
a. Identify the basic needs of a plant.
1. Air
2. Water
3. Light
4. Nutrients
c. Identify the parts of a plantroot, stem, leaf, and flower.

Technology:
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology.
1. Apply existing knowledge to generate new ideas, products, or processes
2. Create original works as a means of personal or group expression
6. Technology operations and concepts
Students demonstrate a sound understanding
of technology concepts, systems, and operations.
1. Understand and use technology systems
2. Select and use applications effectively and productively
3. Troubleshoot systems and applications
4. Transfer current knowledge to learning of new technologies


Brief Description of Learning Experience: What learning standards will be addressed? What will
students and teachers do? What products will students create? How will the project be introduced? How
long will it take to complete? What audience will use/care about the product(s) students are creating? How
broad is this audience?
Students will chose one specific plant and research its life cycle (length of time, annual v. perennial, single
bloom v multiple bloom, food bearing plant v basic flowering plant) identifying the parts of their plant and
what combination of the four basic needs of plants it requires. Students will create multiple blog entries on
their page detailing the above information about his or her plant as well as information on how to care for
the plant of their choosing. This project will be introduced during our plant unit. Students will be given time
LESSON IDEA: WEBSITE-CREATION TOOLS
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in class and be expected to work on the project some at home. Blog entries must be typed and published in
class under teacher supervision. Parents who object to their student publishing information on the internet
simply have to sign a form and have their student create a paper version of their blog. This will be an
ongoing project and will probably last 1-2 weeks. The students will be writing these blogs for learning
gardeners, children to adults. Students will also be peer reviewing other student work, taking note of things
about other posts that they did like and things that they think could be better. Students will share ideas with
the classroom and edit existing work as they get new ideas.
Blooms Level of Critical Thinking Required (check all that apply):
See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating Creating
Student Engagement: Which indicators of Engaged Learning area strong and why? (See Engaged
Learning and Authenticity handouts distributed earlier this semester.)
Content and Learning Goals (Standards-based and Challenging): Students will be working on standard
S1L1 and they will be engaging in upper level critical thinking.
Learning Tasks (Authentic, Student-directed, and Multi-disciplinary): Students will participate in real
life scenarios and assume adult roles and responsibilities while using technology. They are producing
products for an audience that can use their information. Students are allowed to chose their own specific
topic and chose what information they would like to share about their plant. Students will be integrating
language arts and some mathematics into their science and technology product.
Student Roles (Explorer, Teacher, and Producer): The student is in charge of their own research. They
are helping others learn about their specific plant, and they are producing a product that is useful for
themselves and others.
Teacher Roles (Facilitator, Guide, Co-learner): The teacher truly embodies each of these roles to create
a meaningful learning experience for students. The teacher will stimulate discussion and monitor the
learning process, clarify misunderstandings, and learn along with the students.
Social Interactions (Collaborative): The students will be engaging in peer review, which is an important
process in the adult world. This will require students to work together to construct their idea of a good blog
and they will learn to respect the diversity of the classroom.
Assessments: (Performance-based, Seamless, Generative): Students will be assessed on their product
(blog). While students are creating their blogs they will be receiving feedback from other students and the
teacher, and be encouraged to make changes to the material as they assess their own work.
Level of Technology Implementation (LoTi): What LoTi would this lesson be and Why?(See Engaged
Learning handout distributed earlier this semester.)
This is a LoTi level 5. Students will be creating meaningful products that require them to assume adult
roles. These products will also be published and will be useful to people outside of our classroom.

Importance of technology: Why is using a website-creation tool critical to the project? Could the project
be completed without this technology? What would be lost without using it? What other types of
technology, if any, are going to be used in the learning experience?
The website-creation tool is critical because it forces students to think about an audience that they are not
used to writing for. Students are not simply learning about writing, but they learn about the technology and
its proper uses. This project could be completed without this technology, and an option is provided for
parents who do not wish for their students to participate. However, much of the process will be lost. Peer
review will become too time consuming, the audience will be lost which will change the style and rigor of
writing students produce, and the student will not learn about the technology.
Inspiration (optional): If you used existing example as a model for your project (whether in part or
whole), include the URL(s) so we can visit. Explain what concepts you borrowed from others.
I came up with this lesson idea on my own.
LESSON IDEA: WEBSITE-CREATION TOOLS
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Internet Safety and Student Privacy: Briefly discuss some possible issues surrounding Internet safety and
student privacy that could arise while implementing this learning experience and explain how you would
(1) minimize risks to students/yourself; (2) alleviate any fears by parents/administrators, and (3) follow
common Internet Safety/Acceptable Use Policies.
Often parents worry about exposing their children on the internet. To alleviate their fears several procedures
will be put in place.
1. Students will only post while at school under teacher supervision. Any post containing personal or
identifying information will be edited before it is published.
2. Students will use only their first name or a nickname when posting materials.
3. The location of the school will not be found anywhere on the blog.
4. Comments will be closely monitored, and must be approved by the teacher before they appear.
5. Parents will be provided a link to their childs page and may at any point request that information be
hidden or removed from the website.
Describe your personal learning goal for this activity. What are you trying that you have not tried
before? What do you hope to learn from this activity? How do you hope it will help students learn?
I have honestly never thought about using a website creation tool as a learning activity. I think that this
activity will help students learn about internet safety and writing for a broad and sometimes critical
audience. Students will learn about the authoring and publishing process.
Other comments about your proposed activity:
This activity can be differentiated for all students.

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