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This lesson plan uses Pear Deck and Padlet to teach 4th grade students about producers, consumers, and decomposers in an ecosystem. Students will start by discussing what they already know about ecosystems. They will then use Pear Deck for interactive learning activities like answering questions and drawing. This allows students to learn at their own pace. Students will conclude by discussing what they learned and asking each other questions. The teacher can assess student understanding through their work in Pear Deck.

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123 views

Web 2

This lesson plan uses Pear Deck and Padlet to teach 4th grade students about producers, consumers, and decomposers in an ecosystem. Students will start by discussing what they already know about ecosystems. They will then use Pear Deck for interactive learning activities like answering questions and drawing. This allows students to learn at their own pace. Students will conclude by discussing what they learned and asking each other questions. The teacher can assess student understanding through their work in Pear Deck.

Uploaded by

api-691891491
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Roles of producers, consumers, and decomposers within a community.
Grade Level/Content Area: 4th grade/ life science

Content Standard Addressed: S4L1. Obtain, evaluate, and communicate information about the roles
of organisms and the flow of energy within an ecosystem.

 Develop a model to describe the roles of producers, consumers, and decomposers in a


community. (Clarification statement: Students are not expected to identify the different
types of consumers – herbivores, carnivores, omnivores and scavengers.)
ISTE Technology Standard Addressed: What would you like students to know and be
Empowered Learner – 1.1.a. Students articulate and able to do by the end of this lesson:
set personal learning goals, develop strategies
leveraging technology to achieve them and reflect on I will provide my students with digital platforms
the learning process itself to improve learning and tools to ensure that they are developing and
outcomes.
1.2.b Online Behavior --- Students engage in positive,
understanding strategies to meet the learning
safe, legal and ethical behavior when using technology, goals. Students will use technology to
including in social interactions online or when using collaborate with peers to share thoughts.
networked devices.

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


Students will be able to identify and categorize producers, consumers, decomposers and their
roles in the environment through interactive learning.

Bloom’s Taxonomy Level(s):


Remembering ✘ Understanding ✘ Applying ✘ Analyzing Evaluating Creating

How do you plan to implement this lesson and integrate the technology?

☐ 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 (Real world problems) 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.)
Frazier, 2021
Web 2.0 Tools for Communication and Collaboration

Lesson idea implementation: Students will start by discussing their prior knowledge of ecosystems
and the roles of organisms within them. Students will use the Pear deck website to engage in
interactive learning. Students will complete different tasks such as answering questions and drawing
to expand their thinking process. Students will be assessed based throughout Pear deck ( answering
questions). They will conclude by discussing their new finding about consumers, producers and
decomposers as well as asking their peers questions.
Managing student learning: Students will be working hard to learn new information about the roles
of organisms within their community. Students be asked higher-order thinking questions so that
they are using their critical thinking skills to ask and answer questions on Padlet. This not only
motivates the students to engage and collaborate with peers but also view other points of view.

This activity will allow students to move at their own pace. Students will be asked to reflect and
review after each activity which will take 10 minutes or less to complete. As a class, we will take a
break after 20 minutes or so to talk about our progress and what we have learned so far to prevent
burn out or frustration. Students will be able to work individually and/or with one peer.
Universal Design for Learning (UDL): Pear deck is an amazing digital learning platform that
accommodates most learning styles. This makes learning comfortable and lenient for students via
drawing, typing, drawing and audio learning. Students can slow down or take a break if
frustration arises.
Reflective Practice: I strongly believe that Pear deck helps students understand content in a way
that they will not be able to with traditional face-to-face learning because it enables students to
move at their own pace. Students have the ability to watch videos, draw, type etc. This is also
great for the teacher as it students can easily be assessed based on their performance and
progress from the Pear deck activity.

Frazier, 2021

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