Unit Plan – The Scientific History of Earth

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I chose my final topic through speaking with teachers in the Middle School and simply asking them if anyone wanted to collaborate to embed more technology into any of their units of study. I currently am teaching a coding course with another teacher, but felt that using this course may have been too easy of an approach since the course is tech based to begin with. A new MS Science teacher was open to collaborating so we began the process by simply sitting down and looking at what he was currently doing.  The Unit is called: The Scientific History of Earth and is for grade 8 science students. I asked him to give me an overview of the unit and his learning targets for the students, as well as the skills that he wanted to them to have by the end of the unit. When we looked at the unit we found several areas that tech could enhance the learning experience. From there we examined the ISTE standards (see below) and found some that would work well with what he was trying to achieve, namely student voice and creativity , this is where 1c and 6b, were chosen, later on, 3c was added once we saw a fit between one of the tech tools and this standard.


Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.


Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.


Students create original works or responsibly repurpose or remix digital resources into new creations.

I provided the teacher with a list of tech options I thought would enhance this unit and work well. From there I left them with him, to mull them over. I wanted him to feel comfortable with what we were going to do and have the ultimate decision so that I had the buy in that was necessary to make the integration a success. And of course, he knows his students best. We decided to use Wakelet and Flipgrid.  Wakelet will be used for the students vocabulary words as an opportunity to creatively display their knowledge. Traditionally, students have copied vocabulary words in their notebooks and I presented Wakelet as a way to allow the students to present vocabulary in a multitude of ways, and to extend their learning.

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As a means for reflection post lab, Flipgrid will be used. Traditionally, students write up their labs and submit them once the lab is complete, but there is no opportunity to reflect on the learning experience itself, nor an opportunity for discussion with each other.  Flipgrid will be use to provide a space for reflection and metacognition, and for students to share their thoughts with their classmates and receive feedback.

This experience was similar to the way I have been collaborating with teachers over the past few years. I always sit down with a colleague and look at their curriculum, learning goals, and what skills they want students to walk away with. If it is a situation where we are planning something from scratch, we take the same approach, and take the time to build the unit together.


In my previous blog post Knowledge and Skills B4 Tech, I spoke at length about the need to consider knowledge and skills before considering the tech. This was a thought process that has developed over the past few years, and this unit only served to reinforce that belief. The other learning that really impacted this unit was the reading on constructivism and collectivism. As I thought about the students lab and wanting to have them really be critical with their process and metacognitive post lab, I had constructivism in the back of my mind. Allowing the students the opportunity to apply their learning in an authentic way.  With the students putting together their Wakelets, I thought about the multitude of ways they could demonstrate their knowledge and the manner in which using this tool allows them to connect everything.

What has influenced me most in course one is a pretty simple concept, but as adults, can be very hard to enact. This is the ability to be a role model for failure. Beyond my unit plan, this is a philosophy that I have been trying to embody in my leadership as well. If I make a mistake, I own it and model with my team that I am reflective around it, and seek out their advice. I am the leader, but I am also the learner. In this unit, we wanted to give the students some new technology to play with, and make mistakes with it in the process. And we have modeled that it is perfectly fine to make mistakes, as long as we learn and reflect.

Besides the learning goals and skills that we have outlined, I hope that the students have two new tech tools that they can transfer to other classes. Flipgrid can be more teacher driven, so they may have to wait for the teacher in another subject area to drive that process. However, if students are making presentations it can be a great way for them to seek out feedback on the student learning experience. Wakelet can be used for just about anything! I have encouraged students to use it in other subject areas, or student clubs, etc. I also hope that this gives them the confidence to play with more education apps that can prove useful for them in their classes.

I had the chance to facilitate the learning around Wakelet with the students. I started with a very quick slideshow on Wakelet, and then provided time for them to play. I gave them fifteen minutes to build a Wakelet on any hobby of their choosing and I set a list of the types of files that they had to add.  This was an enjoyable way for them to play and learn. Once their time was up and had them pair up for feedback. The classroom teacher and I then laid out the requirements for their vocabulary assignment using Wakelet. The feedback from the students was extremely positive. During “play time” they were engaged and learned very quickly. The only negative feedback that I received was that they wanted more time to play.  One other question that I think I would have asked them was how they could apply it to other courses.

Here is a link to the complete unit plan

And here are a few of the Wakelets that students worked on, keep in mind these are a work in progress as the unit is ongoing:




Be a Role Model of Failure

Two new skills that I plan to incorporate into my Course 1 final project are Wakelet and Flipgrid.

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My goal is to not only incorporate these into a Unit Plan for MS Grade 8 Science (my Course 1 Final Project), but to teach others in the school about these two tools. The best way to learn something for me is to have the responsibility to teach others.

Action StepTimeline
1. Investigate WakeletWeek of February 4
2.Investigate FlipgridWeek of February 4
3. Teach Wakelet to StaffWeek of February 11
4. Teach Flipgrid to StaffWeek of February 18
5. Work with teachers in classroom to teach either toolWeek of February 11 and 18
6. Incorporate Wakelet and Flipgrid into Course One Final ProjectWeek of February 25

In terms of my own learning around these two tools, I have had the chance to experiment with them both.

The first Wakelet I put together was for a social science teacher.  I remember walking into the MS teachers workroom and asking them “who is working on something for kids right now”? One of the social science teachers was working on a presentation for her students on responsible production and consumption.  So I asked her to share her slides with me and said I am going to share with her a creative new tool that I had just found. Here is the example that I created for her.

Here is a quick presentation I put together for our staff and students on Wakelet. I plan to use this with staff and students when training, but mostly give them time to play!

In terms of Flipgrid, I had my very first experience with this tool recently.  In an online course on coaching that I am taking, I was asked to record a welcome video using Flipgrid.  Before I recorded my video, I found this quick intro video to help me quickly understand what it could do:

I decided to incorporate Flipgrid into the unit that I am collaborating with another teacher on for my course one final project. It will allow students to provide feedback in a quick and efficient manner, and in a differentiated way.

My research into both of these tools has been through two methods.  As I mentioned previously, I looked at YouTube for information on Flipgrid, and I did the same for Wakelet.  This, of course, was a quick method to see examples and how to videos. The second place I went looking for information was Twitter.  Using hashtags like #flipgrid, #flipgridfever, #wakelet and #wakeletwave, I have been able to do some great research and find wonderful examples of how these tools are being utilized for student learning and growth. As I have been writing this post, I have just discovered that Wakelet and Flipgrid have joined forces, here is a quick intro video where I discovered this:

Learning any new skill as an educator provides us with the opportunity to put ourselves in the shoes of the kids whom we teach. Of course we should continually look to learn in order to up-skill ourselves and be better professionals, but I feel just as equally important a reason, is so that we can struggle, be frustrated, seek help, make mistakes, and then, ultimately, find success. Here is a nice read on Teaching Children it’s OK to Fail. We often tell our students that it is permissible to make mistakes and learn from them, but we don’t allow ourselves the same breathing room.  Even more powerful, I think, is when we can experience this ourselves and share it back with our students. In making ourselves vulnerable, we actually empower our students.