# data[].attributes.body
Grade 8 Structures and Mechanisms Specific Expectation
1.2 assess the impact on individuals, society, and
the environment of alternative ways of meeting needs that are currently met by existing
systems, taking different points of view into
consideration

Summary of Activity
A class-wide Padlet is created by the teacher entitled "Bike Lanes", and the teacher poses the following question to the class: Toronto has decided it will invest in more bicycle lanes and bikeways instead of expanding its existing public transit system. How does this impact individuals, society and the environment?
Students then brainstorm ideas and anonymously post on the board. They can also comment on each other's posts.

# data[].attributes.body
Padlet supports different learning styles

Students can communicate understanding in written, visual, or auditory forms.

Offers a learning experience that can be tailored to different stages of development and individual needs.

Allows students to explore different and more preferred content.

# data[].attributes.body
Grade 8 Life Systems Specific Expectation
3.2 identify structures and organelles in cells,
including the nucleus, cell membrane, cell
wall, chloroplasts, vacuole, mitochondria, and
cytoplasm, and explain the basic functions of
each (e.g., the nucleus holds all the information
needed to make every cell in the body)

Summary of Activity
A class wide Padlet is created by the teacher entitled "Animal Cells". Groups of 2 or 3 students are assigned a cell structure or organelle. Groups explore online resources that have been provided to them by the teacher and post information on the communal Padlet about their assigned topic. They can include images, videos and text. Once the class has assembled everything onto the digital whiteboard the teacher and/or groups can discuss /present the material.

# data[].attributes.attachment_link.title
How to use Padlet in the Classroom - Padlet Tutorial

# data[].attributes.body
For Learning
Diagnostic:

Can be used to gauge the students' knowledge and understanding before instruction.

Posts and comments can be anonymous and therefore students are more willing to contribute and provide honest feedback.

Obtain information about students' preferences and interests

Formative:

Monitor students' progress

Scaffold next steps and provide descriptive feedback

As Learning
Formative:

Padlet allows students to provide feedback to one another, by commenting, liking, and adding to each other's posts.

Classmates' work is visible which enables self-assessment and comparison to peers.

Of Learning
Summative:

Can be used as an individual or group project at the end of a period of learning.

Summarizes the students' knowledge and understanding.

Ontario. Ministry of Education. (2010). Growing Success: Assessment, Evaluation and Reporting in Ontario's Schools: Covering Grades 1 to 12. Ministry of Education.

# data[].attributes.body
Responsibility: Student contributes to comunal Padlets and take responsibility for and manages anonymous posts.

Organization: Students use information, technology, and resources to contribute to Padlet.

Independent Work: Students use class time appropriately and follow instructions with minimal supervision.

Collaboration: Students respond positively to others' posts and build healthy relationships through media-assisted interactions. They share information and resources.

Initiative: Students act on this new opportunity for learning. They approach a Padlet task with curiosity, interest, and a positive attitude.

Self-Regulation: Students seek clarification or assistance when needed, persevere, and make an effort to respond to challenges.

Ontario. Ministry of Education. (2010). Growing Success: Assessment, Evaluation and Reporting in Ontario's Schools: Covering Grades 1 to 12. Ministry of Education.

# data[].attributes.headline
Padlet in an Intermediate Science Classroom

# data[].attributes.subject
Padlet in an Intermediate Science Classroom