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Brenda Vines

Thegreatvines.weebly.com
EDU-225
December 28, 2014
Instructor David Larson

Row 1

ROLE (student)
Field reporter for a
science television
station

Raft Card 1:
AUDIENCE
FORMAT
Your favorite
An informative
television station
broadcast report
listerners

TOPIC
Have you thought
how a plant
survives in its own
environment?

Objective: 3.L.2 I am describing how the roots, stems, leaves and flowers relates to the
survival of plants in their environment.
Student Role: Field reporter for a science television station
Audience: Your favorite television station listeners
Format: An informative broadcast report
Topic: Have you thought how a plant survives in its own environment?
Directions: 1. Use a microphone to practice and to use as a field reporter.
2. Above grade level students will use paper, pencil, storyboard to map out the
script.
3. Type script so it will be easy to read.
4. Practice reading the script until you feel comfortable reading it fluently.
5. Have all prompts and scene made for the roots, stems, leaves, and flowers.
Resources: Website to visit:
Visit figure 1. The simple process of Photosynthesis
https://images.search.yahoo.com
Mrs. Patton's Virtual Learning Environment
Assessment:
Prepare a 2-minute script for a tv segment to explain how the roots, stems, leaves, and flowers
relates to the survival of plants in their environment.
You will receive up to 10 ClassDojo points: written script, storyboard, prompts, scenes and flip
cam.

Raft Card 2:

Row 2

ROLE (student)
Roots, stems, leaves

AUDIENCE
K-2 students

FORMAT
An informative
play

TOPIC
You have survive
the excitement of
listening to how a
plant survives in its
own environment
and now you will
watch how it is
done.

Objective: I am describing how the roots, stems, leaves, and flowers relates to the survival of
plants in their environment.
Student Role: roots, stems, leaves
Audience: K-2 students
Format: An informative play
Topic: You have survive the excitement of listening to how a plant survives in its own
environment and now you will watch how it is done.
Directions:
1. Have all prompts such as roots, stems, leaves ready to be attached to student which are
done by the grade level students and below level students.
2. Have all scripts ready which are done by the above grade level students.
3. Have grade level and below level students come out with scripts.
4. Narrator will be your above grade level student.
5. Practice reading the script for fluency and expression.
6. Data projector
Resources:
Website to visit:
1. Plant Parts
www.mbgnet.net/bioplants/parts.html

Assessment:
Have students to write a 50 word summary about plants and its environment.

Row 3

ROLE
(student)
Flower

Raft Card 3:
AUDIENCE
School wide and
community

FORMAT
Oral
presentation
(Science Fair)

TOPIC
You are telling the
school wide K-5,
parents, and the
community the
process of a plant
and why it is so
important to keep
me under good
environmental
conditions. I will
grow and become a
healthy plant and
flower and I will
supply healthy food
for you.

Objective: I am describing how the roots, stems, leaves, and flowers relates to the survival of
plants in their environment.
Student Role: Flower
Audience: School wide K-5, parents, and the community
Format: Oral presentation (Science Fair)
Topic: You are telling the school wide K-5, parents, and community the process of a plant and
why it is so important to keep me under good environmental conditions. I will grow become a
healthy plant and flower. I need you to keep me healthy and you need me to supply healthy food
for you.
Directions:
1. Use a science board for display
2. Use a camera to take pictures of the experiment
3. Use pottery soil for seed
4. Use pot
5. Use water
6. Compare and contrast using sunlight verses darkness
7. Data projector to show the process of a plant
8. Use camera to take pictures to display on board
9. tape, glue, markers, scissors
Resources:

Website to visit:
1. How to plant flowers www.wikihow.com/Plant-Flowers
2. How to grow flowers from seeds www.gardening.about.com
3. How to grow healthy plants www.wikihow.com/Grow-Healthy-Plants

Assessment:
1. Have an oral quizz on the parts of a plant, how to grow plants and what each part does.
2. Have a two team competition answering questions and the incentive would be extra
outside time.

Entry 3: Differentiating Instruction through Technology


Being a teacher in the classroom, the teacher must meet the needs of all students whether the
student is below grade level, at grade level, or above grade level. To focus on the importance of
student-centered technology in the classroom, the teacher must understand the possible pros and
cons using technology to differentiate instruction, to know whether to use only technology to
differentiate instruction, and knowing the impact on students achievement will determine if
integrating technology is as effective as it need to be when making sure that all students' needs
are being met in the learning environment.
Digital Media Application or Software: Using technology in the classroom such as
digital application or software allows students to interact and define learning paths, investigate
topics in dept, and get immediate feedback from exploration activities (Gunter & Gunter, 2011).
As a future teacher, it is imperative that the application or software being used by the students is
a well-designed application whereas the students can see the progress being made through the

application or completes certain tasks. As a future teacher, planning the activities must be done
whereas the students have been taught the necessary computer skills that are needed to become
academically successful. Also, differentiated instruction have students take a greater
responsibility and ownership for the learning at hand. However, decisions on how a curriculum
should be modified is based totally on each individual student's needs (Feldusen, Hansen &
Kennedy, 1989); Maker, 1982; TAG 1989); Tomlinson, 1995, 2001, 2003; VanTassel-Baska et
al., 1988). The impact on students' achievement when technology is used to differentiate
instruction is being used when students are provided the proper teaching tools. It is stated in
Chapter 5 of the eBook that digital media application when elevaluated and integrated in the
classroom at the point of instruction that students retain 20 percent of what they see, 30 percent
of what they hear, and 50 percent of what they hear and see (Gunter & Gunter, 2011). Using the
digital media software is interactive for the students to engage in whereas the students uses
keyboards, voice, finger taps and movements, or a pointing device such as a mouse, and
performs an action in response helps the students complete the tasks.
Graphic: Graphic is a digital representation of non-text information such as a drawing,
chart, or photograph (Gunter & Gunter, 2011). As a future teacher, using graphic is essential to
the students learning process because a lot of students are visual learners. By being a visual
learner, students may learn concepts faster or retain a higher percentage of material if the
information is seen graphically (Gunter & Gunter, 2011). Putting emphasis on words when a
student is reading information such as the font size, color, or style can enhance a student's
learning process. This tool is student-centered because it helps the student to be more engaged
and a responsible learner. Keep in mind that using differentiated instruction with technology,
there are six features other than motivation which are privacy, collaboration and communication

skills, organization, learning styles and sensory learning, choices and authentic learning
(Benjamin, 2005). Therefore, if teachers use these features, it will enhance students' learning in
the classroom which is a major impact.
Interactive whiteboard: Using the interactive whiteboard is a major plus in the
classroom. As a future teacher, to have an instructional computer and to have access to the the
web, allows the teacher to show videos or images of what is being taught. This allows the
teacher to show it to the whole class. The whiteboard also has the surround sounds and it allows
the students to see and hear what displays on the instructional computer's monitor and interact
with the web and educational software, while at the same time the students can ask questions
(Gunter & Gunter, 2011). Asking questions will help to gain additional knowledge among the
students as well as a zeal for learning. The importance of student-centered technology in the
classroom, the students work to develop and explore the uniqueness of the academic and career
interests and produce authentic, professional quality work to demonstrate the learning that is
required (Clarke, 2003; Hargreaves, 2005; Keefe & Jenkins, 2008).
Using technology to differentiate instruction use to be a limited method but now the
classrooms are of the digital world. There are so many excellent things that can help students in
the classrooms. Technology supports the teacher at the point of instruction as a secondary
reinforcement but a teacher should never use only technology to differentiate instruction.
Technology should never take the place of teaching but should enhance delivery of content,
student learning or support instructional strategies. Teachers should use appropriate technologies
to enhance learning at the appropriate times and to teach to the standards (Gunter & Gunter,
2011). Teachers need to hold a positive attitude towards technology in order to use it effectively
in the teaching. The teacher's pedogogical beliefs and existing teaching practices will shape how

technology is incorporated in the classrooms (e.g., Inan & Lowther, 2010; Sandholtz et at., 1997;
Zhao & Frank, 2003). To use digital applications or software could become costly and if that
particular application or software version is outdated or no longer sold, it could become a
problem for the teacher. The digital media and multimedia is a very supportive tool because it
enables the students to explore the world on the internet and become knowledgeable of the
information in question. It also have the students to be more proactive, motivated, and
enthusiastic about learning. However, the teacher must be computer knowledgeable in order to
teach the students the computer skills that are required.
Teachers must understand that integrating technology into the classroom is a
reinforcement that enhances the needs of each child. However, it must meet the standards for
teachers as well as standards for students. Therefore, using the right technology appplications or
software, the internet, the Web, using font, color or style to enhance student's learning and using
technology that students can use as a hands-on increases the academic success of every child.

References:
Benjamin, A. (2005). Differentiated instruction using technology: A guide for middle and high
school teachers. Larchmont, NY: Eye on Education.
Clarke, J. (2003). Changing systems to personalize learning. Introduction to the
personalization workshops. Providence, RI: Northeast and Islands Regional Educational
Laboratory of the Education Alliance. Brown University
Feldhusen, J., Hansen, J., & Kennedy, D. (1989). Curriculum development for GCT teachers.
Gifted child today, 12(6), 12-19.
Inan, F.A. & Lowther, D.L. (2010). Factors affecting technology integration in K-12 classrooms:
A path model. Education technology research and development, 58, 137-154.
Keefe, J. W. & Jenkins, J. M. (2008). Personalized instruction: The key to student achievement.
Pennsylvania: Rowman & Littlefield Education.
Maker, C. J. (1982). Curriculum development for the gifted. Rockville, MD: Aspen.
Sandholz, J. H., Ringstaff, C. & Dwyer, D. (1997). Teaching with technology: Creating studentcentered classrooms. New York, NY: Teachers College Press.
Shelly, G. B., Cashman, T. J., Gunter, G., & Gunter, R. (2011). Teachers discovery computers:
Integrating technology in a connected world (8th ed.). Boston, MA: Cengage Learning. ISBN13: 9781285845432
The Association of the Gifted (TAG). (1989). Standards for programs involving the gifted and
talented. Reston, VA: The Council for Exceptional Children.
Tomlinson, C. A. (2003). Differentiating instruction in mixed-ability classrooms, (2nd ed.).
Alexandria, VA: Association for Supervision and Curriculum Development.

VanTassel-Baska, J., Feldhusen, J., Seeley, K., Wheatley, G., Silverman, L., & Foster, W. (1988).
Comprehensive curriculum for gifted learners. Needham Heights, MA: Allyn & Bacon.
Zhao, Y. & Frank, K. A. (2003). Factors affecting technology uses in schools: An ecological
perspective. American educational research journal, 40(4), 807-840.

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