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Independent Technology Project

Andrea Martin
1. 1

Planning sheet

Description of project: This unit will evolve over a 3-day period. There would be a lesson on learning
physical parts of a plant (stem, roots, leaf, flower) and then another learning the parts of an animal.
Then there would be a lesson comparing both plants and animals. Talking about their environments,
their characteristics and how this helps them both live.

What is the purpose of the end product you will create? Create an understanding that both plants
and animals are living organisms that depend on their environment to survive much like people.

What technology will you use? Technology that the kids can create the structure of a plant on and
then again to make a physical characterization of how they are same and different from people?
You tube will be used in class to present the Cookie Monster video
Ink Flow drawing app on the iPad-Students will use this to draw parts of the flower and again with parts
of an animal.
Seesaw Class (the Learning Journal)-an app. on the iPad that contains students portfolio. They drop
their work into this app, in this case their Inkflow drawings. Parents can keep track of what their student
is working on in class on the iPhone or iPad with the Seesaw Parent Access App. and teacher can
assess their progress as the unit is taught!

Intended audience: Kindergarten

Information, materials and resources required: What do you need to know to complete this
project and where can you find the information? (You must document all sources consulted
and used.)

Indiana Academic Standards. (n.d.). Retrieved July 30, 2016, from


http://www.doe.in.gov/standards

S. (2010). Sesame Street: Who's Alive? Retrieved July 30, 2016, from
https://www.youtube.com/watch?v=giWqEPNLtBo

https://sites.google.com/site/plantparts321/_/rsrc/1429002130323/home/parts
%20of%20a%20plant.jpg?height=200&width=200 (Picture for Parts of a Plant)
http://3.bp.blogspot.com/Szjxg576FZo/VK6gdYiyHvI/AAAAAAAAAtQ/xKtHSVLWQWk/s1600/plants2.png
(picture of a tree)

Academic and /or NETS-S and NETS-T standards this Unit would address:
Content Area:
Science
K.3.1 Observe and draw physical features of common plants and animals.
K.3.2 Describe and compare living animals in terms of shape, texture of body covering, size, weight,
color and the way they move
K.3.3 Describe and compare living plants in terms of growth, parts, shape, size, color, and texture
Technology
Standard 13A: Collect information about everyday products and systems by asking questions
Mathematics
K.MD.2 Directly compare two objects with a measurable attributes in common, to see which object has
more of/less of the attribute, and describe the difference. Compare the heights of two children and
describe on child as taller/shorter.
Social Studies
K.3.1 Use words related to location, direction, and distance, including here/there, over/under, left/right,
above/below, forward/backward and between
ELA
K.RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or
steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect

Writing
K.W.8 With guidance and support from adults, recall information from experiences or gather information
from provided sources to answer a question
Speaking and Listening
K.SL.5 Add drawing or other visual displays to descriptions as desired to provide additional detail
Language
K.L.5 Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the
categories represent.
Project timeline and learning sequence:
This unit would three days

Assessment that learning happened.


Assessment would happen as the unit moves along. As students present their drawings on Inkflow, Teacher
can view them in Seesaw to assess that they have the major characteristics of plants and animals

Description of Technology:

Seesaw for the iPad:

Seesaw is a online Portfolio that students would have on their iPads. Parents
would have an app that is specifically for the parent on their personal iPad or
iPhone. This is a great way for teachers and parents to view the childs
progress in school.
In this tech project, I would use this to evaluate the childs drawing of their
plant in Inkflow to make sure they have the basic understanding of what a
plant is.

Inkflow for the iPad:


This app is a tool that can be used for many different projects, but the
Kindergartners would be using it just for the drawing feature. They are able
to use their fingers, or if the school has them available a stylus. Because the
assignment is just wanting the basic parts of a plant, there is no need for a
lot of creative options, which makes this app perfect for the job. Very easy to
use, so teacher would spend less time, trying to explain how to operate it to
the students.

Overview & Purpose


By the end of day 1, students should be able
To identify the major common features of a plant
Leaves, stem, roots, flower, buds

Teacher Guide
Objective
s
(Specify
skills/informati
on that will be
learned)

Informati
on
(Give and/or
demonstrate
necessary
info.)

Assessme
nt

Educational Standards
Addressed
Science: K.3.1
K.3.2, K.3.3

Student Guide

We will discuss what a


plant is made up of. I will
then provide the visual
aid after major features
are identified (Pictures
attached)
Compare and contrast
different types of plants

Students will provide


answer to questions.
What do you think of
when you think of a
plant? Green, leaves,
stems, roots, buds,
flower

The poster will provide


the feature information.
Answer any question that
come up.
Tell the students to work
with a partner to make
their own plant on the
iPad using Inkflow.

Students should have iPads


all major features of a
plant in their drawing

If the students drawings


are missing any of the
parts.
Steps to check If they are unable to
for student
define what a leaf, stem,
understanding root, bud or flower looks
)
like

Students will drop


their drawings into
their Seesaw app.

Materials
Needed:
-Poster of 2
different
types of
plants
-iPads

Other
Resources:
(e.g. Web,
books,)
Inkflow,
Seesaw
Teacher will
have access to
the drawings in
their Seesaw

Portfolio

Activity
(Describe the
independent
activity to
reinforce this
lesson)

Make sure iPads are


charged or IPads are
available for the science
time frame.
Make sure inkflow is
installed on all iPads
Demonstrate how to use if
the children are unfamiliar
with the app (very easy to
use. Draw with a finger or
stylus)
Have students drop their
drawings into their
Seesaw Portfolio

Each student will be


given an iPad.
Students will work on
inkflow to make a
plant of their own,
making sure that
each common feature
is present.

Visual Aid

This visual aid will represent another living plant It may appear different
than the other but
they share the same parts

Andrea Martin
July 30, 2016
Evaluation and Extension
Independent Tech Project
What have you learned from this project?
This project has helped me see how much time it takes to come up
with a lesson plan, and make it fit for the group of students you are trying to
teach. I also have learned that there are a ton of resources available to
teachers if you can dig around on the internet.
What were your most useful resources in completing this project?
My friends who are teachers were resourceful letting me bounce my
ideas off of them. They really thought that this project was hard because
many of them dont think about the technology they will use, because it
come second hand to them now when teaching. Usually the district that they
are in uses certain programs and they roll with that.
How will/could you share or use this project?
Depending on what grade I teach, I could use it in the future because
my lesson follows state standards. OR maybe my friends will want to use it ;)
What are some other possible applications of the technology you
have learned and used to complete this project?

I have learned that there is a wealth of educational videos on YouTube


that are aimed towards educating children, although some of them arent
very good.
How could this project be further improved?
This project is really good. Im not sure I would improve it. It has been
really great to learn how to make lesson plans, what should go into, and
looking at ways to integrate the technology. Other than one other class, I
havent learned how to do this.
If this is a student project, how will it be evaluated?
Since, my project is geared towards Kindergarten, it is more teacher
led BUT they are expected to draw the parts of a plant (Inkflow) and then
place it in their student portfolio (Seesaw) so that I could view it. This would
give me a good indication of who understands, and who doesnt.
Has this project led you to think about other technologies you would
like to explore and master? If so what are they?
To be honest, this whole class has done this for me! Not just this
project. I had no idea of all the different options that were out there (and
many of them free, if you are happy with the basics) that can be used in the
classroom. I have written down a lot of different websites in my notebook to
save for when I get to be a teacher. Such as, Newsella, plopplet, and the fact
that many teachers have blogs and they are a great source of information,
when needing ideas!

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