Professional Documents
Culture Documents
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!
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.)
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
Description of Technology:
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.
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
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)
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?