` Natalie Haller

SCI 385
Artifact F:
Technology

Technology to Enhance Science Education

Technology:
http://pbskids.org/caillou/immersivegames/?gameID=5
Standard:
K-LS1-1 Use observation to describe patterns of what plants and
animals (including humans) need to survive
o This is aligned to the standard because it shows that plants
need to survive.
Explanation of Technology and How it Works:
This interactive game on PBS has a boy growing plants. The first thing is to go to the
website. The website will start talking to you and giving you instructions. It is your
choice to pick what seed to grow from a book of vegetables, trees and flowers. Using
the mouse, you click on the seed and drag it and put the seed in a hole. After that you
use the watering can and bag of fertilizer at the bottom to make it grow. If you do not
water it the plant slowly starts dying, which is shown by a plant withering. Also you
might have to swat some bugs away or hoe around the plants to keep weeds out. You
are allowed to grow up to three plants at a time. There are also trimmers that allows
you to cut the plants at any given time. If you forget any of the steps the boy helping
you will talk to you and give you instructions. This website is free for children and
just needs internet to work. When using this I would consider that light/heat does not
play a factor in having the plants grow. I would use this app in the classroom by
having the students practice growing plants. I also like how it brings in bugs and
weeding. It also shows that there is a lot of different things that students can grow. I
think it is important that students know what goes into growing fruits and vegetables.
 ` Natalie Haller
SCI 385
Artifact F:
Technology
Nature of Science
Scientific World- Showing students how plants grow creates a mindset that science id
durable. It shows that science is everywhere and that we can create it through the
growth of plants.
Scientific Inquiry- Students can be using inquiry in deciding how much water and how
often the plant need it. They will learn from the interactive website if that was not
enough water because the plant will start to wither.
Scientific Enterprise- This technology is individual learning so it is defiantly
enterprise. Students get the option what to plant and grow, which gives them
individuality in their learning.
Relation to Big Idea:
Big Idea: Were learning/observing about the needs and patterns of what plants,
animals and nonliving things; focusing on how light changes these three things if it
was or wasnt there.
Relation: This relates to my big idea by showing what plants need to live. Although it
doesnt hit the aspect of light. I would just need to make sure that students recognize
that in this environment there is always enough light for the plants to grow.
Relation to Big questions:
Big Questions:
o What do Animals Need?
o What do plants Need?
o How do beans grow?
o What do we see?
o What are the similitudes and differences between animals and plants?
o What is the difference between living and non living things?
o What is light and how it is related?
o What is Global warming?
o How can we help with Global Warming?
I feel that this website most closely relates to what do plants need because that is
what the website is show. It is showing that plants need water and food to grow. I
also think this relates to what do they see. I want the students to explore the
website and see what they observe.

Relation to Hypothetical Learning Trajectory:

Hypothetical Learning Trajectory: I think the learning process will be a lot of fun
and the students will enjoy learning through hands on activities. I think students learn
best though hands on, which I feel I incorporated in this lesson. I think the activates
that I provided will allow students to learn individually, together, explore, and be
 ` Natalie Haller
SCI 385
Artifact F:
Technology
experiential. I think that this is a lot of information I just hope that the kids will get a
lot out of it. I think that when we switch over to light the kids might be more focused
on that than their plants. I am hoping that keeping the plant charts a daily routine will
help this unit stick together.
Relation: The trajectory is mainly focusing on hands on. I feel that it is important that
students are also practicing what they learned. I feel that by using this website in the
classroom it will enhance their knowledge that they are learning in the lessons. It will
also help them when they can apply what they learning about watering the plants to
their real life bean plants that they are growing.

Where does it fit into the Unit?

I think this website would be perfect to use after the second day. The second day the
students are planning their beans and making an observation. Before continuing to
care of their plant I think it would be great if they could practice taking care of a fake
plant. That is why I feel this website would be most beneficial to be used after lesson
two.

How will this website be used?

I will let the students use this website as a review and exploration. Not only will it
help reinforce what plants need they will be able to work on their computer skills. It
will help them test their knowledge of what plants need through an interactive website.
It will be an extension from lesson two that will put what the students learned into
practice.

Modifications:
The website does not specifically say that light is needed for plants to grow. My hope
is that the students will recognize this because we just covered in class that light is
needed for plants to grow.
Pros of lesson:
Helps students better understand plant growth though technology and hands-on.
Students will learn how to work technology and how plants grow.
Learn about the different tools
 ` Natalie Haller
SCI 385
Artifact F:
Technology
Cons of lesson:
Could be a lengthy lesson and might need to be spilt into two days.
Does not include sun as a factor

Assessment of technology
Formative, I will go around and see how the plants are doing. It is not about how the
plants are doing, but how the students adapt to what their plants look like to make
them grow.
If a student is not meeting the goal, I will work them individually as part of RTI.
Practical issues/modification
If technology is not working or website is down, we can review as a class what plants
need.

Wartburg College Lesson Plan

Candidate: Natalie Haller Date: 12/6/2015 Subject(s): Science
Grade Level: Kindergarten

Day 2: What do plants need

 ` Natalie Haller
SCI 385
Artifact F:
Technology
Standard: K-ESS3-1 use a model to represent the relationship between the needs of different
plants and animals (including humans and the place they live)

Objective: After planting bean seeds (condition) kindergarten students will be able to
(audience) record what it looks like (behavior verb) with 95% accuracy (degree).

Materials:
Dixie cup with the students names on them (1 per student)
Dirt (enough to fill each Dixie cup full)
Bean seeds (3 per student)
Water (about 1 Tb each)
Sun (a window)
Worksheets (3 per student)

Anticipatory Set: Remember yesterday we learned how plants grew. What are the steps of
plant growth?
Perquisites: Students should have already learned the different parts that help plants
grow.

Modeling (I can): Students will listen to instructions than they will use a Dixie cup and put
dirt, bean seeds, and water inside.

Guided Practice (We can): We will review the instructions.

Check for understanding-
o Questions:
What is the first step? Second? Third? Forth?
What should I not do?
Reteach (if needed)- If students forget the steps repeat them and write them on the
board so they wont forget.
Inquiry Approach- This lesson is structured inquiry because I told the students what
to do for instructions.
Intelligences- Out of the multiple intelligences this lesson has bodily-kinesthetic,
naturalistic, and intrapersonal. I am having students move around to plan their bean
seed. For naturalistic they have to remember how plants grow. For intrapersonal the
students are working individually so that would be self smartness.
 ` Natalie Haller
SCI 385
Artifact F:
Technology
Active- This lesson is defiantly active because the students are moving around the
room to plant the bean, water it, and put it in the window.
Safety- We will go over where the dirt should go and how we need to be careful not to
tip our cups. Also I will talk about how to be a scientist we need to not taste anything.
Misconceptions- Students might get confused on the steps, so I will write them on the
board.

Independent Practice (You can): Then they will put it in the sun (near a window). When
there done they will record what they see on the worksheet with color.

Assessment: Students will be assessed by how they plant their seed and by what they
recorded on the worksheet. In their cup there has to be dirt, a bean seed and water. They will
also have to have recorded what they see on there worksheet, which is what they would be
assessed on. I will look for accuracy.
%Mastery per student- I want 95% accuracy per student. The 5% missing is if I have
to ask a student to fix something. Every fix will take off 2.5%.
%mastery per class- For the whole class I am expecting 90% accuracy because this
unit is toward the end of the year and students should be able to follow directions by
now.
Further steps- If students do not meet mastery, we will talk about how we can
improve for the next time.

Extension: If time students can make a second one to take home if the school has a way to
safely transport it home.

Additional Extension: I would add in using technology to review what plants need. The pbs
website would help review what plants need.

Modification:
If a student doesnt like touching dirt I can have gloves for them to use that way they
dont get dirty.
If a student is more advanced they can make another one that I will put in the closet for
a later lesson.
 ` Natalie Haller
SCI 385
Artifact F:
Technology
How this activity pertains to Standard: When students plant their own bean plant it is
considered a model. The model represents the needs of plant because the students
learn that they need to water it, but it in the sun, make sure it has air, etc. Students are
learning by having a hands on model to represents the relationship. Although it is not
showing the relationship between plants and animals the Unit will eventually get there,
but it needs a model of a plant to show the needs of plants.
How this lesson relates to Big Idea: This lesson focuses on the needs of plants,
which is incorporated in the Big Idea.
How this lesson relates to Big Questions: This lesson answers how do beans grow?
by starting off the process by creating the model that shows how beans grow.