ed 554 unit plan by dede dolgoff

8/9/2019 ED 554 Unit Plan by Dede Dolgoff

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Dede (Aphrodite) Dolgoff

ED 554 Reston17 July 2010

Technology Integrated Unit

Unit Plan- Gardening Project Based Learning

In this grade one project based learning assignment, students will work in groups of

four to plant small plantings, research a plant, and watch it grow in our class garden.

Students will observe and write their observations in a scientific classroom field journal

blog and collaborate with their peers. Digital cameras will be provided to all groups in

order to document growth of the plants in the garden from small planting to full grown

plant. Thought will also be given to the requirements for maintaining the garden, for

example, how much water and sunlight do you think the plants need? Through the use of

technology (classroom blog), connections will be made with other students (from our

class) research on plants and their observations and similarities and differences will be

recorded. The teacher will provide questions on the blog for written responses by the

class groups. Students will be invited to inquire about the plants in the garden and

document measurement of plant growth. Additionally, each group will create a design

for the garden using a computer program, only one design will be chosen for our garden.

At the culmination of the unit, students will use their research to create a digital photo

story for their parents to learn about their plants. Any vegetables grown from the garden

will be served to parents, teacher, and students at a culminating garden project party!

Grade Level of Unit-Grade One

Standard Addressed in the Unit:

SOLs

Science:

1.4 The student will investigate and understand that plants have life needs and functional

parts and can be classified according to certain characteristics. Key concepts include

a) needs (food, air, water, light, and a place to grow);

b) parts (seeds, roots, stems, leaves, blossoms, fruits)


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Mathematics:

Geometry

1.16 The student will draw, describe, and sort plane geometric figures (triangle, square,rectangle, and circle) according to number of sides, corners, and square

corners.

English

Writing

1.12 The student will write to communicate ideas.

a) Generate ideas.b) Focus on one topic.c) Use descriptive words when writing about people, places, things, and events.d) Use complete sentences in final copies.e) Begin each sentence with a capital letter and use ending punctuation in final

copies.f) Use correct spelling for high-frequency sight words and phonetically regular

words in final copies.g) Share writing with others.h) Use available technology.

Oral Language

1.1 The student will continue to demonstrate growth in the use of oral language.

a) Listen and respond to a variety of media, including books, audiotapes, videos,and other age-appropriate materials.

b) Express ideas orally in complete sentences.

Computer /Technology Standards of Learning:

C/T K-2.1, C/T K-2.2, C/T K-2.3, C/T K-2.4,C/T K-2.5, C/T K-2.6, C/T K-2.7

Fine Arts-Visual Communication

1.9 The student will observe and depict plants, animals, and people in a landscape work of

art.


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The ISTE:

NETS-T (Teacher)

1.a, 1.b, 1.c, 1.d, 2.a, 2.b, 2.c, 2.d, 3.a, 3.b, 3.c, 3.d, 4.a, 4.b, 4.c, 5.b, 5.c, 5.d

NETS-S (Students)

1.a, 1.b, 1.c, 2.a, 2.b, 2.d, 3.a, 3.b, 3.c, 3.d, 4.a, 4.b, 4.c, 5.a, 5.b, 6.a, 6.b

Unit Objectives: (Also listed in individual lesson plans)

1. Students will learn about blogging on the Classroom blog by creating one

blog post and responses.

2. Students will demonstrate their ability to work in collaborative groups byresearching information on their assigned plant and documenting their finding on

the classroom blog.

3. Students will demonstrate their knowledge of 2-dimensional geometrical shapes

by designing a garden using at least 5 different geometrical shapes.

4. Students will demonstrate understanding of caring for their plants by researchingand creating a powerpoint presentation about their research.

5. Students will create a plant sign (using powerpoint) for the garden.

6. Students will actively participate (in their assigned roles) in planting the plantings

in their collaborative groups.

7. Students will demonstrate understanding and knowledge of their assigned plant by

creating either a brochure, flyer, booklet or newspaper.

8. Students will have an understanding of the R.A.F.T. concept when questioned by

the teacher.

9. Students will synthesize information and create an original photostory in their

groups.


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10. Students will demonstrate understanding of the photostory writing process by

writing, revising and editing their photostories.

11. Students will edit and create their photostory.

12. Students will show a photostory to an audience of their garden plant.

13. Students will actively participate in a R.A.F.T. assignment by assuming the role

of photostory producer.

Please note-A permission slip will have been sent to parents explaining the garden

research project and allowing students to participate in all aspects of the project

including the computer component. Parents will be told every effort will be made toensure the safety of the students on the computer during this project. Internet safety

will be discussed with students prior to the start of the unit.

Also Note: Student will begin this project in early April and most students will be able

to write at least four sentences and read at grade level. Students not working at this

level will work with me in small groups.

Unit Lesson Plans:

Lesson One Intro to Unit -Learning to Blog on a Scientific Journal

Objective- Students will learn about blogging on the classroom blog by creating one blogpost and responses to blogs.

Materials- Book-How Groundhogs Garden Grew by Lynn Cherry, Smartboard,

Classroom blog created by teacher, laptops for each student in classroom.

Link- Gather the students to the front of the classroom and read the storyHowGroundhogs Garden Grewby Lynn Cherry. Show the students the various stages of

grow of the different vegetables in the story. Tell students Here is the seed, then here isthe small plant and here is the full grown plant.

Engage and Educate- Next try and get students excited about creating their own

classroom garden at the school! Tell students they will actually be scientists in the

classroom and outside in the garden. Explain to students that a true scientist observes and


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writes down their observations in a scientific journal. But instead of a paper journal, our

class will be using a scientific classroom blog. Ask students if they know what a blog is?

Active Learning- Model for students the blog the teacher created in ED 554 at

http://dededolgoff.wordpress.com/. Explain to students Mrs. D. wrote down herthoughts about what she learned in her computer course. Tell students a blog is where

you write your observations and thoughts about your garden.

On the smartboard, show students the blog the teacher created for the first grade class.

Model and show students how to post a comment on the blog and how another student

could reply to the blog.

Have each student open the classroom blog (give students the site on smartboard) on their

laptop computer and post on the classroom blog one sentence about what they would

grow in their garden. Have each student reply to another students post. Walk around the

classroom and observe students and offer feedback when necessary. Tell students therewill soon be a page on the blog where collaborative groups can post observations and

comments. (I will divide the groups in class tomorrow in Lesson 2.)

Adaptations:

Students working below grade level- These students will work in a small group with meand receive one on one attention about posting on a blog.

Students working above grade level- These students may write more sentences on theirblog and respond to more students in the classroom on the blog.

Reflect-Gather the whole class in front of the classroom and have students read some of

the posts and comments to the class. Ask the students what they thought of the blog-have

they used one before or is this their first time? Ask students to give thumbs up if theywere able to use the blog today. If there was a student/students who gave a thumbs

down, work with this student /students during morning intervention time for more one on

one instruction.

Now and Then- Tell students blogging is a great way to communicate with the

classroom. You can get feedback from one of your friend right away. Remind students

to always start with a positive feedback for their friend. For example I liked what yourwrote about your green bean plant. Maybe you could tell me more about how to take care

of the plant. Have students model to the group some positive comments for the

classroom blog.

Rubric

Objective: Super Job!!! Good Job Average Job


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Students will learn

about blogging on

the Classroom blog

by creating one

blog post and

responses.

On the ClassroomBlog I:



Reflective

Question:

Did you prefer topost a blog or

respond to a blog

post. Tell me why?Write 2 sentences at

the bottom of this

page.

__ I wrote 3 goodsentences on the

blog.

__I used capitol

letters at the

beginning of thesentence.

___I used a period

at the end of the

sentence.

__I posted a

response to at least3 friends.


blog.

__I sometimes used

capitol letters at the


___I sometimes

used a period at the

end of the sentence.

__I posted a

response to at least2 friends.


blog.

__I forgot to use

capitol letters at the


___I forgot to use

period at the end of

the sentence.

__I posted a

response to at least 1friend.

All Rubrics Adapted from

[email protected]

Lesson Two- Researching Plants in Collaborative Groups***
mailto:[email protected]:[email protected]


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Objective- Students will demonstrate their ability to work in collaborative groups by

researching information on their assigned plant and documenting their finding on theclassroom blog.

Materials-Book- Growing Vegetable Soup by Lois Ekhert, smartboard, tomato plant,KWL chart, digital cameras, sticky notes, pen, crayons, paper and laptops.

Link- Talk about springtime and the plants that we see on our way to school. Discuss thevegetables that we eat to stay healthy. On the Morning Message ask students Which

vegetables do you prefer to eat, corn or beans?

Engage and Educate-

Introduce students to gardening by reading the book Growing Vegetable Soup by Lois

Ekhert. Show students the various parts of the vegetables in the book such as the seed,

sprout, stem, leaves, flower and plant. Pause at each part of the plant for discussion.Review what each vocabulary word means. Tell student they will start a garden project

at school and will be given small plantings to grow in their groups of four.

Group A will grow green beans,

Group B will grow corn,

Group C will grow carrots,Group D will grow tomatoes

Group E will grow peppers.

Show students a tomato plant that you brought into school, talk about the texture, color,

leaves and flowers and ask students to help identify the stem and roots. Using a

smartboard, have students brainstorm all the things they know about plants by coming upto the smartboard and writing down their ideas on a KWL chart. Ask students what

questions they have about plants and record this on the KWL chart as well. Post this

KWL chart on the garden project classroom blog.

Active Learning

Reread the book again, taking time to show all the parts of the plants again. Divide classinto (assigned ) 5 groups of 4 students-(please note each group member will be assigned a

role such as recorder, reporter, photographer, word finder and artist) (students are

familiar with these collaborative roles as they were taught earlier in the year). Give colorcoded sticky notes to students so they know which group they are in. Give each group 4

small plantings of each vegetable the group was assigned above or (green beans, corn,

carrots, tomatoes and pepper.) Ask students in each group to examine their plantscarefully for the parts. Each student will have a laptop computer and will use the site

called The Great Plant Escape by the University of Illinois.

http://urbanext.illinois.edu/gpe/case1/index.html
http://urbanext.illinois.edu/gpe/case1/index.htmlhttp://urbanext.illinois.edu/gpe/case1/index.html


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Group 1 and Group 2 will learn about the plant part called the roots and will study the

section of the site located athttp://urbanext.illinois.edu/gpe/case1/c1facts2a.html.

Group 3 will learn about the stem and will study and research the section:

http://urbanext.illinois.edu/gpe/case1/c1facts2b.html to learn all about the stem of a

plant.

Group 4 and 5 will study the section of the plant on the leaves at

http://urbanext.illinois.edu/gpe/case1/c1facts2c.html

Adaptations:

Students who are working below grade level-These students will work with the teacherin a small group to receive additional help. The tasks will be broken down into smaller

segments for these students. These students will write one sentence in blog.

Students who are working above grade level- These students may explore additionalcomponents of the site mentioned above and write additional information on the plants in

the classroom blog.

Students in groups will use their own plantings to make further observations on their

plant parts. Using the classroom blog as a scientific journal (note: students were shown

how to blog on Day 1 of unit), one student will be the reporter for the group and state thefacts about the plant part the group was assigned. Another student will record the finding

from the site on the blog and will look up vocabulary words onwww.dictionary.com .

The third and fourth student in the group will draw the planting with emphasis on the partstudied. A digital camera will be provided to each group. The fourth student will take a

picture of the planting and the drawing of the plant parts.

Student Roles in Collaborative Groups:

Student 1-ReporterStudent 2-Recorder and Word finder

Student 3-Artist

Student 4-Artist

Student 5- Photographer

The photo of the drawing will be posted on the blog by the teacher and the photo of the

planting (photo 1) will be used in the final project of a photo story documenting thegrowth of the plant assigned to the group. I will download the photos from the digital

cameras into the groups computer folder to use later in unit for the digital photo story.

Reflect
http://urbanext.illinois.edu/gpe/case1/c1facts2a.htmlhttp://urbanext.illinois.edu/gpe/case1/c1facts2a.htmlhttp://urbanext.illinois.edu/gpe/case1/c1facts2a.htmlhttp://urbanext.illinois.edu/gpe/case1/c1facts2b.htmlhttp://urbanext.illinois.edu/gpe/case1/c1facts2b.htmlhttp://urbanext.illinois.edu/gpe/case1/c1facts2c.htmlhttp://www.dictionary.com/http://www.dictionary.com/http://urbanext.illinois.edu/gpe/case1/c1facts2a.htmlhttp://urbanext.illinois.edu/gpe/case1/c1facts2b.htmlhttp://urbanext.illinois.edu/gpe/case1/c1facts2c.htmlhttp://www.dictionary.com/


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The groups will use the class period to research and document their findings on the

scientific classroom blog on their specific plant part and answer the question below on

their blog. (At least one to two sentences for plant part and teacher questions below.) Iwill read the blogs and post comments for the groups.

1. What does your group plant look like, please describe.

2. Take a measurement of your plant. How many inches is it, please record on blog

graph created by the teacher..

3. Compare your planting with another groups planting, what are the differences?

Using the drawing of the small plantings, each group reporter will discuss their findings

with the rest of the class. The reporter will state the plant part and what it is used for bythe plant and any further information obtained by their research. The class will conduct a

gallery walk (students walk around the classroom to view drawing of classmates) of the

drawings at the end of class to see the pictures drawn by the students.

Now and Then

Students will finish class by reading at least one blog entry and making comments toclassmates on the blog about their artwork and plant information. In a whole group

meeting with the class, I will ask the various groups some questions about the plant parts

they were assigned. I will ask students to give me thumbs up or thumbs down if theyunderstood the concept. Students will take their group plants, water them and place

them near the classroom window until it is time to plant them in the garden.

Rubric:

Objective:

Students will

demonstrate their

ability to work incollaborative groups

by researching

information on theirassigned plant and

documenting their

finding on the

classroom blog.

Super!!

__I wrote 3 good

sentences on myblog about the plant

part.

____I helped mygroup find answers

to questions most of

the time.

___I did all of my

Good ___I wrote 2 good

sentences on my

blog about the plantpart.


to questions some of

the time.

____I did some of

Average

___I wrote 1 good

sentences on myblog about the plant

part.


to questions a little

bit.

___I let my group


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work by myself!

___I checked my

spelling and made

no mistakes.

my work by myself

___I had 1 spelling

mistake.

members do my

work.

___I had 2 spelling

mistakes.

Reflective

Question:

Did you like

working in a group?

What could I do tobe a better group

member next time?

Write 1-2 sentencesabout your

experience.

Lesson 3 Geometrical Garden Design and Caring for our Garden ***

Objectives- Students will demonstrate their knowledge of 2-dimensional geometricalshapes by designing a class garden using at least 5 different geometrical shapes.

Students will demonstrate understanding of caring for their plants by researching andcreating a powerpoint presentation about their research.

Materials-laptops, smartboard, powerpoint presentation

Link-

Students will start the class by reading other group blog entries and making a constructive

comment to the group of one to two sentences. I will begin the class in a group formationaround the smart board. I will ask students from each group to draw their plant on the

smartboard and explain one part of the plant they learned about yesterday.

Engage and Educate- I will engage students interest in gardening by having them take a

virtual tour of Reiman Gardens at Iowa State University on their laptops at the site:

http://www.reimangardens.iastate.edu/en/about_the_gardens/tour_the_gardens/virtual_tours.cfm I will ask students to go knee to knee with a partner and discuss what

observations they noticed in the virtual garden. How was the virtual garden different

from a real garden. After students have discussed these questions with their partner, Iwill call on a few pairs to comment on their observations.
http://www.reimangardens.iastate.edu/en/about_the_gardens/tour_the_gardens/virtual_tours.cfmhttp://www.reimangardens.iastate.edu/en/about_the_gardens/tour_the_gardens/virtual_tours.cfmhttp://www.reimangardens.iastate.edu/en/about_the_gardens/tour_the_gardens/virtual_tours.cfmhttp://www.reimangardens.iastate.edu/en/about_the_gardens/tour_the_gardens/virtual_tours.cfm


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On the smartboard, use the sitehttp://illuminations.nctm.org/ActivityDetail.aspx?ID=205

and demonstrate and model for students how to create a garden using geometrical shapes.In a rectangular shape, ask students what shapes would they include in their garden? (In

their small groups, have student create a geometrical plan for the classroom garden using

the site above.) (see below) The final plan (I will pick one of the plans for our project)for the garden will be posted on the classroom blog by the teacher.

Active Learning

In a whole group formation, tell students they will create a geometrical design for the

class garden in their groups of four. Each group member will pick at least one shape for

the garden. There should be five shapes in the garden for each group. Once they havecompleted their garden design, I will randomly pick a group garden design for our

classroom garden project.

As a class, we will brainstorm a discussion about our garden. Students will makepredictions about the following questions:

How much sunlight and water do our plants need?

What is the best location for the garden?

What materials do we need for the garden project?

How will we divide the responsibilities of the garden?

What will happen to what we grow in the garden?

(Hamner, p. 2, 2010)

After discussing the predictions as a class, students will log into the classroom blog as a

group and write their predictions based on what the group decided. I will have posted the

questions on the blog for students to answer. In their collaborative assigned groups,

students will make a list of materials needed for the garden and a list for dividingresponsibilities such as watering and weeding.

Now that the groups have made some predictions, students will read about how to make agood garden from this site in their groups of four. Each group will be assigned a topic

from this site to read and explain to the class.

http://web.extension.illinois.edu/vegguide/step01.cfm

Group 1-Read and be ready to discuss-Make good use of your location

Group 2-Plant your vegetable right
http://illuminations.nctm.org/ActivityDetail.aspx?ID=205http://illuminations.nctm.org/ActivityDetail.aspx?ID=205http://web.extension.illinois.edu/vegguide/step01.cfmhttp://illuminations.nctm.org/ActivityDetail.aspx?ID=205http://web.extension.illinois.edu/vegguide/step01.cfm


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Group 3-Keep down weeds

Group 4-Water properly

Group 5- Harvest at Peak Quality

Each group will research their topic and create 4 powerpoint (each group member will

create one Powerpoint slide) slides for the class to learn about their topic.

I will show the class an example of a powerpoint slide (sailboat picture and writing)

from the digistory I created introducing myself to the class and posted on the ED 554blog (Ms. D.s blog). On the smartboard, I will demonstrate how to create a simple

powerpoint presentation. Students will use their laptops with the teacher and create a

slide on Powerpoint. I will demonstrate and model how to find clipart on Powerpoint for

the students. Students will practice making 2 practice slides and save their work. I willwalk around the classroom to assist students and answer any questions.

Each Powerpoint slide will have at least 2 sentences about their topic and some clipart to

represent the slide. Students will research their topic and use Powerpoint to present to theclass. I will remind the students that they will be assessed for their creativity in their

slides and their collaboration as a group.

Adaptations

Students that are working below grade level- Students that are struggling will work ina small group with the teacher and make predictions for 1 or 2 questions. Tasks will be

broken down for this student.

Students that are working above grade level-These students will be given more

information to research on taking care of the garden.

Reflect- Students will answer any questions the class may have on their topic as they

present their Powerpoint slides. The teacher will ask if their predictions about the gardencan true after researching the topic. On a post- it note, each group will write down if a

prediction (questions posed) came true after researching the facts. I will collect the notes

at the end of class.

Now and then- I will gather the class in the front of the classroom and talk about the

importance of taking care of our classroom garden, the same care that we may give a petin the classroom (making a real life connection for students here). Next class, the

students will actually go out and plant their small plantings in rows. (Please note, parent

volunteers will have helped with the garden to prepare it for students.)

Rubric:

Objectives: Super!! Good Average


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Students will

demonstrate theirknowledge of 2-

dimensional

geometrical shapes

by designing a classgarden using at least

5 differentgeometrical shapes.

Students will

demonstrate

understanding ofcaring for their

plants by

researching andcreating a

powerpointpresentation abouttheir research

Reflective

Question:

Was powerpointeasy to use? Why

or Why not? Write

1-2 sentencedescribing your

thoughts.

___I helped my

group design thegarden with

geometry shapes.

___I shared at least

3 ideas for thePowerpoint slides

for caring for plants.

____I found 3images for

powerpoint for my

group.

___I helped mygroup solveproblems.

____I only helped

with the gardendesign when my

group members

asked.


2 ideas for thePowerpoint slides



powerpoint for my

group.

_____I sometimeshelped my group

solve problems.

____I did not help

my group with thegarden design, but

listened to their

ideas.


1 idea for thePowerpoint slides



powerpoint for my

group.

____I did not helpmy group solve

problems.

Lesson 4 Planting the Garden

Objectives- Students will create a plant sign (using powerpoint) for the garden. Students

will actively participate (in their assigned roles) in planting the plantings in their

collaborative groups.

Materials-smartboard, plants, laptops, parent volunteers, plant signs, paper, wooden

sticks, glue, laminate, garden tools, buckets, paper, pencil, KWL chart


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Link- In a whole group, tell students, the last few day we learned about gardening and

how to take care of our plants. Ask the class What did you prefer to study about

plants?

Engage and Educate-On the smartboard, show the class the geometric design chosen for

the class garden and get students excited about planting their plantings. Say Today weare going to plant!! Review the site:

http://web.extension.illinois.edu/vegguide/step02.cfm and have students record the

distance between rows of their particular group plant on their word document.Brainstorm with students how they will plant their garden plot based on their research,

write their finding on the smartboard. Students will type in the information needed to

plant their group planting (green beans, corn, carrots, tomato and peppers) on their word

document and save it under garden project. One group member will print the informationfor planting and the distance between plant and rows. I will have tools ready for students

in buckets. Some parent volunteer may assist with the planting of the garden.

Active Learning-

In their assigned groups, students will create a plant sign for their particular plant usingpowerpoint (please note: students were taught powerpoint in a previous lesson) and clip

art. For example, if the group is planting green beans, the group will create a sign with

the words Green Bean and have a picture of green beans. Students can be as creative as

possible with their sign. The teacher will send the signs to the workroom for the schoolteaching assistants to laminate. The students will add a wooden stick and their sign will

be posted in the classroom garden.

In their groups of four, students in the groups will take turns with the following roles

assigned by the teacher.

Student 1- This student will dig a hole based on the recommendations of the web site

studied in class. http://web.extension.illinois.edu/vegguide/step02.cfm

Student 2- This student will carefully plant the planting in the garden.

Student 3- This students will measure the distance between the plants and mark the spotfor the second plant.

Student 4- This student will water the garden row and take a photographs with the digitalcamera to be used later in the photostory and blog.

Students will clean up the garden area with the assistance of the teacher and parentvolunteers.
http://web.extension.illinois.edu/vegguide/step02.cfmhttp://web.extension.illinois.edu/vegguide/step02.cfmhttp://web.extension.illinois.edu/vegguide/step02.cfmhttp://web.extension.illinois.edu/vegguide/step02.cfmhttp://web.extension.illinois.edu/vegguide/step02.cfm


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In class, students will document their experience on their scientific blog. I will include

an open- ended question on the blog Describe what it was like to plant your garden

today. Did you work well in your group.

Student will also complete their vegetable signs for the garden and attach the wooden

stick.

Reflect-As a group, we will walk out to the garden to post our vegetable signs in the

appropriate place. In think- pair- share groups in a circular formation, I will ask thestudents to share with each other, what was the best part about gardening today and what

did you learn that you didnt know before. I will give the groups 3-4 minutes to discuss

and then I will ask students to raise their hand and share their partners thinking. I will

document some responses and add them to the scientific classroom garden blog under theKWL chart. For homework, students will read the KWL chart.

Now and Then-I will talk about the importance of collaborating as a group when

working on the garden project. Each member of the group has an important role. As ateacher, I must work in a group with other teachers- just like you are working with other

students. I will ask the class how they felt about working in the group-did things runsmoothly? How could they improve working with others?

Rubric:

Objectives:

Students will createa plant sign (using

powerpoint) for the

garden.Students will

actively participate

(in their assignedroles) in planting the

plantings in their

collaborative

groups.

Super!!

____I helped make

our garden plantsign beautiful.

___I participated inthe group role I was

given in the garden

planting and did a

great job!

___I helped the

teacher with theKWL chart.

Good

____I helped some

with the gardenplant sign to make it

beautiful.

_____I participatedin the group role but

my group members

helped me too whenplanting a garden.

____I helped the

teacher a little with

the KWL chart.

Average

____I only helped a

little with the plantsign.

____I needed helpin my role when

planting the class

garden.

____I did not help

with the chart, but

wanted to help.

Reflective

Question:

Did planting your

garden go

smoothly? Tell me


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what you thought!

Write at least one-

two sentences.

Lesson 5 - Learning about the Plants in the Garden and Creating a Newspaper,

Flyer, Brochure or Booklet!

Objective- Students will demonstrate understanding and knowledge of their assignedplant by creating either a brochure, flyer, booklet or newspaper.

Materials-smartboard, laptop, pencil and paper, laptops and color printer.

Engage and Educate- Now that students have planted the garden, tell them today we are

going to learn more about each plant we are growing. Go to the site on the smartboard:http://web.extension.illinois.edu/vegguide/growing.cfm and open up a page on growing

beans. Talk about what is necessary to grow a healthy bean plant.

Go outside with students to take measurements of their plants, have them record this onthe blog graph, this information will also be documented on their brochure, newspaper,

flyer or booklet (see below).

Active Learning- In groups of four, students will research their particular plant and write

3 or 4 sentences from the sitehttp://web.extension.illinois.edu/vegguide/growing.cfm

about how to take care of their plant.

Group A will learn about green beans, group B will learn about corn, group C will learn

about carrots, group D will learn about tomatoes and group E will learn about peppers.

In their collaborative groups, students will create either a flyer, newspaper, brochure or

booklet online about their particular vegetable and 3-4 facts about growing and takingcare of it using this site:

http://interactives.mped.org/view_interactive.aspx?id=110&title=

Adaptations

Students that are working below grade level- These students will work in a small group

with the teacher. Tasks will be broken down. One to two facts will be written.

Students that are working above grade level: These students may write 4 or more factsabout their plant.
http://web.extension.illinois.edu/vegguide/growing.cfmhttp://web.extension.illinois.edu/vegguide/growing.cfmhttp://web.extension.illinois.edu/vegguide/growing.cfmhttp://interactives.mped.org/view_interactive.aspx?id=110&titlehttp://web.extension.illinois.edu/vegguide/growing.cfmhttp://web.extension.illinois.edu/vegguide/growing.cfmhttp://interactives.mped.org/view_interactive.aspx?id=110&title


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Reflect- Each group will print out their flyer, brochure, newspaper or booklet and place it

on their desk. We will conduct a gallery walk around the classroom so classmates can

view the finished product.

Now and Then- I will ask students what they liked about this lesson, what did they learn

that they didnt know before. On the smartboard, we will write down some facts on ourKWL chart.

Rubric:

Objectives:

Students willdemonstrate

understanding and

knowledge of theirassigned plant by

creating either abrochure, flyer,booklet or

newspaper.

.

Super!!

____I learned 3 new

things about my

plant from myresearch.

____I had nospelling mistakes on

my newpaper etc

___I used capitolletters in my

newspaper all of the

time.

Good____I learned 2 new

things about myplant from my

research.


my newpaper etc

__ I used capitol

letters in my

newspaper some ofthe time.

Average

____I learned 1 new

things about my

plant from myresearch.


my newpaper etc

I used capitol lettersin my newspaper

once in a while.

Reflective

Questions:

Did you like

writing a

newspaper, flyer

etc.? Why?

Was it easy or

hard to find

information on the

site about your

plant?Write 2 sentences

at the bottom of

this page.

Lesson 6 Learning about R.A.F.T


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Objectives- Students will have an understanding of the R.A.F.T. concept.

Materials-smartboard, photostory from Ms. D.s blog athttp://dededolgoff.wordpress.com/

Link- Talk to the class about creating a photostory for their parents to see on the finalday of the garden project. Tell students this will be a chance to show their parents all the

hard work that went into our garden research project! Go out to the garden and take

another measurement of the plants in the garden for students to record on the classroomblog graph.

Engage and Educate-Show students the photostory that Mrs. D. created about herself at

the beginning of the school year at http://dededolgoff.wordpress.com/ . Tell students theywill create their own group photostories from their garden picture along with a small

narration or talk. Introduce the concept of R.A.F.T to the students. Tell them exactly

what each letter stands for and ask questions to ensure understanding. On the smartboard

write out:

Role- As a group, your role will be Photo Story Producers-Your role is to present thePhotostory to your audience (parents).

Audience- Your parents will be Photostory viewers and will give feedback on your

Production with a short survey. (see appendix, for audience feedback)

Format- Digital Photo Story Presentation from each group!

Topic-From Small Planting to Full Grown Plant-Ms. D.s Gardening Project Based

Learning

Tell students they will create a photostory about the growth of their plant from small

planting to full grown plant.

Active Learning- Have students go into their computer folders with plant pictures from

the garden and decide which pictures will be used in their photostory. Students can begin

to sequence pictures for their photostory.

Adaptation

Students that are below grade level- These students will work in a small group with the

teacher to review the R.A.F.T. concept and have added assistance for finding photos.

Reflect- Ask students which pictures they chose and why. Ask students to tell you their

interpretation of what each letter of R.A.F.T. means to them. Review the R.A.F.T. one

more time and explain how this will be used when their parents come to school for the

final viewing of their photostory.
http://dededolgoff.wordpress.com/http://dededolgoff.wordpress.com/http://dededolgoff.wordpress.com/http://dededolgoff.wordpress.com/


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Now and Then- Ask students if they remember a film they saw in a previous class on the

life cycle of the butterfly. How is this film similar or different to their photostory?

Rubric:

Objective: Super!! Good AverageStudents will have

an understanding ofthe R.A.F.T.

concept

ReflectiveQuestion:

What part of

R.A.F.T. do youprefer? Tell me

why?

____I understand

what R.A.F.Tmeans.

____I helped ourgroup sequence

photos for the

photostory.

_____I think I

understand whatR.A.F.T. means.

____I wassomewhat helpful

with the group for

sequencing photos

for the photostory.

_____I need help

with understandingR.A.F.T.

____I helped thegroup a little with

the photos and

sequencing for the

photostory.

Lesson 7- ***Creating the Photostory***

Objectives- Students will synthesize information and create an original photostory intheir groups. Students will write, revise and edit their photostories.

Materials-laptop computer, Mrs. D.s blog, digital photos, 2 parent volunteers, digistorytemplate, Photostory 3 software, Questions for groups, Peer Review, R.A.F.T powerpoint

and KWL chart.

Link-Yesterday we talked about the R.A.F.T format and creating our photostories.Today we will actually be creating our photostories in class! We will take all our digital

photos from the garden and create our own unique story.

Engage and Educate- I will engage students in the digital photostory project about theirgarden by having them watch my photostory that I created on my ED 554 blog at

http://dededolgoff.wordpress.com/. I will tell students they will create their ownphotostory using the digital pictures of their garden from the beginning to the end (or

from the small plantings to the mature plant.) Each photo story will be 5-7 minutes in

length and will be shown at a garden party for their parents. The photostory from each

group will be presented and parents will be served the vegetables from the garden with a


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homemade dip! Students will be able to retrieve photos from their garden- from a

computer folder created for each group.

In a whole group formation at the front of the classroom, show students the photostory

that I made to introduce myself to the class at the beginning of the year. Teach students

how to use photo story 3. Step by step, show them how to import their pictures to thephotostory. Model and teach student how to use the editing features, how to record their

voices, and how to use the music feature. Have at least 2 parent volunteers in the

classroom to assist the groups with this project. Tell students to begin by importing theirphoto of the digital pictures they took from their garden and any pictures of hand

drawings they completed in class.

Active Learning

In their assigned groups, students will sequence their photos for their photo story on the

photostory 3 software. The group will divide the pictures fairly and create a script that

will be recorded on photo story 3. Pass out the digistory template for student to writetheir story and sequence their pictures.

Each group member will work on their portion of the script using Microsoft word.

Students will write their script describing their photos and will edit for grammar,

punctuation and spelling. The draft script will be turned in as a group to the teacher. I

will individually edit the scripts for each group and offer comments for revision ofscripts. Parent volunteer will assist with the editing as well.

Additionally, I will assign 1-2 questions to each group to answer in their photostory frombelow:

1. Use your five senses to describe the plant.

2. Talk about the parts of the flower on the plant.

3. Talk about the measurements of the plants, from your data collection, on

average, how much did your plants grow?

4. Why do you think the plants grew at this pace?

5. Make comments comparing the small planting with the mature plant.

6. What were the conditions of the garden over the last few weeks, were they

favorable for your plant, why or why not?

7. What did you like best about the garden project?


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8. Talk about the leaves on the mature plants, vein pattern, color, texture, shape and

leaf size.

(Hamner, p. 4, 2010)

I will walk around the various groups and offer positive constructive feedback andanswer any questions that groups may have.

After sequencing the photos, creating the script and deciding on the music for the digitalstory, students will practice their story in their groups. Students will be given feedback

on their speaking by their peers. The group will note expression in voice and give

constructive and positive feedback to their group members. (See appendix A, for peer

review)

Review with the class the Garden Project R.A.F.T assignment on a Powerpoint

Presentation for the parent presentation and answer Any questions students may have:

Please note-The Garden ProjectR.A.F.Tassignment will be presented on the last daywhen students present their work to parents and serve vegetable grown in their garden.

Role- As a group, your role will be Photo Story Producers-Your role is to present the

Photostory to your audience (parents).

Audience- Your parents will be Photostory viewers and will give feedback on your

Production with a short survey. (see appendix, for audience feedback)



Learning.

Adaptations:

Students that are working below grade level: These students will work with the

teacher in small groups for extra assistance. Tasks will be broken down into smallersegments.

Students that are working above grade level: These students will be givenopportunities to answer more questions on the photostory and use transitioning and visual

effects on their photostory.

Reflect- As a class, go to each group and watch 3-5 minutes of their photostory. Students

will go to the classroom blog and make a positive comment about their classmates


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photostory and one way they could improve it. The emphasis will be on making positive

and respectful constructive feedback to groups. As a whole class, I will ask students to

go knee to knee with their partner and talk about in 3 minutes everything they learnedtoday about digital photostory. Students will talk as fast as they can in their partner

groups. I will listen in on the partner conversations to evaluate learning of the students.

Now and then- I will ask the group to comment on what they learned about photo story

and how this project impacted them. I will ask the class, do you think this photo story

you are creating could impact the entire school? In what ways could your story affectyour entire school? What else could our class do with the vegetables from our garden?

Take out the KWL chart and finish recording what the students learned in this project.

Rubric:

Objectives: Super!! Good AverageStudents willsynthesize

information andcreate an original

photostory in their

groups.

Students will write,

revise and edit their

photostories

____As a group

member, I helped

with the photostory.

____I helped choose

the music.

____I helped choose

the pictures for

photostory and

imported some ofthem.

___I wrote a lot ofthe script.

____I did a goodjob using capitols

and periods in my

sentences.

___I helped my

group members

whenever I could.

____As a group

member, I helped

with the photostorysome of the time.

____I helped choosesome of the music.

____I helped choose

some of the pictures

for photostory and

imported some ofthem.

___I wrote part of

the script.

____I used capitolsand periods some of

the time

___I helped my

group memberssometimes.

____As a group

member, I helped

with the photostorya little.

____I helped choosea little bit of the

music.

____I helped choose

the pictures for

photostory andimported a few of

them.

___I wrote a little

part of the script.

____I did not usecapitols and periods.

___I helped my

group members alittle bit.

Reflective

Question:


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Was it easy or

challenging to usephotostory 3?

Explain why or why

not in one to two

sentences at thebottom of this page.

Lesson 8 Editing and Previewing Photostory- (Inviting Parents and Harvesting

Veggies)

Objective-Students will edit and create their photostory.

Materials- laptop computer, photostory software,

Link- Tell students that the other day they worked on their photostories. Just like when

they write stories for Mrs. D. and they need editing, the photostory also needs some

work. Tell students today they will work on refining or improving their photostories andpresent their best work!

Engage and Educate- Tell students how much you enjoyed watching their photostories

the other day. Brainstorm with students how they could improve their story.

Active Learning- Students will have the opportunity to edit and make corrections to theirphotostories during this class. They may ask the teacher or other groups for additional

feedback. When they are finished with their editing, the group will preview their

photostory to make sure they are satisfied with the finished product.

As a class, I will gather the students to the front of the classroom and we will create an

invitation for parents to come and view our photostories and have a garden party! We

will send an e-mail invitation to parents as a class.

Adaptations:

Students working below grade level- These students will receive additional assistance on

editing in a small group with the teacher.

Students working above grade level- These students may add additional details to theirphotostory, for example, transitioning and visual effects.


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Reflect- In think-pair-share groups of two, students will talk about the improvements

they made to their photostory. How did these improvements make the story better? A

partner will share their partners thinking.

Now and Then- I will tell the students how documenting their story on the photostory is

important to everyone. Parent and school community members can view their story andlearn about their gardening! As a class, we will harvest some vegetables in baskets for the

garden party. Students will come back to class and wash the vegetables in small groups.

Rubric:

Objective:

Students will edit

and create theirphotostory.

Super!!

___I did a great jobimproving my group

photostory!

___I made great

suggestions to the

group.

___I did a good job

listening to group

members.

Good___I helped some of

the time improving

the photostory.

____I made some

good suggestions to

the group.

___I tried to listen

some of the time togroup members.

Average

___I helped a littlewith improving the

photostory.

____I made a few

good suggestions to

the group.

___I had a hard time

listening to group

members.

Reflective

Question:In your opinion,

what was the bestimprovement to

your group

photostory. Why

did you think so?

Lesson 9 Garden Project Based Learning Photo Story R.A.F.T and Garden Party

with Parents!!

Objectives- Students will show a photostory to an audience of their garden plant.

Students will participate in a R.A.F.T. assignment.

Materials-Smartboard, photostories, paper plates, napkins, cups, long table, photo viewersurvey.


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Link-You have worked hard on your Garden Research Project, now we will show your

parents all your hard work. Congratulations on a wonderful job!!! Give yourselves a

round of applause.

Engage and Educate-Before parents arrive, students will set up an outdoor table with

platters of vegetables and dips, lemonade, napkins and cups adjacent to the class garden.

Students will assist in setting up the classroom for parents to sit as Photo Story Viewers

and will place a survey on each seat.

In a whole group formation, I will review the R.A.F.T. assignment from Day 5

Role- As a group, your role will be Photo Story Producers-Your role is to present thePhotostory to your audience (parents).

Audience- Your parents will be Photostory viewers and will give feedback on yourProduction with a short survey. (See Appendix B)



Learning

I will praise and compliment students for their amazing work on this Garden Project!

Active Learning- Parents will arrive and take a seat for the Photo story Productions. I

will introduce the Photostory production to the parents and compliment the class on all

the hard work that went into the production and the garden project. I will also thank theparent volunteers that participated in the Garden Project Based Learning. Each group

will stand at the front of the class and the reporter will explain what their production is

about. The parents will view all the Digital Photo Stories and offer positive feedback to

each group and complete the group survey.

Students will escort their parents out to the garden and enjoy the vegetables they have

grown over the last few months!

Reflect- As a whole group, students will comment what the highlights of the garden

project were for them. Parent are free to comment on the project as well.

Now and Then-For homework that evening, students will write on their blog what was

the most important thing that they learned in this project. Could this project help them in

real life? How?


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Rubric:

Objectives:

Students willproduce a creative

photostory of theirgarden plant.

Students will

participate in a

R.A.F.T.assignment.

Super!!

____I did a greatjob with my voice, it

was loud and clear.

___I did a great job

helping my group

with the photostorypresentation.

____I did a goodjob with the

R.A.F.T assignment.

Good

___I did a good jobwith my voice some

of the time.

_____I helped my

group with thephotostory most of

the time.

____I did an Ok job

with the R.A.F.T

assignment

Average

____My voice couldbe louder.

____I could have

helped my group

more with thephotostory.

____I need helpwith the R.A.F.T

assignmentFinal Reflective

Question:

What are you most

proud of in your

research project?What could you

improve? Write 3-4

sentences.

Appendix A-From Lesson 7

Peer Review

1. I thought my group member did a _________job with their voice and

expression. (Remember a positive comment for your friend.)

2. My group member did a great job, but could improve___________.

Appendix B From Lesson 9

Photostory Viewers Survey:

1. What did you like about the Photostory?


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2. What was the best part of the story for you?

3. Did you learn something new about a plant? If so, what did you learn?

Unit Evaluation Section

(Please note, rubrics are provided in the individual lesson plans along with formative and

summative evaluations in every lesson plan.) (Additionally, the reflect component of the

lesson plan offers an assessment for students as well.) Formative assessments are ongoing

throughout each lesson plan.

Pre and Post Unit Assessment: (note-Pre and Post Unit Assessment is the same test)

1. What is a computer blog? Write one to two sentences explaining what this

means.

2. Go to http://www.thirteen.org/edonline/nttidb/lessons/nh/plantnhwf1.gif

on your laptop, print out and label the parts of the flower.

Next five questions answer True or False:

3. Roots absorb sunlight for the plant.

4. Stems carry water and nutrients from the roots to the leaves.

5. A Maple leaf is a compound leaf

6. A fern leaf is a simple leaf.

7. Stems give support for the plant leaves to reach the sun.

8. Draw a rectangle.
http://www.thirteen.org/edonline/nttidb/lessons/nh/plantnhwf1.gifhttp://www.thirteen.org/edonline/nttidb/lessons/nh/plantnhwf1.gif


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9. A Triangle has 4 sides, true or false?

10. Write down three things plants needs to grow.

____________ _____________ _____________

11. What are the four basic steps in a Photostory?

12. What does R.A.F.T stand for? What do you use it for?

Bibliography

Hamner, Devon. (2010) How Does My Garden Grow? Writing in Science Field

Journals- ReadWriteThink, retrieved on June 21, 2010 at:http://www.readwritethink.org/classroom-resources/lesson-plans/does-garden-grow-

writing-846.html
http://www.readwritethink.org/classroom-resources/lesson-plans/does-garden-grow-writing-846.htmlhttp://www.readwritethink.org/classroom-resources/lesson-plans/does-garden-grow-writing-846.htmlhttp://www.readwritethink.org/classroom-resources/lesson-plans/does-garden-grow-writing-846.htmlhttp://www.readwritethink.org/classroom-resources/lesson-plans/does-garden-grow-writing-846.html

ed 554 unit plan by dede dolgoff

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