ED 554 Unit Plan by Dede Dolgoff | Classroom | Project Based Learning

# Dede (Aphrodite) Dolgoff ED 554 Reston 17 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 student’s (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!

SOL’s 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)

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.

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 by researching 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 researching and 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.

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 student’s to participate in all aspects of the project including the computer component. Parents will be told every effort will be made to ensure 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 blog post 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 story How Groundhogs Garden Grew by 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 is the 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

Students will learn about blogging on the Classroom blog by creating one blog post and responses.

On the Classroom Blog I:

On the Classroom Blog I:

On the Classroom Blog I:

__ I wrote 3 good sentences on the blog. __I used capitol letters at the beginning of the sentence. ___I used a period at the end of the sentence. __I posted a response to at least 3 friends.

__ I wrote 2 good sentences on the blog. __I sometimes used capitol letters at the beginning of the sentence. ___I sometimes used a period at the end of the sentence. __I posted a response to at least 2 friends.

__ I wrote 1 good sentences on the blog. __I forgot to use capitol letters at the beginning of the sentence. ___I forgot to use period at the end of the sentence. __I posted a response to at least 1 friend.

Reflective Question: Did you prefer to post a blog or respond to a blog post. Tell me why? Write 2 sentences at the bottom of this page.

Lesson Two- Researching Plants in Collaborative Groups***

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.) I will 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?

work by myself! ___I checked my spelling and made no mistakes. Reflective Question: Did you like working in a group? What could I do to be a better group member next time? Write 1-2 sentences about your experience.

my work by myself ___I had 1 spelling mistake.

members do my work. ___I had 2 spelling mistakes.

Lesson 3 Geometrical Garden Design and Caring for our Garden ***
Objectives- Students will demonstrate their knowledge of 2-dimensional geometrical shapes by designing a class garden using at least 5 different geometrical shapes. Students will demonstrate understanding of caring for their plants by researching and creating a powerpoint presentation about their research. Materials-laptops, smartboard, powerpoint presentation LinkStudents 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 formation around 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 student’s 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_to urs.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, I will call on a few pairs to comment on their observations.

Students will demonstrate their knowledge of 2dimensional geometrical shapes by designing a class garden using at least 5 different geometrical shapes. Students will demonstrate understanding of caring for their plants by researching and creating a powerpoint presentation about their research

___I helped my group design the garden with geometry shapes. ___I shared at least 3 ideas for the Powerpoint slides for caring for plants. ____I found 3 images for powerpoint for my group. ___I helped my group solve problems.

____I only helped with the garden design when my group members asked. ___I shared at least 2 ideas for the Powerpoint slides for caring for plants. ____I found 2 images for powerpoint for my group. _____I sometimes helped my group solve problems.

____I did not help my group with the garden design, but listened to their ideas. ___I shared at least 1 idea for the Powerpoint slides for caring for plants. ____I found 1 images for powerpoint for my group. ____I did not help my group solve problems.

Reflective Question: Was powerpoint easy to use? Why or Why not? Write 1-2 sentence describing your thoughts. 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

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 we are 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 information for 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 LearningIn their assigned groups, students will create a plant sign for their particular plant using powerpoint (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 school teaching 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 spot for the second plant. Student 4- This student will water the garden row and take a photographs with the digital camera to be used later in the photostory and blog. Students will clean up the garden area with the assistance of the teacher and parent volunteers.

what you thought! Write at least onetwo sentences.

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: Students will have an understanding of the R.A.F.T. concept Super!! ____I understand what R.A.F.T means. ____I helped our group sequence photos for the photostory. Reflective Question: What part of R.A.F.T. do you prefer? Tell me why? Good _____I think I understand what R.A.F.T. means. ____I was somewhat helpful with the group for sequencing photos for the photostory. Average _____I need help with understanding R.A.F.T. ____I helped the group 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 in their groups. Students will write, revise and edit their photostories. Materials-laptop computer, Mrs. D.’s blog, digital photos, 2 parent volunteers, digistory template, 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 their garden 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 own photostory 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

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 the photostory. 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 their photo 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 write their 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 of scripts. Parent volunteer will assist with the editing as well. Additionally, I will assign 1-2 questions to each group to answer in their photostory from below: 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?

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

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 learned today 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 affect your 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: Students will synthesize information and create an original photostory in their groups. Students will write, revise and edit their photostories Super!! ____As a group member, I helped with the photostory. Good ____As a group member, I helped with the photostory some of the time. Average ____As a group member, I helped with the photostory a little. ____I helped choose a little bit of the music. ____I helped choose the pictures for photostory and imported a few of them. ___I wrote a little part of the script. ____I did not use capitols and periods.

____I helped choose the music. ____I helped choose some of the music. ____I helped choose ____I helped choose the pictures for some of the pictures photostory and for photostory and imported some of imported some of them. them. ___I wrote part of the script. ____I used capitols and periods some of the time

___I wrote a lot of the script. ____I did a good job using capitols and periods in my sentences. ___I helped my group members whenever I could. Reflective Question:

___I helped my group members sometimes.

___I helped my group members a little bit.

Was it easy or challenging to use photostory 3? Explain why or why not in one to two sentences at the bottom 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 and present 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 their photostories 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 their photostory, for example, transitioning and visual effects.

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 partner’s 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 and learn 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 their photostory. Super!! Good  Average ___I helped a little with improving the photostory. ____I made a few good suggestions to the group. ___I had a hard time listening to group members.

___I did a great job ___I helped some of improving my group the time improving photostory! the photostory. ___I made great suggestions to the group. ___I did a good job listening to group members. ____I made some good suggestions to the group. ___I tried to listen some of the time to group members.

Reflective Question: In your opinion, what was the best improvement 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 viewer survey.

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 the parent 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?

Rubric: Objectives: Students will produce a creative photostory of their garden plant. Students will participate in a R.A.F.T. assignment. Super!! Good  Average ____My voice could be louder. ____I could have helped my group more with the photostory. ____I need help with the R.A.F.T assignment

____I did a great ___I did a good job job with my voice, it with my voice some was loud and clear. of the time. ___I did a great job helping my group with the photostory presentation. _____I helped my group with the photostory most of the time.

____I did a good ____I did an Ok job job with the with the R.A.F.T R.A.F.T assignment. assignment Final 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?

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.

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-growwriting-846.html