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!

Grade Level of Unit-Grade One Standard Addressed in the Unit:
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

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 her thoughts 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 there will 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 me and receive one on one attention about posting on a blog. Students working above grade level- These students may write more sentences on their blog 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 they were 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 your wrote 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

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.
All Rubrics Adapted from frankerk@uwstout.edu

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***

Objective- 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. 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 the vegetables that we eat to stay healthy. On the Morning Message ask students “Which vegetables do you prefer to eat, corn or beans?” Engage and EducateIntroduce 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 up to 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 class into (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 color coded 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 plants carefully 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

Group 1 and Group 2 will learn about the plant part called the “roots” and will study the section of the site located at http://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 teacher in 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 additional components 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 the facts 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 on www.dictionary.com . The third and fourth student in the group will draw the planting with emphasis on the part studied. 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-Reporter Student 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 the growth of the plant assigned to the group. I will download the photos from the digital cameras into the group’s computer folder to use later in unit for the digital photo story. Reflect

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?

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 by the 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 to classmates 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 they understood 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 in collaborative groups by researching information on their assigned plant and documenting their finding on the classroom blog. Super!! __I wrote 3 good sentences on my blog about the plant part. ____I helped my group find answers to questions most of the time. ___I did all of my Good  ___I wrote 2 good sentences on my blog about the plant part. ____I helped my group find answers to questions some of the time. ____I did some of Average ___I wrote 1 good sentences on my blog about the plant part. ____I helped my group find answers to questions a little bit. ___I let my group

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.

On the smartboard, use the site http://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 have completed 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 make predictions 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 dividing responsibilities such as watering and weeding. Now that the groups have made some predictions, students will read about how to make a good 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

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 554 blog (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 will walk 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 the class. 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 in a 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 garden can 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 pet in 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

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.

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 the students to share with each other, what was the best part about gardening today and what did you learn that you didn’t 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 the KWL 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 a teacher, 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 run smoothly? How could they improve working with others? Rubric: 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. Super!! ____I helped make our garden plant sign beautiful. ___I participated in the group role I was given in the garden planting and did a great job! ___I helped the teacher with the KWL chart. Reflective Question: Did planting your garden go smoothly? Tell me Good  ____I helped some with the garden plant sign to make it beautiful. _____I participated in the group role but my group members helped me too when planting a garden. ____I helped the teacher a little with the KWL chart. Average ____I only helped a little with the plant sign. ____I needed help in my role when planting the class garden. ____I did not help with the chart, but wanted to help.

what you thought! Write at least onetwo 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 assigned plant 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 on the 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 site http://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 taking care 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 facts about their plant.

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 didn’t know before. On the smartboard, we will write down some facts on our KWL chart. Rubric: Objectives: Students will demonstrate understanding and knowledge of their assigned plant by creating either a brochure, flyer, booklet or newspaper. . Super!! ____I learned 3 new things about my plant from my research. ____I had no spelling mistakes on my newpaper etc… ___I used capitol letters in my newspaper all of the time. 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 Good ____I learned 2 new things about my plant from my research. ____I had no spelling mistakes on my newpaper etc… __ I used capitol letters in my newspaper some of the time. Average ____I learned 1 new things about my plant from my research. ____I had no spelling mistakes on my newpaper etc… I used capitol letters in my newspaper once in a while.

Objectives- Students will have an understanding of the R.A.F.T. concept. Materials-smartboard, photostory from Ms. D.’s blog at http://dededolgoff.wordpress.com/ Link- Talk to the class about creating a photostory for their parents to see on the final day 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 classroom blog 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 they will 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 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) 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.

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?

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 and answer any questions that groups may have. After sequencing the photos, creating the script and deciding on the music for the digital story, 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 Project R.A.F.T assignment will be presented on the last day when 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) Format- Digital Photo Story Presentation from each group! Topic- From Small Planting to Full Grown Plant-Ms. D.’s Gardening Project Based 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 smaller segments. Students that are working above grade level: These students will be given opportunities 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

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.

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 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 B) Format- Digital Photo Story Presentation from each group! Topic- From Small Planting to Full Grown Plant-Ms. D.’s Gardening Project Based 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 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

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