Plant Taxonomy Day 2

Jordyn Bettencourt

1. Goal and basic information about the class

Standards and Learning Objectives

Standards (HINT: Include the standard ID number, exact text content, source of
the standard: Idaho Content, Common Core, or others )

CONTENT STANDARD 1.0: PLANT ANATOMY AND

IDENTIFICATION
Performance Standard 1.2: PLANT IDENTIFICATION
1.2.1. Discuss the systems of plant classification
1.2.3. Determine plant identification by using a key
Link

Learning Objectives (HINT: Three or more learning objectives, make sure the objectives
are SMART: specific, measurable, attainable, relevant, and timely)

Students will be able to:

1. Research and identify plant classification
characteristics of the crop they are assigned.
2. Demonstrate knowledge of plant classification by
sharing their research findings with classmates.
3. Create a presentation/display to showcase their
findings.

General Introduction (HINT: Introduce your class, classroom, student, time period,
students' background, etc. How many instructional sessions? How
long is each session? How many students are you thinking of in this
class?)

This is for a high school plant science class. This lesson

can be for a 50 minute class period, or in addition to
lesson one during a 90 minute class period. The students
have some background knowledge of taxonomy and
classification due to the prior lesson. There are anywhere
from 20-30 students in this class.

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 2. Learning Path Overview
Learning Path Overview (Template for One Class Period)

ENGAGE - Grab (HINT: Design the activities to start the teaching, grab students'
Students’ Attention attention, and trigger students' learning interests. How might you
first motivate the student's interest in the lesson topic? What
activity will you use to engage students, how to make them
interested, how to make the connection to their prior knowledge, set
parameters, and raise questions? List out the activities, how to apply
them, your rationale, and how long it will take to teach. Be specific
and include all material links/references.)

Bellwork (as students walk into the classroom):

In your bellwork journals, answer the following:
1. List the 7 categories of taxonomy.
2. How do you remember them in order?

Think back to what we learned yesterday. Who can

summarize it for me? (choose a student, listen to their
summary)
Based on that summary and your answer to the bellwork,
think in your head how would you rate your
knowledge/understanding of the topics on a 1-5 scale.
Now, turn to your neighbor and share your rating and
why. Before getting started with today’s activity and
lesson, let’s review from last class. Here is a quizizz to
review.

Around the room there are some blank notecards. When I

say “go”, your goal is to go get one and return back to
your seat. Who can repeat back to me what we are
doing? (choose a student, listen to them repeat) (say go).

Once the students have returned back to their seats, ask

them to flip the notecard over. On the backside there
should be a name of a crop written on the other side.

Materials:
Index cards & Tape
Plant List: Instructor chooses crops that are good for the
grade level teaching. If this is an introductory lesson,
choose easier/more well known crops like apples, corn,

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 tomatoes, wheat. For more advanced crops, try rice,
potatoes, squash, alfalfa.

EXPLORE - Students (HINT: Design the activities for students to learn or explore the
Explore the Content content. How will you help different students explore the key
concepts, discover new skills, and probe experiences in various
ways? What would you use to guide the students in exploring new
information? What would you use to make your topic presentation
interactive so that you are not lecturing students like a 'sage on a
stage'? List out the activities, how to apply them, your rationale, and
how long it will take to teach. Be specific and include all material
links/references.)

Allow students some time to recall prior knowledge about

their assigned crop. They should have time to think about
the crop. As they are thinking quietly, ask them these
questions to picture in their minds: what it’s used for,
what it looks like, what the plant looks like, how it is
grown, how it is harvested, where it is grown (locations
like states or countries), etc. Allow them to turn to their
neighbor for a couple of minutes so they can share what
they already know about their crop with each other.

Ask: Do you know how the family your crop belongs in?
Do you know how it is classified? (Students should shake
their heads yes or no. Majority should be no). This leads
to their goal for the day. Students will utilize their
laptops to research the classification of their plant and
the characteristics that that classification describes
through justification. They will also identify the plant’s
scientific name. They have time in class to complete this.
The instructor should demonstrate the proper way to
research this, what credible vs not credible sources look
like, and some hints on what to search for. This can be
done by picking a different crop, and demonstrating the
process of researching it via a projector.

EXPLAIN - Students (HINT: Design the activities for students to explain or showcase
Explain Their Learning what they have learned from the content exploration. How can
students explain their learning, new knowledge, observations, and
findings in various ways? Provide options to your students and the
necessary guidance (e.g., How to use a tool? How to submit their
explanation video/paper/artifacts?). List out the activities, how to

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 apply them, your rationale, and how long it will take to teach. Be
specific and include all material links/references.)

During their research process, students will be asked to

showcase their learning by creating some sort of
presentation display. They can create a powerpoint,
mind map, word document, padlet, video, etc. They must
include each taxonomy section and a justification to
explain the characteristics required for that section to go
with each. They must also include their crop’s scientific
name. I created an example to help explain/demonstrate
more clearly. Example is linked here.

I chose this activity because it allows students to learn

how to research and explore taxonomy classification
characteristics on their own terms. It is helping them to
become more technology literate and giving them
research skills within plant science.

ELABORATE - Students (HINT: Link the lesson content to students’ real-life experiences.
Apply Their Learning Point out why this lesson is meaningful for the students. Let the
students apply their learning results in real-life contexts. How can
in Real World technology tools help students apply? What have they learned, and
did they create something new? Will they be able to share it with
others? How can students elaborate on their learning? List out the
activities, how to apply them, your rationale, and how long it will
take to teach. Be specific and include all material links/references. )

Ask: Why is this activity important? Why do you think I

am having you work on this project? Let students think
and answer. Next, Have students think back to when the
instructor asked if they could classify their plant. Ask
students how many said yes. Explain why taxonomy is
important and needed within the industry. That
researchers use this to help classify and sort plants,
making it easier for them to be identified and studied. It
also is helping students develop useful research skills
they need throughout their schooling and possible
careers. They will be able to share their knowledge with
their peers. They have the opportunity to learn about
other crops through each other.

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 EVALUATE - Assess (HINT: Design rubrics to evaluate/assess your students' learning. If
Students’ Learning the students meet the learning objectives, you set earlier after this
lesson. How will you evaluate your students’
activities/presentations/artifacts? Considering the summative
assessment, formative assessment, and multiple options for various
students.)

I will evaluate their research/presentation using this

rubric which is linked here. I will also be walking around
the room and checking their progress, asking them
questions to probe their learning, and provide any
assistance if needed. I will also assess student learning
through the questioning asked throughout the lesson, as
listed above.

3. Lesson Plan Reflection

Part I: Reflect on your decision-making process about using the technology tools
in your lesson plan.

● First, select five technology tools you used in the lesson plan project, and fill in the
names in the left column below.
● Second, briefly describe the technology tool you use in each row.
● Third, answer the questions to help frame your answer.

Technology Using Decision Making Reflection

Technology Tool Concept Map - Mural

Example https://app.mural.co/t/psy5054271/m/psy5054271/16
67328306206/79c4ad4b47e9b242b16625ad5395c99ce40
8256f?sender=u295ec058d389aa53a7ce3899

I explored three concept map tools: bubble.us, popplet,

and mural. I think the Mural fits my project the most
because the mural does not limit how many bubbles are
in each concept map. Moreover, the interface and user
design were clear and easy to use.

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 The instructional goal of using this tool is to develop a
general overview image of the research methods.

I am using the concept map with my students to build

their understanding of research methods. The students
will keep enriching the bubbles and adding to the notes
along with their weekly reading. Therefore, unlimited
bubbles and easier to use are the key points for
selecting the tools.

My students will read the textbook weekly, and they will

be required to add bubbles to their own concept map
after reading. We will share the new bubbles in the class
discussion and compare the similarities and differences
of their concept map.

Using the concept map with graduate students is

beneficial for their learning because the knowledge of
research methods is well-structured but a huge
amount. It is hard for students to complete all
information in a short time. Making the concept map
can help the student review the former reading, develop
the relations among various research methods, and gain
a general view of research methods. In addition, the
students can develop the concept map by using terms
and short phrases with references, so they can address
the original page and sources if needed.

Technology Tools #1 Describe the tool and insert the link to your artifacts.
Presentation Method: I used MindMeister to create an example research
Mind Map/Concept presentation mind map. Here is the link to this example.
Map via MindMeister
The instructor provided multiple options for each
performance task; what is your rationale for selecting
this one?
I chose this technology tool because it is simple to
navigate. I want students to be able to display their work
in a simple way that doesn’t require a lot of knowledge or
skill in the use of a website. This website is simple, easy to
navigate, and allows for creativity. I like that students

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 have the option to create/display the information in
whichever format they prefer.

What is/are the instructional goal(s) of using this tool in

your lesson plan and why?
The goal of using this within my lesson plan is to allow
students to display their research in a creative manner. It
also allows for easy sharing, which is helpful in allowing
students to view each other’s work.

Please describe the instructional activity you designed

using this technology tool.
I designed a mind map to demonstrate to students how
they can present their knowledge. I arranged the
information in the same design/shape as the taxonomy
chart, making it more helpful for them to visualize the
information.

Why do you think your design will help students learn?

I think it will help students learn because it gives them an
example, providing them a direction/goal to work to for
their own presentations. It displays what I am looking for
in order to award a high grade. It helps to prevent
confusion on what is required and what is additional.

Technology Tools #2 Describe the tool and insert the link to your artifacts.
Online Resource Tool I used Wakelet, the online tool that holds online resources.
via Wakelet Here is the link.

The instructor provided multiple options for each

performance task; what is your rationale for selecting
this one?
I chose to use wakelet because it holds all of my teaching
resources for this lesson in one place, making it easier to
find information and use examples.

What is/are the instructional goal(s) of using this tool in

your lesson plan and why?

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 The goal is to provide information to help with my lesson
in one place that is easy to access.
Please describe the instructional activity you designed
using this technology tool.
I didn’t design an activity with this tool, just as a
demonstration to supplement my knowledge and as an
example for the class. Here I can access pictures, real
world examples, and videos.

Why do you think your design will help students learn?

This will help students learn because it is efficient and
allows for more time for students to explore and research.
It also can show them different resources and methods of
collection through technology.

Technology Tools #3 Describe the tool and insert the link to your artifacts.
This tool provides students with a beneficial way to
Google Scholar research. There is no artifact to link here, except for the
website.

The instructor provided multiple options for each

performance task; what is your rationale for selecting
this one?
I chose this tool to use because it goes along with this
assignment for students. It provides them a beneficial
resource to use during their research. It teaches them the
proper ways to research, what to look for, how to search
things, and maybe how to filter through information.

What is/are the instructional goal(s) of using this tool in

your lesson plan and why ?
The goal of using this within my lesson plan is to help
students learn to research a specific topic. I chose this
because researching information is very important and
students will most likely come across this skill later in
other classes or possibly their careers. By allowing them
to work on this skill and teach them how, it helps them to
grow their marketability.

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 Please describe the instructional activity you designed
using this technology tool.
I designed this tool for the research component of my
instructional activity. This website allows students to
find information, sort through it, and identify its
credibility.

Why do you think your design will help students learn?

This will help students learn how to efficiently research,
how to apply filters and determine a source’s credibility.

Technology Tools #4 Describe the tool and insert the link to your artifacts.
I choose to use Quizizz. Quizizz is an online quiz game
Review of prior creator. The link to mine is here.
knowledge via Quizizz
The instructor provided multiple options for each
performance task; what is your rationale for selecting
this one?
I chose this tool to help with recalling students prior
knowledge of the last lesson. The need to know the
information from the last lesson in order to be successful
with their own research assignment. This quiz helps them
to remember what we went over, what they know, and
what they still need practice with.

What is/are the instructional goal(s) of using this tool in

your lesson plan and why?
The goal of this is to test prior knowledge and stimulate
recall. I picked this to help because it is a quiz-like
format. It helps students to realize what they need to
study, and what they already know.

Please describe the instructional activity you designed

using this technology tool.
I designed a review quiz using this tool. It has 15
questions to help them remember prior content from the
last lesson.

Why do you think your design will help students learn?

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 This will help my students learn because it is easy to
navigate and quizzes them on what they know. This helps
them to determine what to study.

Technology Tools #5 Describe the tool and insert the link to your artifacts.
I used Quick Rubric to help design a rubric for the
Presentation rubric via activity. The link to the rubric is here.
Quick Rubric
The instructor provided multiple options for each
performance task; what is your rationale for selecting
this one?
I selected this because it helps to create a rubric that is
easy to read and navigate from a student perspective. It
helps to prevent confusion for students during the
assignment.

What is/are the instructional goal(s) of using this tool in

your lesson plan and why?
The goal is to provide clear and concise expectations for
my students on their project. It will help to limit
confusion and shows exactly what they need to include to
receive a high grade. This will help to achieve this goal
because it clearly lays out everything required in their
assignment. It can also be cross-checked with the
example mind map.

Please describe the instructional activity you designed

using this technology tool.
I designed a rubric to go along with the research
presentation activity so that students know exactly what
to do and what is expected of them on this assignment.

Why do you think your design will help students learn?

This will help students learn because it provides them
clear instructions and expectations for their presentation
method. It still allows for students to use creativity.

Part II: Reflect on what you have learned in this course. Be sure to answer the
following questions:

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● First, highlight one technology tool that impresses you the most from this course,
then explain why.

The tool that impresses me the most would have to be the majority of them! I like
MindMeister a lot because I used to assign students to create a mind map physically,
paper and colored pencils. This opens up a lot more options through technology for
students to do the assignment. They can link pictures, websites, change color and
designs easier, and more. I think it is a great way to allow students to work within
technology and be creative with lesson content.

● Second, highlight one technology tool that impresses you the least from this course,
then explain why.

I never came across a technology tool that impressed me the least in this course. I
think they were all beneficial and helpful for me to experience to make me a better
educator and to use within my classroom.

● Third, answer the following questions:

1. How did you feel about technology integration at the beginning of the course?
Did your feelings change at the end of the course? How? Why?

I felt that technology integration within the classroom was important at the
beginning, but I just didn’t know how to use some of it. At the end of the course, I still
felt the same way, just a little more comfortable in knowing some technology examples
to use within my classroom.

2. What did you learn about technology integration? Provide examples and
specifically explain why you think these are important for you.

I learned that technology integration can be simple and engaging for student learning.
I also learned that technology integration can provide students with many
opportunities and ways to be creative within course content. For example, Padlet,
MindMeister, Wakelet, and more all can be used within assignments and allow for
student creativity. These are important to me because it helps with student
engagement and focus within the classroom.

3. What would you do differently for the lesson plan? Use your own lesson plan as
an example, and explain it in detail. How would you change your process for
creating a lesson?

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I can’t think of anything I would do differently for my lesson plan, other than maybe a
different subject, like animal science. I wouldn’t change my process for creating a
lesson, as the process that I use works for me. I did like the part of this lesson that has
me identify the technology I am using, as it helps to make sure I have technology
within my lesson plan.

4. What would you do differently for the teacher website? Use your own teacher
website, and explain it in detail. How would you change your process for
creating a website?

I would create my own website within the school’s LMS. For example, some schools use
canvas, or the school webpage. I would create my own teacher webpage within that
one to help prevent student confusion. I would put my introduction, class links,
pictures and everything there. In this way, parents can also access it.

5. How will you use what you have learned from this course in your future
classroom?

I will use the technologies introduced to me in this course in my future classroom.

These technologies can help me with lessons, student projects/assignments, and
engagement.

6. What technologies/tools that you used in your assignment were not provided
in the class? (If there is any, optional.)

None.

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