Cristina F. Palanca

ED 554 Reston

July 11, 2014

Technology Integrated Unit Plan

Introduction

This is a unit plan on Plant Life which includes the parts of a plant (root, stem, leaf, flower, fruit, and seed), the plant life cycle, and what a plant needs to grow (light, air, water, nutrients, and space). Different kinds of plant will be discussed as well such as epiphytes and cacti. Lessons in science, language arts, visual and performing arts, P.E., math, and social studies with be integrated; written plans will overlap.

The unit project will be anchored on growing five plants from seeds (marigolds, sunflowers, beans, avocado) and bulbs (narcissus or amaryllis). Students will monitor the growth of the plants and share findings with a partner class from a different state (possibly Pennsylvania or New Hampshire) through blogging and skype sessions. The partner class link will be a year-long activity and will go beyond the plant life unit.

Learners

This unit is planned for a PreKindergarten class in a Catholic PreK-Gr 8 school located in a Virginia suburb of Washington, DC. The class consists of 12 to 16 students, aged three to five years by September first of the school year. Lessons will include activities for whole group and small groups. Accommodations are included in the individual lesson plans.

Standards

Diocese of Arlington Diocese Standards

Literacy Foundations

2. Vocabularyd. Converses with adults and peersf. Learns additional vocabulary through new experiences

3. Phonological Awarenessd. Listens to multi-syllable words

6. Written Expressiond. Prints 5-8letters with a writing utensilf. Uses letters and words to tell a story

Mathematics Foundation

3. Measurementa. Recognizes differences in length by using the words longer or shorterb. Identifies the tools for measuring time, temperature, length, capacity, and weight

5. Data Collections and Statisticsa. Gathers information in order to answer questionsb. Uses appropriate vocabulary to compare information about the objects

6. Patterns and Relationshipsa. Sorts objects according to one or two classifications (color, size, shape, texture)

Science Foundations

1. Scientific Investigation, Reasoning, and Logica. Identifies the properties of objects by direct observationb. Describes objects with words and picturesc. Places objects in size order (smallest to largest, largest to smallest)d. Distinguishes groups of objects with similar propertiese. Compares and contrasts the length and mass of various objects

4. Life Processesa. Describes what living things need to live (food, water, air)b. Recognizes the differences and similarities between “baby” plants/animals and “parent” plants/animals

6. Earth Patterns, Cycles, and Changeb. Classifies the shapes and forms

c. Describes or recognizes the stages of animal and plant growth

History and Social Studies

7. Civics/Citizenshipa. Works with others to complete a joint activityb. Recognizes the need for rules to get along well with othersc. Works together to create rules for the classroomd. States personal plans and goals for learning center activitiese. Works together in discussing and solving problems in the classroomf. Shares thoughts and feelings in group settingsg. Demonstrates proper behaviors for handling classroom materialsh. Identifies the needs of others by helping them

Physical and Motor Development

1. Skilled Movement: Locomotor Activitiesa. Demonstrates progress in performing a more mature level of selected locomotor skills

4. Movement Principles and Conceptsa. Shows understanding of movement concepts by performing various movements while changing directions, levels,

pathways, and effortd. Participates in locomotor movements demonstrating changes in direction, levels,

pathways, effort, and spatial relationships while listening and responding to music, verbal instruction, or other signals

6. Responsible Behaviorsa. Demonstrates the knowledge of safe behaviors by applying appropriate rules in a physical activity settingb. Demonstrates the ability to share equipment and space while taking turnsc. Works well with all childrend. Listens to and follows simple directions

ISTE

6. Technology operations and concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.

a. Understand and use technology systemsb. Select and use applications effectively and productivelyc. Troubleshoot systems and applicationsd. Transfer current knowledge to learning of new technologies

Objectives

The student will be able to

Identify parts of the plant Describe the plant cycle using visual aids Communicate the progress of plant growth orally via internet video calling (skype) Communicate the progress of plant growth visually through a written journal Collaborate with peers to demonstrate plant growth Use a mouse to drag and click

Assessments

A rubric will be used for each student’s progress.

Students will keep a group digital journal and an individual writing/drawing journal.

Students’ will compile a portfolio of chosen work; at the end of the unit, students will talk about their work to an adult (teacher, parent, or visitor).

Unit Plan Grid

Plant Life

Grid

Monday Tuesday Wednesday Thursday Friday

Science Introduce the SEED BOX

Ss observe seeds, T enters dictation on Word document

KWL chart

Read

Helen J Jordan

Have students predict what they might learn in this unit

FLIPPED Lesson Plan on The Plant Cycle

(assigned over weekend)

Grow a Garden

5 groups will grow different plants: marigold, sunflowers; narcissus/amaryllis; beans; avocado

Read Gail Gibbons

From Seed to Plant

Discuss parts of a plant

Watch time-lapse videos

Youtube (various videos)

radish seeds to plants

sunflower seeds to plants

Recall Parts of a plant

Make Hairy Harry

Teachers:

Cut large potato in half Hollow out about 1” deep hole in each half.

Students each get half a potato.

Students:

Decorate and label each half potato to look like a face.

Place two pinches of grass seed in potato; cover with potting soil; spray with water; set on window.

T2 takes photos

Recall steps in planting seeds.

Arrange photos taken by T2 in order.

Check on plants.

Craft: bas relief of plant parts

(clay and acrylic paint)

Journal Each group will keep a digital journal, either on iPad or teacher’s laptop.

Each child will keep a writing/drawing journal.

Day 1

Discuss what the seed/bulb needs to grow; how was seed/bulb planted?

Day 2:

Check on plants. Are there any changes? Predict when the first visible change might appear. What will it be?

Day 3:

Prepare for skype meeting with partner class. What questions will you ask?

Day 4:

Students will compare growth of plants with a partner class in a different state (through skype)

LA Discuss the book How a Seed Grows

Discuss Print and Book Awareness

Retell How a Seed Grows

Read Jeanne Titherington

Pumpkin, Pumpkin

Journal Writing: Dictate/Write about planting experience

Draw a prediction of what the plant will look like.

Write/Dictate a sentence about the plant.

Social Studies

Using Smartboard Activity, have

Make vegetable soup for SOME

Discuss cooperation Read Lois Ehlert

students point out the differences between young trees and mature trees

(during planting) and taking turns when meeting with partner class

Read The Empty Pot by Demi

Planting a Rainbow

MATH Sort seeds Seed Patterns

Compare amounts of fresh and/or dried vegetables brought from home

Compare lengths of twigs and branches brought from home

Measure with ruler and/or yardstick

Sort cups and pompoms (to be used in craft) by color

PE/

MUSIC/

ART

PE

Half- groups with teachers

Walk around school and take photographs of plants using iPads and digital cameras

Music

Sing Plant Cycle Song from flipped lesson video and create motions for each part.

(Ex. seed: curl up into a ball)

ART

Vegetable Prints (on soup pot-shaped paper)

PE/MUSIC

Movement to music about plants

Baroque and Sitar music

ART

Sorting colors for project

Make a rainbow of flowers (Glue,color cups, pompoms, chenille stems, paper grass, egg cartons)

Books Pumpkin, Pumpkin

Jeanne Titherington

Lois Ehlert

Growing Vegetable Soup Lois Ehlert

Eating the Alphabet

Lois Ehlert

Planting a Rainbow

Jack and the Beanstalk

Paule Galdone

The Empty PotDemi

Tomie de PaolaThe Popcorn Book

Pumpkin, Pumpkin

Jeanne Titherington From Seed to Plant

Gail Gibbons

The Tiny Seed

Eric Carle

Seed by Seed: The Legend of Johnny Appleseed Chapman

Esmé Raji Codell

How a Seed Grows

Helen J Jordan

Loretta Krupinski

Plant LifeGridweek 2

Monday Tuesday Wednesday Thursday Friday

Science/Language Arts

How plants’ seeds are spread

Read

The Tiny Seed

Eric Carle

Plants without seeds

ferns, moss

Plants from bulbs

Cooking activity

salsa - tomatoes, onions, avocado, corn, pepper

Read Lois Ehlert

Growing Vegetable Soup

Discuss sequence in making soup

epiphytes

http://www.selby.org/about/what-are-epiphytes

Read

Pig Boy

Gerald McDermott

Carnivorous Plants

Listen to podcast

youtube venus fly trap / pitcherplants

https://www.youtube.com/watch?v=_1eOs9909v0

cacti

Read

The Three Little Javelinas

Susan Lowell

Examine different types of cacti

Students record a podcast about anything they did during the unit on plants (may be a dramatic interpretation of any of the books

Compare and contrast vegetable soup in book with salsa made at cooking.

read)

Journal Day 5

Check on plants.

Chart any changes or progress.

Each group will choose the type of graph they will use to show plant growth

Day 6

Check on plants.

Take photos when visible changes occur. Upload to computer.

Day 7

Check on plants.

Same as Days 5&6

Day 8

Check on plants.

Same as Day 3

Day 9

Students will compare growth of plants with partner class in a different state (through skype)

Art/Music/PE

Sew a lei of (paper) ferns and orchids based on Pig Boy

Make a pitcher plant using recyclable materials

Saguaro Cactus

(sew and tie)

Group project

Students will continue to monitor the growth of their plants and continue weekly skype sessions with the partner class. They will continue to write and draw in their journals and digital journals. Excerpts from the journals will be used in the class blog. Teachers will model asking students for permission to use their blog entries and citing the authors.