emilyzhunt.weebly.comemilyzhunt.weebly.com/.../lme_537_hunt_idp_final_.docx · Web viewThis lesson is the culminating lesson in a unit about plants and plant life cycles. The objectives

Instructional Design Project

Name: Emily Hunt _____________ WKU ID#: _800694208________________________

Date: June 24, 2011 Age/Grade Level: 3 rd grade

Subject: Science # of Students: 25 # of IEP Students: 4

Major Content: Plant Life Cycles Authentic Topic:___Schoolwide garden______________

Unit Title:___How Does a Garden Grow?__________Lesson Title: Persuading our administrators to

give funding to start a school wide garden through a presentation

Type your lesson plan in this template. Do not delete the questions or directions. Be sure to put all worksheets, assessments, and scoring rubrics in the Appendix. After you teach the lesson in LME 537, complete the IMPACT and REFINEMENT sections at the bottom of this file.

BE SURE TO REVIEW THE SCORING RUBRIC FOR EACH SECTION AS YOU ARE COMPLETING IT.

ACTIONS: Completed prior to teaching lesson. Your instructor must approve this section before you teach the lesson.

Goals and Objectives:Clearly state your broad goals and specific objectives (each objective must have all four parts) that identify the content and technology skills/processes to be taught and formally assessed. The Content Objective must address the highest level thinking activity of content (curriculum) of the lesson. Give the Bloom’s level for each objective. Identify essential questions you want to address. You must have no more than one technology objective and no more than one content objective.

Essential Question(s): 1. How could a school wide garden help our school and/or community? What could we learn from

participating in this? How can learning about plants and planning a garden help you later in life?

Content Goal: Students will develop an understanding of plants and their growth and how this can impact the community and their lives.

Content Objective: Revised Bloom’s Level:

Connections to Kentucky Core Academic Standards:

1.After completing a unit on plant life cycles, the needs of plants, and gardening, third grade students will create a plan for a school garden and create a video persuading the administrators to give funding to create a student garden and will score a 3 or higher on the scoring rubric.

6. Create CC.3.SL.4Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant descriptive details, speaking clearly at an understandable pace.

Technology Goal:Students will understand how to make a video using Microsoft Photo Story

Technology Objective: Revised Bloom’s Level:

Connections to Technology Skills in Kentucky Core Academic Standards:

2. After learning about video production, third grade students will create a persuasive video scoring

6. Create CC.3.W.6 Production and Distribution of


a 3 or more on the scoring rubric. Writing: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Create Learning Targets for the primary Kentucky Core Academic Standard for your Content Objective and your Technology Objective:

College and Career Readiness Anchor Standard:Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audienceStrand:Speaking and Listening

Cluster:Presentation of Knowledge and Ideas

Grade:3

Standard #: CC.3.SL.4

Common Core Standards for the Content Objective:

Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant descriptive details, speaking clearly at an understandable pace.

Common Core Standards for the Technology Objective:

With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Learning TargetsDirections:

What are the knowledge, reasoning, performance skills, and products that underpin the standard? Create student-friendly “I Can” Learning Target statements Use RED text to indicate which Learning Targets you will address in this lesson. Use the Learning Target number throughout the lesson to identify where you address this target. Be sure to identify how you assess each

red LT in your scoring rubrics.

Knowledge Target Reasoning Target Performance Skill Target Product Target

1. I can identify the parts of a plant and tell what each part does.

2. I can identify the needs of a plant.

3. I can describe our garden plan in detail.

4. I can relate information so that my audience can understand what I am saying.

5. I can tell why a garden is important to our community.

6. I can give at least three facts telling why a garden would help our school.

7. I can identify a location for our garden that would best meet the needs of the school and the plants in the garden.

8. I can tell how our class will work together to make sure the garden is taken care of.

9. I can determine possible scenarios for what to do with the vegetables from our garden.

10. I can present information in a clear and organized way so that my audience can understand.

11. I can use the Internet to research and evaluate types of plants that will grow in Kentucky.

12. I can use transitions in my video made with Microsoft Photo Story.

13. I can insert visual aids that add to my presentation using Microsoft Photo Story.

14. I can add narration and music to my presentation.

15. I can create a technology presentation to persuade the administration at my school to allow a school garden.

16. I can develop a plan for our garden that is organized and meets the needs of the garden.

Context:Directions: Clearly describe how these objectives and this lesson relate to your broad goals for teaching about the topic and how this lesson fits into your unit. Explain how this lesson addresses HEAT, and diversity of students. Describe any collaboration with


other professionals during this lesson. Address any personal, social, cultural, and global concerns that will be relevant to student learning.

How does your lesson address the following?A. How your objectives

relate to your broad goals and how this lesson fits into your overall unit including student’s prior learning in lessons before this lesson.

This lesson is the culminating lesson in a unit about plants and plant life cycles. The objectives relate to the broad goals as the students will be developing a garden and will see the impact that the garden has on the school or community. Students will also have to use their understanding of plants and plant life cycles to create a plan. Students will develop an understanding of Photo Story through the completion of the activity. As part of this unit, students have learned how plants grow, the parts of plants, and how plants help the earth (LT1). Students have also researched plants and have developed spreadsheets that include information about the plants and the correct seasons and methods to plant them (LT2, 11). Students have discussed reasons why a garden would be helpful to our school, community, and the environment and formulated arguments for using land in our school yard for a school garden (LT 5,6). Students have been learning about Microsoft Photo Story and are becoming familiar with adding transitions, pictures, and audio components (LT 12, 13, 14). This lesson will tie all that the students have been learning together to make one cohesive plan for our garden that will be presented to our school principal for approval.

B. Cognitive Complexity Provide the CReaTE levels and justify your ratings with examples of higher level thinking that are required of pupils with the content in your lesson. Be sure to give the Bloom’s level for student thinking with the Content (not technology). Also, use statements from the CReaTE Framework to justify the CReaTE levels. C Level: 3 Justification with lesson examples: The higher order thinking level is a 4 because the students

have to create a presentation based on what they have learned. They also have to use what they have learned about plants to develop a plan for a garden. Students will have to research information and use this information to create their plan. There are multiple correct answers.

Justification with CReaTE Framework: multiple indicators of learning, students working at the create level of Bloom’s

C. Real World Learning Provide the CReaTE levels and justify your ratings with examples of engaged learning that are required of pupils with the content in your lesson. Also, use statements from the CReaTE Framework to justify the CReaTE levels. R Level: 3 Justification with lesson examples: Students are working collaboratively and will divide the

project’s “jobs” based on each person’s learning styles. Students are given a choice of how to present their information and what they will add into their presentations. Students are given a choice in how to plan their garden. Students are working at a level three because their learning is very relevant to the real world as the agriculture business is very relevant to their lives. Also, they are learning in an authentic way as they will be presenting their presentations to the principal.

Justification with CReaTE Framework: students are engaged in projects specific to their learning styles, multiple instructional strategies.

D. Technology integration Provide the CReaTE levels and justify your ratings with examples of technology integration that are required of pupils with the content in your lesson. Also, use statements from the CReaTE Framework to justify the CReaTE levels. T Level: 4 Justification with lesson examples: Students are using technology for task completion and it is

essential for completing the project. Technology will be used throughout the project, from finding resources, and pictures on the Internet to creating a presentation using Microsoft Photo Story. Students will be working together to complete the task and will use technology to plan their garden and brainstorm ways to use their garden to benefit our school.

Justification with CReaTE Framework: technology use is integrated and essential for task completion, technology promotes collaboration among students for planning their work,

E. Describe pupil characteristics and diversity of your students; # of pupils, gender, ethnicity, academic levels, special needs, include the results of the learning styles survey of your pupils

There are 25 students in the class. The class is made up of students ranging in age from 8-10 years old. There are twelve boys and thirteen girls. The class is made up of 24 Caucasian students and one African American student. There are 3 students with speech IEPs and three different students with Academic IEPs- one student with writing goals, three students with reading goals, and two students with math goals. There are 6 students that are in the Primary Talent Pool. According to the MAP test, there are 16 students above the 50th percentile and 9 students below the 50th percentile in reading. In math, there were 17 students above the 50th percentile and 8 below the 50th percentile. There were three students in both reading and math that scored above the 80th percentile. There was a vast majority of students hat scored higher on the active learning profile at 96% scoring higher in this area with scores ranging from 1-7. Fifty-six percent of the students scored


higher on the sensing side than on the intuitive side and scores ranged from a 1-5 in this area. Ninety two percent of the students scored higher in the visual learning than verbal learning with scores ranging from 1-9. Seventy two percent of the students scored higher on the sequential learning profile than the global learning profile with scores ranging from a 1-5.

F. How will you differentiate instruction for these diverse students?

This project will be differentiated in two ways. Because of the tendency of the students in my class to be very sequential learners, students will complete a learning check or self-assessment to record what was learned and completed at the end of each lesson. These learning checks will help sequential learners determine next steps and decide if they are on track to complete the final assessment. This recording will help the students see the process that they are involved in and how the end result is made up of each of the days of work.

Purposeful grouping of students will also differentiate this project. Students that are working on a higher reading level will receive information at a higher reading level and will work together to complete the project. Their slides will have additional information, more narration, and more specific pictures to enhance their sides. Students that are receiving special education services will receive information that is on their specific reading level, have the assistance of the special education teacher during collaboration, and will have more narration as opposed to written words in their slides. In addition, students will be grouped so that their strengths are being played to. Students will consider what their specific strengths are and how they will work together to help the group be successful. Students that would like will also have the opportunity to extend their learning through continuing the project for the upcoming year to present information about how the garden has changed and impacted the community. There is one child that works with the behavior coach. She will also collaborate with us to ensure that he is having his needs met. She will be work with him prior to our class beginning the project to make sure that he has his ideas together so that he doesn’t become frustrated during the process.

G. How will you collaborate with other professionals?

To complete the lesson and the unit, I will be collaborating with the library media specialist as she works with the students in technology classes for a week long rotation each month. She and I will be working with the students in developing basic technology skills. In addition, our class and I will be collaborating with another classroom at another school to get ideas and information about their school garden. If students choose, we will also collaborate with the director of the Bardstown Farmer’s Market to sell our vegetables or other community members. Eventually, when the presentations are complete, we will share these with Mr. Hill, the school principal. Mr. Hill will help in evaluating and assessing these since the content standard is based on a clear and organized presentation.

Resources: Use bullets to list all resources (i.e., all materials, software, files, websites, including specific technology applications) that will

be used during the lesson. Include worksheets and scoring rubrics to be used with students in the Appendix of this lesson plan file. You must link to worksheets and rubrics that are in the Appendix of this file.

Give one to two sentences for each resource telling how it will be used in the lesson.

Pre-assessment activity sheet for content objective

o This will be used prior to the beginning of the lesson to see what students understand about plants and gardening. This assessment will guide my instruction and help me to group the students accordingly. The assessment will also be given at the conclusion of the lesson to use as evidence of growth.

Scoring Rubric for pre-assessment of content objective

o This rubric will be used to score the pre-assessment of the content objective. Students will be scored as either distinguished, proficient, apprentice, or novice. In the case of a distinguished student, an alternate activity with higher level content will be assigned.

Pre-assessment activity sheet for technology objective


o This activity sheet will be given prior to the lesson to evaluate what students already know and understand about using Microsoft Photo Story. This assessment will guide my instruction for the creation of the presentation. The assessment will also be given at the conclusion of the lesson to use as evidence of growth.

Scoring Rubric for technology objective pre-assessment

o This rubric will be used to score the students on their understanding of the technology objective. Students will be scored as either distinguished, proficient, apprentice, or novice. In the case of a distinguished student, an alternate activity with higher level content will be assigned.

Plant Experiment Activity Sheet

o This activity sheet will enhance student understanding of what a plant needs to live and why it is important. In this activity, which will be documented throughout the unit, students conduct an experiment in which they hypothesize and see what will happen to plants if one or more of their needs are not met.

Plant Life Cycles Activity Sheet o In this activity, students will identify the steps in a plant life cycle through drawing a picture to

show each step. Students will use a cycle graphic organizer for the activity. This will help the students know what to expect when they plant their garden.

Magic School Bus/ Tiny Seed Refection Sheet o In this activity, students will show their understanding of how a seed grows into a vegetable.

The students will be able to record this in any way that they choose according to their learning style preference.

Activity Sheet for Researching Plants o This is an activity that is linked to the class website. Using the internet, students will first

research many different types of plant that grow in the area. Then, they will create a spreadsheet with this information. When they have completed this, we will go outside so that each group can choose a location for their garden that will meet the needs of their plants. Students will take a digital picture of this and will then write a justification to include in their presentation.

Think About it Planning Sheet o Students will brainstorm problems that are present in our school and will develop a plan for

how we can solve this problem through our school garden. There are sections on the activity sheet based on the type of learner each child is. The students can complete the activity based on whether they are a kinesthetic learner, visual learner, or auditory learner.

Weekly Garden Plan o Students will use this activity sheet as well as the spreadsheet document to create a weekly

plan for the garden. Students will determine what jobs need to be done and will assign jobs in a way that they see to be fair and equitable for all students. This plan will be used in the final presentation.


Microsoft Photo Story “Cheat Sheets” o These “cheat sheets” will be used to help students complete their presentations. They will be

able to refer to them throughout the completion of their projects.

Sample Photo Story o This is the title page of the photo story that will be used to teach students about the Photo Story

Program. The entire file is not attached because it is an extremely large file.

Microsoft Photo Storyo This program will be used to create the presentations. Students will become familiar with this

program through creating a presentation as a class and individually.

Microsoft Excelo Students will use this program when developing their plan for the garden. Students will use the

program to create spreadsheets about how the jobs will be shared among the class and about what specific plants need to grow.

Post Assessment Rubric o This rubric will be used to assess the students on their final presentations. Both content and

technology objectives are included in this rubric.

The following websites were used in the development of this project. I used these sites to get ideas about school gardens. The students will use these sites for researching information about plants and garden plans.

o http://www.kentuckyliving.com/garden/kygrowingzone.html o http://www.vegetablegardenplanner.com/ o http://www.schoolgardenwizard.org/ o http://www.mastergardenerssandiego.org/schools/gardenbook/main.html o http://www.realschoolgardens.org/realstories.aspx o http://www.csgn.org/page.php?id=25


http://www.csgn.org/page.php?id=25

http://www.realschoolgardens.org/realstories.aspx

http://www.mastergardenerssandiego.org/schools/gardenbook/main.html

http://www.schoolgardenwizard.org/

http://www.vegetablegardenplanner.com/

http://www.kentuckyliving.com/garden/kygrowingzone.html

Assessment and Instruction Plan: Give the objective number and text from your Goals and Objectives section above. Describe the pre-assessment strategies for each objective. Copy the assessment to the Appendix and link to the assessment from this table. Describe the instructional activities you will use to engage students toward mastery of your objectives including how you will trigger prior knowledge and adapt

strategies to meet individual student needs and the diversity in your classroom. Be sure to describe higher level thinking requirements in your activities. All worksheets you use must be included in the Appendix of this lesson file (not a separate file). Bullets or numbered items preferred over lengthy paragraphs. If there were prior lessons providing background knowledge and skills, begin by briefly describing what pupils learned from those prior lessons. There is not need to give those lesson activities here.

Clearly state how you will assess student progress in meeting each objective, including performance criteria you will use. Include all written assessment measures and rubrics in the Appendix of this lesson file (not a separate file). Link to your assessments/rubrics from this table. (Points will be deducted for not linking to worksheets and assessments.)

Learning Targets: Indicate which Learning Targets (LT) are addressed in your instructional activities and assessments.

Objective (# and text)Copy your Content and Technology objectives below from the Goals and Objectives section above.

Pre-assessment Describe Instruction and Activities Post-assessment

Content Objective:

1. After completing a unit on plant life cycles, the needs of plants, and gardening, third grade students will create a plan for a school garden and create a video persuading the administrators to give funding to create a student garden and will score a 3 or higher on the scoring rubric.

The pre-assessment for this lesson will be a survey given to the students about their knowledge of plants and gardening. This will guide the instruction of the students. It will be graded according to the rubric.

Prior to this lesson: Teacher will introduce plants and life cycles by

asking children to share what they already know and what they want to know. We will work in small groups to create a picture book showing the life cycle of a plant and the parts of a plant. (LT 1)

We will discuss the parts of the plants and the roles that each part plays to make a healthy plant. (LT 1)

Then, we will discuss what plants need to survive and will conduct an experiment to see what happens to seed without water, sunlight, or soil. Students will complete a recording sheet about this and will use their research in their garden plans. (LT2)

We will read The Tiny Seed to discuss plant life cycles. Students will paraphrase the story and will draw pictures to illustrate the life cycle using the attached worksheet. (LT 2)

We will discuss what a garden needs to grow and how plants develop into vegetables and fruits through watching The Magic School Bus Gets Planted and reading From Seed to Plant. Students will record this information in a Reflection Page that will be used to plan the garden.

In this lesson, Students will research different plants and what they

need to grow as well as how they each grow.

1. Students will retake the pre-assessment to show growth. They will be graded according to the scoring rubric.

2. Students will be assessed by creating a video presentation using Microsoft Photo Story about their garden plan. They will be assessed according to the scoring rubric.


Students will use their knowledge of plants to make a map for the garden. This will be recorded into a spreadsheet. (LT 7)

Students will visit the websites listed in their learning log to create their weekly garden plan. Students will then record the information on their learning log. (LT 14)

We will discuss why a garden would be effective for our school and what we could do with the vegetables. Students will research other school websites that have school gardens to evaluate their plans. Student will then complete the “Think About It” page in their learning log that tells three reasons why a garden would benefit our school. (LT 6)

Students will use the information from the websites and will brainstorm ways that we can use the vegetables that we grow. Students will complete the “Think About It” chart in their learning log to explain their reasoning. (LT

To assess, the students will create a presentation to persuade the principal and other administrators to give funding and permission for the school garden.

Prior to completion, the teacher and the students will review the scoring guide for the project to ensure that the expectations are clear.

Technology Objective:

2. After learning about creating presentations in Microsoft Photo Story, third grade students will create a video of their plan scoring a 3 or higher on the scoring rubric.

The pre-assessment for this objective will be a survey about the students’ understanding of using Microsoft Photo Story. The assessment will be graded according to the scoring rubric.

To begin, the teacher will show a sample presentation that was made about a garden plan. The movie will be made with Microsoft Photo Story. As it is being shown, the students and the teacher will discuss the parts of the movie.

Then, using pictures from the school year thus far, students will work with the teacher to create a presentation using Photo Story. Students will take turns adding pictures, music, transitions, and video clips.

Students will each evaluate our presentation using the scoring rubric and will justify their responses. We will discuss the scores that were given and revise any areas where we did not meet proficient.

Students will gather materials for their presentation and will take pictures with digital cameras and/or save pictures from other sources. Students will also choose the music for their presentation and will plan their text and narrations.

Finally, students will create their own presentations

Students will be assessed in two ways.1. Students will complete the

pre-assessment for the technology objective again to show growth.

2. Students will be assessed by creating a video presentation using Microsoft Photo Story Students will be assessed according to the scoring rubric.


based on the scoring rubric. Students will be using higher order thinking as they create this because they will have to utilize speaking and listening skills as well as create an organized logical presentation. Students are also working at the create level of Bloom’s because they are creating a presentation. Students will be given “cheat sheets” for use during their work sessions for the presentation.

Modifications for Diverse Students: Students with difficulty paying attention and staying

focused will be seated near the teacher. I will have an audio system in use to promote focus

for all students. Students will special education needs will be paired

with a peer helper to facilitate their learning. Framed writing will be available for students

needing additional assistance. Diverse learning styles are addressed throughout. Gifted students will be given the opportunity to

work with students of their same learning level at times.

Students will be given additional higher order tasks to consider.

IEPs will be met as required.


References:Include five or more annotated APA references. Annotations should be complete sentences, describe source contents, and how the source was used in creating your lesson.

Blair, D. (2009). The child in the garden: An evaluative review of the benefits of school gardening. Journal of

Environmental Education, 40(2), 15-38.

This journal article offered insight into why gardening is beneficial for students. The article gives

evidence that school gardens are beneficial to raising science scores and in creating better eating habits

in students. I read this during the planning of the lesson to help become more familiar with the benefits

of a school garden so that I could better teach my students.

California School Garden Network. (2007). School garden planning. Retrieved June 20, 2011 from


This website has many links that will help students discover additional information about planning and

planting a school garden. This website was used when developing the lesson when creating a list of

valuable websites for students to visit.

Kentucky Living. (2011). Kentucky growing zones. Retrieved June 20, 2011, from

http://www.kentuckyliving.com/garden/kygrowingzone.html.

This website is used during the lesson by the students. There are several links on the site that will give

information about the types of plants that grow in Kentucky as well as when to plant them. There are

maps that provide information to students and a link to a farmer’s almanac.

Microsoft Corporation. (2004). Photo Story [computer software}. Redmon, WA: Microsoft.

Microsoft Photo Story is a computer software program that allows one to make video productions

from still pictures. I used this program in my lesson and used images from the program to create

“cheat sheets” for my students to use in creating their own photo stories.

Real School Gardens. (2011). Real stories. [web log]. Retrieved from: http://www.realschoolgardens.org/realstories.aspx

This blog shows examples of ways that real schools and students have used gardens in their schools.

For this lesson, the students can access this blog to see what other schools are doing and get ideas for

how we can use our garden.





San Diego Master Gardener’s Association. (2011). Plant a seed, watch it grow. Retrieved June 20, 2011 from

http://www.mastergardenerssandiego.org/schools/gardenbook/main.html.

This website provides information about creating a school garden. The site has many links that give

information about the location of the garden, how to manage the garden, and what to expect when

taking care of the garden. The site has some video and visual presentations that will help visual

learners.

United States Botanical Garden. (n.d.). School garden wizard. Retrieved June 20, 2011 from

http://www.schoolgardenwizard.org/.

This site is a tool for students as they begin to plan their garden. The site provides guides, tips, and

downloadable information for presenting a plan for a garden. The site is kid friendly and includes a

gallery of photos of school gardens for visual learners.

Vegetable Garden Planner. (2011). Vegetable garden planner. Retrieved June 20, 2011, from

http://www.vegetablegardenplanner.com/.

This website provides a wealth of information about gardening and planning a garden. There is a top

soil calculator, a link to gardening articles, forums, and much more. Students will use this website to

determine what steps they need to take in creating a garden. They will also research plants and find

facts about gardens that will help them create their presentations.

Appendix:Include all student worksheets, assessments, and rubrics in this section.

Pre-assessment of Content Objective Student Activity Page

What are the parts of a plant? Draw a diagram and label as many parts as you can. Write one sentence telling what each part does.

What does a plant need to live? Write three sentences explaining what a plant needs to live.

If you were going to plant a garden, what would you need to make sure your garden had? Write a five sentence paragraph explaining what a garden would need to live.

What kinds of plants can you grow in a garden in Bardstown, Kentucky? List at least ten plants that we could grow in our garden. Explain in at least one sentence per plant how the vegetable grows.

Pre-assessment of Content Objective Scoring Guide Colors in the rubric below are used for our school wide scoring method.

Scoring Rubric 1 Novice 2 Apprentice 3 Proficient 4 Distinguished





Needs much improvement Needs some improvement Good, acceptable Meets and exceeds

expectations

Pre-assessment Question 1

Student draws a diagram with less than three of the following parts: roots, stem, flower, seeds, or leaves. Student writes 0-1 total sentences about the diagram.

Question 2

Student explains in 0-1 sentences 0-1 of the following needs of a plant: air, water, sunshine, soil. In the explanation there are more than 3 misconceptions/errors about plant growth.

Question 3

Student writes 3-4 sentences telling what a garden would need to survive. Student has more than 3 errors or misconceptions about plant growth.

Question 4

Student correctly lists 0-5 plants that can be grown in Kentucky. The student writes less than one sentence about each type of plant telling how the vegetable grows, but there

are more than 3 misconceptions/errors about how the plants grow.

Question 1

Student draws a diagram with 4 of the following parts: roots, stem, flower, seeds, or leaves. Student writes 2-3 total sentences about the diagram.

Question 2

Student explains in 2-3 sentences 2 of the following needs of a plant: air, water, sunshine, soil. In the explanation there are 1-2 misconceptions/errors about plant growth.

Question 3

Student writes 3-4 sentences telling what a garden would need to survive. Student has 1-2 errors/misconceptions about plant growth.

Question 4

Student correctly lists 6-9 plants that can be grown in Kentucky. The student writes one sentence about each type of plant telling how the vegetable grows, but there are 1-2 misconceptions/errors about how the plants grow.

Question 1

Student draws a diagram with roots, stem, flower, seeds, and leaves. Student writes one sentence about each part on the diagram.

Question 2

Student explains in three sentences that a plant needs air, water, sunshine, and soil to live. Student adequately explains why a plant needs these things.

Question 3

Student writes five sentences telling what a garden would need to survive. Student shows an adequate amount of understanding.

Question 4

Student correctly lists ten plants that can be grown in Kentucky. The student writes one sentence about each type of plant telling how the vegetable grows.

Question 1

Student draws a diagram with roots, stem, flower, seeds, and leaves, and at least one other detail. Student writes more than one sentence about each part on the diagram. Everything on the diagram and the explanation is correct.

Question 2

Student explains in more than three sentences that a plant needs air, water, sunshine, and soil to live. Student explains why a plant needs these things and shows a great amount of understanding.

Question 3

Student writes more than five sentences telling what a garden would need to survive. Student shows a thorough amount of understanding.

Question 4

Student correctly lists more than ten plants that can be grown in Kentucky. The student writes more than one sentence about each type of plant telling how the vegetable grows. The student shows great understanding.

Pre-assessment of Technology Objective Student Activity Page

Have you ever created a video presentation before? If yes, write three sentences telling about this project.

Do you know how to add photographs and transition using Microsoft Photo Story? In at least three sentences explain the steps to do this.

Do you know how to add sound and music using Microsoft Photo Story? In at least three sentences explain how to do this.

Pre-assessment of Technology Objective Scoring Guide Colors in the rubric below are used for our school wide scoring method.

Scoring Rubric 1 Novice

Needs much improvement

2 Apprentice

Needs some improvement

3 Proficient

Good, acceptable

4 Distinguished

Meets and exceeds

expectations

Pre-assessment Question 1

Student has not created a video presentation beforeORStudent has created a video presentation before, but writes 0-1 complete sentences about the project. Student shows little or no understanding.

Question 1

Student has created a video presentation before, but writes 1-2 complete sentences about the project. Student shows some understanding.

Question 2

Student writes 1-2 sentences telling the steps for adding pictures and transitions into

Question 1

Student has created a video presentation before and writes three complete sentences about the project. Student shows adequate understanding.

Question 2

Student writes three sentences telling the steps for adding

Question 1

Student has created a video presentation before and writes more than three complete sentences about the project. Student shows a thorough understanding.

Question 2

Student writes more than three sentences telling the


Question 2

Student has not added a digital video clip into Microsoft Photo Story.OR Student writes 0-1 complete sentences about the pictures and transitions Student shows little or no understanding.

Question 3

Student has not added a music and sound into Microsoft Photo Story.OR Student writes 0-1 complete sentences about the adding music and sound. Student shows little or no understanding.

Microsoft Photo Story. Student shows some understanding.

Question 3

Student writes 1-2 sentences telling the steps for adding music and sound to Microsoft Photo Story. Student shows some understanding.

pictures and transitions into Microsoft Photo Story. Student shows adequate understanding.

Question 3

Student writes three sentences telling the steps for adding music and sound to Microsoft Photo Story. Student shows adequate understanding.

steps for adding pictures and transition into Microsoft Photo Story. Student shows a thorough understanding..

Question 3

Student writes more than three sentences telling the steps for adding music and sound to Microsoft Photo Story. Student shows a thorough understanding.

Plant Experiment Recording Sheet

Two weeks ago, you used dirt, seeds, and 3 small cups to plant 3 seeds. The plants are now germinating and growing. Now we are going to see what happens to the plants if their basic needs are not being met. We know that plants need sunlight, water, and air to live. You are going to create and conduct an experiment to prove or disprove this.

Experiment 1If your plant did not have enough air, what do you think would happen to it? ____________________________________________________________________________________How can you design an experiment to test your hypothesis? What materials would you need? Write the steps to your experiment below. Make sure to list all of the materials that you will need. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Experiment 2If your plant did not have enough water, what do you think would happen to it? ____________________________________________________________________________________How can you design an experiment to test your hypothesis? What materials would you need? Write the steps to your experiment below. Make sure to list all of the materials that you will need. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Experiment 3If your plant did not have enough sunlight, what do you think would happen to it? ____________________________________________________________________________________How can you design an experiment to test your hypothesis? What materials would you need? Write the steps to your experiment below. Make sure to list all of the materials that you will need.


_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

After completing each experiment, please explain what happened to your plants. Document your plant’s progress by taking digital pictures each day.

Life Cycles Worksheet

We have been researching and learning about plant life cycles. Use the information that we have learned to draw a life cycle of a plant that grows in a garden.


Magic School Bus/ Tiny Seed Reflection Activity

We just watched a video and read a book about plant. Using what you learned about plants, tell how a plant grows from a seed to a vegetable or a fruit. You can choose how you want to do this. You can draw pictures, write a story about a seed changing from a seed to a vegetable or fruit, write a script and act it out, or create a song. Whatever you choose to do, you need to complete it in a blank page of your learning log. If you have any other ideas about how you want to do this, come see me and we talk about it. Do your very best work!

Activity Sheet for Researching Plants

Using the Internet, complete research on types of plants that grow in Kentucky. Go to our class webpage at https://sites.google.com/site/mrsemilysclasswebpage/ and click on the link “Forms and Docs.” From here you can access the spreadsheet that you need to complete so we can plan what types of fruits and vegetables we can grow in our garden. This is what your spreadsheet will look like:


First

ThenNext

Last

https://sites.google.com/site/mrsemilysclasswebpage/

Plant Name

Plant Size

How much sun is needed?

Spacing between plants

Estimated amount of produce per week

When you have completed your research, we will take a trip outside on the school property and your group can decide on where you think the garden should be planted based on what you just learned. Using a digital camera, take a picture of this spot. Then, provide a justification of at least 50 words explaining why this is the best spot. Do your best because this will be a part of your final project.

Sites that you may want to use in your research: (These sites are also linked on the class website.)http://www.kentuckyliving.com/garden/kygrowingzone.htmlhttp://www.vegetablegardenplanner.com/http://www.schoolgardenwizard.org/http://www.mastergardenerssandiego.org/schools/gardenbook/main.htmlhttp://www.realschoolgardens.org/realstories.aspxhttp://www.csgn.org/page.php?id=25

Think About It Sheet Develop THREE ideas about how we can solve a problem in our school community by growing a garden.

Based on the student learning styles inventory that we took this year, complete the activities based on the learning style that best fits you.

Auditory LearnersWith your group members, discuss some things that we could do with the produce from our garden. Talk about problems that we have in our school and community and how we could solve them using the vegetables from our garden. Be creative and bounce ideas around. You may want to revisit some of the sites that we have been to and see what other schools are doing.

Kinesthetic LearnersWalk around the school with a clipboard. Look for problems in our school that we could fix with our garden. Record your thoughts.

Visual LearnersDraw a picture or create a diagram or chart to show some problems that we have in our school or community. Complete your visual aid by showing how we could solve the problem through our vegetable garden.

Now, complete the chart to share your ideas. Then, we will put this on our class webpage as the question of the week. The poll results will be shared and, as long as we have Mrs. Paulin’s permission, we will use our vegetables for this purpose.








What is the problem that you are solving? How will the vegetables/our garden be used to solve this problem?

Weekly Garden Planning Sheet

With your group members, you need to develop a plan for how the school garden will be taken care of. You need to consider all that you have learned about plants and their life cycles. You can use the pre-planning ideas to get you started.

Use the document Weekly Planning on the class website to create your plan. Then we will conference and you can revise. When your revisions are complete, then we will begin the presentation on Microsoft Photo Story.

Pre-planningWhat are the jobs that need to be done? Who will take care of these jobs? What will happen if these jobs are not taken care of? How will you rotate jobs so that everyone has a part?

The spreadsheet will look like this. Even though there are only spots for seven jobs, you may have more or less. This is just a template for you to edit and change as needed.

Week One Job to be done Person/people responsibleMonday

Sample Photo Story

Since the file is so large, this is only the title page of the presentation that will be shared with the students.


Photo Story Cheat Sheets

If you are having some trouble completing your presentation, you can use this cheat sheet to help you figure

out what to do.

How do I get started? What do I do first?

Open Microsoft Photo Story by clicking on the icon.

o

Then, follow the steps below.

I need help adding pictures to my presentation.

First, import pictures.

You will need to click on the button that says “Import Pictures.”

o

Then, choose which pictures you want to use in your presentation. You should have already uploaded

the ones that you want to use. To select more than one at a time, hold down the control key while you

are selecting pictures.

o

After your pictures are uploaded, you can edit them and add effects. If you have one that is turned the

wrong way, make sure you fix it now.

o To edit the pictures, click on edit at the bottom of the screen. This will allow you to rotate the

picture and add effects.


o

o You can remove red eye by clicking on the eye picture.

When your pictures are finished, click the next button.

I need help adding words to my slides.

To add text, you will enter it into this box.

You can change whether the text is on the top of the screen, the middle, or the bottom by clicking

these buttons above the text box.

You can change the justification of the text by clicking these buttons above the text box.

You can change the font color and type by selecting this button above the text box.

When you are finished adding and editing your text, click on the next button.

I need help adding narration and transitions to my slides.

To add narrations to your slides, the first thing you need to do is be prepared! Make sure that you know what you are going to say. You can even type it into Photo Story so it is on the screen as you record your voice.

To begin recording, click on the red button. This will start recording your voice. When you are finished recording, click on the black stop button. This will stop the recording. Then, you can listen to it by clicking on the “preview” button.

If you are not happy with the way it sounds, click on the arrow button to delete the recording. Now, you can add transitions. To do this, click on the “customize motion” button under the picture. Click on the transition tab at the top of the gray box. Choose which transition you would like for your slides.


If you want to see what it will look like, click preview. When you are satisfied with your transition, click “save.”

I need help adding music to my presentation.

To add music to your presentation, click on the button that says “select music.”

Then, choose the music that you want to play from your saved music. You can choose one from the

sample list, or you can bring music that we can save to the computer to use. Make sure this is not violating copyright laws.

You can change the music volume by moving the volume up or down based on how loud you want it.

Make sure that your music isn’t louder than your voice. When you are finished adding music, click the next button.

I think I’m finished, now what do I do? When you finish, make sure that you review the rubric to ensure that you completed all parts. Then, we are ready to save. We are going to save to our computer. Make sure that this is highlighted.

Change the name of the presentation to include the names of all group members by clicking on “browse” then, type your names into the box and click save.

You’re finished!!


Post- assessment RubricScoring Rubric 1 Novice

Needs much improvement

2 Apprentice

Needs some improvement

3 Proficient

Good, acceptable

4 Distinguished

Meets and exceeds

expectations

Give Pre-assessment again

to show student growth and

improvement.

Assess according to pre-assessment rubric above.




Content Objective

After completing a unit on plant life cycles, the needs of plants, and gardening, third grade students will to create a plan for a school garden and create a video persuading the administrators to give funding to create a student garden and will score a 3 or higher on the scoring rubric.

Plan for the garden includes 0-1 week worth of weekly plans and addresses most of the needs of the garden. (LT 3) Student does not identify how students in the class will collaborate on the garden project. (LT 7)

There are 0-1 facts about why a garden would help our school or community. (LT5)

A location for the garden is not given OR the presenter gives 0-1 reasons to justify this choice. (LT 6)

Presentation does not have a goal for what we will use the vegetables in our garden for OR describes how this will solve a problem in 1 sentence. (LT 8)

Presentation is confusing and disorganized. Presentation does not make sense. (LT 9, 16)

Plan for the garden includes 2-3 weeks worth of weekly plans and addresses most of the needs of the garden. (LT 3) Student identifies how some students in the class will collaborate on the garden project. (LT 7)

There are 2 facts about why a garden would help our school or community. (LT5)

A location for the garden is given and the presenter gives two reasons to justify this choice. (LT 6)

Presentation has a goal for what we will use the vegetables in our garden for and describes how this will solve a problem in 2 sentences. (LT 8)

Information is presented in a somewhat clear and logical way that makes some sense. Presentation is somewhat confusing. (LT 9, 16)

Plan for the garden includes one month worth of weekly plans and addresses all of the needs of the garden. (LT 3) Student identifies how all students in the class will collaborate on the garden project. (LT 7)

There are at least three facts about why a garden would help our school or community. (LT5)

A clear location for the garden is given and the presenter gives at least three reasons to justify this choice. (LT 6)

Presentation has a clear goal for what we will use the vegetables in our garden for and describes how this will solve a problem in at least 3 sentences. (LT 8)

Information is presented in a mostly clear and logical way that makes sense. (LT 9, 16)

Plan for the garden includes more than one month (5-8 weeks) worth of weekly plans and addresses all of the needs of the garden. (LT 3) Student identifies how all students in the class and how other community members will collaborate on the garden project. (LT 7)

There are 4 or more facts about why a garden would help our school or community. (LT5)

A clear location for the garden is given and the presenter gives at 4 or more reasons to justify this choice. (LT 6)

Presentation has a clear goal for what we will use the vegetables in our garden for and describes how this will solve a problem in more than 4 sentences (LT 8)

Information is presented in a clear and logical way that makes sense. (LT 9, 16)

Technology Objective

After learning about creating presentations in Microsoft Photo Story, third grade students will create a video of their plan scoring a 3 or higher on the scoring rubric.

There are less than 10 slides in the presentation.

Presenter is not understandable in the presentation. Voice is not able to be heard or understood in most or all slides. (LT 4)

Custom transitions are evident in less than 8 slide transitions (LT 12).

Visual aids are present in some slides. The visual aids are not appropriate for the presentation (LT 13).

Narration is present for few (less than 9) slides. The

There are 10-14 slides in the presentation.

Presenter is understandable on some slides in the presentation. Voice is loud and clear in some slides. (LT 4)

Custom transitions are evident in 8- 12 slide transitions (LT 12).

Visual aids are present in each slide. Most of the visual aids are appropriate for the presentation (LT 13)

Narration is present for most (9-12) slides. The narration is somewhat clear

There are at least 15 slides in the presentation.

Presenter is understandable on most slides in the presentation. Voice is loud and clear in most slides. (LT 4)

Custom transitions are evident in at least 13 slide transitions (LT 12).

Visual aids are present in each slide. The visual aids add to the presentation. (LT 13)

Narration is present for most (13-15) slides. The narration is clear and easy

There are more than 15 slides in the presentation.

Presenter is understandable on each slide in the presentation. Presenter is fluent and expressive in the presentation. Voice is loud and clear in all slides. (LT 4)

Custom transitions are evident in each slide transition (LT 12).

Visual aids are present in each slide. The visual aids add to the presentation and at least 5 are created by the students. (LT 13)


narration is not clear and is not easy to understand. (LT 14)

Music is not present throughout the presentation OR and music is present, but it distracts from the presentation. (LT 14)

Presentation is not persuasive. (LT 15)

and easy to understand. (LT 14)

Music is present throughout the presentation and distracts from some of the presentation. (LT 14)

Presentation is presented in a somewhat persuasive way. (LT 15)

to understand. The narration explains the picture. (LT 14)

Music is present throughout the presentation and does not distract from the presentation. (LT 14)

Presentation is presented in a persuasive way. (LT 15)

Narration is present for every slide. The narration is clear and easy to understand. The narration explains the picture. (LT 14)

Music is present throughout the presentation and adds to the presentation by increasing and decreasing in sound when needed. (LT 14)

Presentation is presented in a very persuasive way. It is obvious that the presenters considered the audience. (LT 15)


These sections must be completed in LME 537 AFTER you teach the lesson.

IMPACT: Reflection/Analysis of Teaching and Learning

1. INSTRUCTIONAL DECISIONS: Describe one occasion when pupil responses or other performance/ behavior required a change (adaptation) in your instruction from the original lesson plan. Do not describe administrative activities such as setting up equipment. Describe changes made in your instruction for pupils. Explain what was done, for which objective, and how the change improved pupil learning for that objective. Was it done for one pupil or for the whole group?

One adaptation that was required was that the students required much more instruction on the technology objectives than I had originally thought. After giving the pre-assessment, it became apparent that the pupils did not know many of the terms and had not created any presentations outside of Power Point presentations. Instead of spending one lesson teaching all of the terms and reviewing how to import pictures, I ended up spending a day on each skill. I taught one day’s lesson about adding pictures, one day about how to justify text and enter text into a text box, one day about editing text and changing fonts and sizes, one day about adding sounds and narrations. This took a considerable amount of time that I had not allotted when collaborating with the technology teacher.

Specifically, the learning targets, I can use transitions in my video made with Microsoft Photo Story, I can insert visual aids that add to my presentation using Microsoft Photo Story, and I can add narration and music to my presentation needed additional time to teach. Teaching these objectives in depth and so that the students really understood and knew how to do this on their own helped them to be able to do more of the presentation in a student driven way. Teaching this also allowed for students to score better on their technology objectives. This was done for the entire class even though some students were more familiar with how to use other presentation programs. Students that were familiar with some of the language or that were familiar with creating presentations were seated next to students with less understanding so that they were able to show them where to click, etc.

2. ANALYSIS OF PUPIL LEARNING: a. Data and charts of five pupils

Select five pupils of varying performance levels from the class. Using tables and/or charts, present their progress from the pre-assessment to post-assessment for each instructional content and technology objective . If you use charts or graphs, you must also give numerical data. It can be difficult to determine progress from graphs alone.

Pre-assessment Data Chart (Technology Objective)Scores decided on a scale of 1-3, 1 for no or little understanding, 2 for some understanding, 3 for

complete understanding.Student Name Question 1 Question 2 Question 3

Danielle 2 1 1Reagan 2 1 1Cameron 2 1 1Madison 2 1 1Summer 1 1 1


Pre-assessment Graph(Technology Objective)

Question 1

Question 2

Question 3

0 0.5 1 1.5 2 2.5

Pre-assessment Results (Technology Ob-jective) Summer

MadisonCameronReaganDanielle

Pre-assessment Data Chart(Content Objective) Scores decided on a scale of 1-3, 1 for no or little understanding, 2 for some understanding, 3 for

complete understanding.

Student Name Question 1 Question 2 Question 3 Question 4Danielle 3 2 3 2Reagan 3 2 3 2Cameron 2 1 2 2Madison 2 1 1 1Summer 2 1 2 1

Pre-assessment Graph(Content Objective)

Question 1

Question 2

Question 3

Question 4

0 0.5 1 1.5 2 2.5 3 3.5

Preassessment Results (Content Ob-jective)

SummerMadisonCameronReaganDanielle

Post-assessment Data Chart


(Technology Objective) Scores decided on a scale of 1-3, 1 for no or little understanding, 2 for some understanding, 3 for

complete understanding.Student Name Question 1 Question 2 Question 3Danielle 3 3 3Reagan 3 3 3Cameron 3 2 2Madison 3 2 1Summer 3 1 1

Post-assessment Graph(Technology Objective)

Question 1

Question 2

Question 3

0 0.5 1 1.5 2 2.5 3 3.5

Post- assessment Results (Technology Objective)


Post-assessment Data Chart(Content Objective) Scores decided on a scale of 1-3, 1 for no or little understanding, 2 for some understanding, 3 for

complete understanding.Student Name Question 1 Question 2 Question 3 Question 4Danielle 3 3 3 3Reagan 3 3 3 3Cameron 2 1 1 3Madison 2 2 3 3Summer 3 3 2 3

Post-assessment Graph


(Content Objective)

Question 1

Question 2

Question 3

Question 4

0 0.5 1 1.5 2 2.5 3 3.5

Postassessment Results (Content Ob-jective)


b. Narrative describing performance Describe pupils’ performance for the objectives in terms of the relationship between the pre and post-assessment results.

After seeing the pre-assessments I realized that the students needed a lot of help in the technology objective, but were familiar with the content objectives. They had never really been exposed to making a video, but had spent some time making Power Point presentations. They were familiar with how to copy and paste pictures, but did not know how to import pictures. After they were taught how to use the program and what the terms meant, they scored much better on the post-assessment. There were still a few students that were unable to successfully explain how to add photographs, transition, and sounds. This was probably due to the fact that it was difficult for them to write the sentences because of their writing and reading abilities. The intensive instruction regarding using the program helped to see a lot of growth in the classroom through observation. However, the growth wasn’t as apparent on the pre and post assessments, perhaps because of the writing that was required for the assessment.

For the content objective, students were more familiar with the terms and more students scored higher on the pre-assessment. After the in-depth research and discussions that we had over the entire plant unit, many of the students scored much higher on the questions on the post-test. After analyzing the whole class, there was quite a bit of increase. The students were involved in many activities that required them to think, make connections, and problem solve when it came to plants and plant life cycles. In the five students shown above, the results were much different from the pre-assessment to the post-assessment. Most of the students increased their scores by at least one point in all areas. At the end of our unit in science, students took an additional assessment about plants and scored very well on this as well showing their understanding through multiple assessments. We also discussed writing quite a bit and being persuasive in their writing. They showed a much greater understanding of this at the end of the unit as well.

c. Conclusions about overall pupil performance in unit From the data shown in the tables and/or charts, draw conclusions about the differences in their achievement. Draw conclusions about pupil mastery of all of your objectives. Did pupils meet your criteria?

Overall, I believe that students have mastered the overall objectives. The videos that were produced took a lot of hard work, but in the end, the products met the objectives. Students were able to produce videos with pictures that they took,


graphs they created and with words that they wrote. Their persuasive voices came through in their narrations, exemplifying their understanding of the writing and speaking standards that were taught, and emphasized during the lessons. In addition, the students were able to add pictures, transitions, music and narrations to their videos.

Students that did not make great gains in the post-assessment is probably more of a reflection of their writing ability than their actual understanding. The pre-assessment required students to write three to five sentences to explain and a lot of them found this very difficult to complete because of the writing aspect of the assessment. After evaluating the students’ projects and grading them, the students scored an average of 3.6 on the scoring rubric. Several students scored lower on the section of the scoring rubric that about creating their own visual aids for the slides. This was a part of the rubric that was difficult for them because it was easy to overlook. Also, I should have made my expectation clearer to the students making sure that they understood what qualified as student created visual aids. Photographs that they took, pictures that were drawn, graphs that they created, etc. were all acceptable forms of student created visual aids. However, most students used clip art and only had one or two actual student created visual aids. The students that created the presentation from the example used mostly student created visual aids and only got a few images from the internet.

Objective Discussion of Student AchievementAfter completing a unit on plant life cycles, the needs of plants, and gardening, third grade students will create a plan for a school garden and create a video persuading the administrators to give funding to create a student garden and will score a 3 or higher on the scoring rubric.

Most of the groups scored a 3 or higher on their presentation. The students were able to write their narration with a persuasive voice and were knowledgeable about plants enough that they showed an understanding of what the plants would need to grow as well as the appropriate plants to grow.

After learning about video production, third grade students will create a persuasive video scoring a 3 or more on the scoring rubric.

This was definitely the more difficult task for the students as they required a lot of assistance in understanding how to complete the tasks using Windows Photo Story because they were not very familiar with the program. However, after providing additional lessons, the cheat sheet, and additional assistance as needed from the technology teacher and myself, the majority of the students were able to score a 3 or higher.

d. Influence of factors in instruction and pupil performance Consider the contextual factors, learning styles, instructional design, assessment strategies used, etc. How did these factors influence pupil learning and your conclusions?

In my class, there are 4 students that receive services for special education, and five students that receive gifted and talented resource time. I created the students groups based upon these groupings. The students that were in the gifted and talented groups had more experience using presentation programs as they have been taught to use these programs in their GT class. Putting at least one student in each group with experience helped all students be more successful in creating the video. These students were able to use their strengths that they had identified to help their team be successful. In addition, through collaboration with the special education teachers, the special education students already had a head start on gathering ideas as she was working on a lesson about plants and life cycles with her group through reading. All of this tied together to make the groups successful.

After completing the learning styles inventory, I noticed that the vast majority of my students learned best by visual and active learning. Because of this, I allowed my students to complete each part of the project on their computer screens as they also viewed it on the projection screen while I was completing a sample project. Seeing the process at the same time that they were completing the project on their computer screen allowed them to be active and see a visual representation. Using this design of instruction allowed all students the opportunity to get a lot of experience in using the Photo Story program and to see how to implement this program on their own in their small groups.


a. Select the instructional objective for which pupils had the greatest success. Explain possible reasons for this success. What things under the control of the teacher were done well?

The objective that the students had the most success in was in the content objective. One thing that we focused on a lot throughout the whole year was appealing to your audience and using voice in your writing. The kids were really able to apply what they had learned all year long to this assignment. The students voice in their presentations really appealed to the audience and used persuasive language. Another reason that they had a lot of success in this is because they had a considerable amount of time to work on this and practice. Because the technology portion required a lot of one on one support, the students that weren’t working on their technology part of the project were working on their writing and worked with their group to practice reading their presentation. The more times that they went through their presentation, their voice, fluency, and persuasive language improved.

One thing that I also think impacted their success in this portion of the lesson was the model that was presented. The model that I showed them used a lot of persuasive language and as we watched the model, we recorded phrases that were used that helped persuade the audience. The students used several of these phrases, but were also excited to come up with their own persuasive language. It was great to hear their discussions about what sounded best and to let them direct their own presentations.

b. Select the instructional objective on which pupils had the least success. Explain possible reasons for this. What things under the control of the teacher could have been managed more effectively?

The instructional strategy that was the most difficult for them to manage was the technology objective. Specifically, students had the most issues with finding and importing pictures. This was difficult for them because the pictures were uploaded to files after they had taken them and collected them. The photos for the whole class were put into one folder and the students had to choose their pictures from the folder. This was a challenge because they had several pictures to go through and had to choose only the ones that they had taken. Some students copied others’ photos and some could not retrieve all of theirs without a substantial amount of help.

Another issue that was difficult for the students is that the rubric stated that they had to create some of their own images. Several of the students found it easier to collect pictures from the Internet instead of creating their own on paint or another program or taking their own pictures. These students had points deducted because they did not actually create their pictures. In the model example, this group created pictures using paint and also took several pictures of where they wanted the garden to be and shared ideas on what could be put outside to make the area better.

c. Reflect on possibilities for your professional development based on the designing, implementing, and assessing instruction for this project. Discuss at least two areas of your professional competence that should be a focus for further training for you.

Time Management when Planning Lessons- One area that I think that I should improve in is time management. This project took about four times as long I had planned. The students were less familiar with the technology tools than I had thought they would be. After the pre-assessment, I did adjust my plans and planned on using a few days to teach the technology skills, but they still had difficulty with this when applying it on their own. I wished that there were more than one of me in the room so that I could assist multiple groups. The technology teacher was there for some of the lessons, so that helped. The behavior coach at our school was also helpful to a targeted group because she had already been discussing this project with the students that are in her social skills group. To help develop this skill, I


will need to monitor how long lessons are taking each year and plan accordingly for the next years. Making changes to the way that things are taught and how they are dine based on reflection will definitely help me in upcoming years. In addition, I would like to meet with the collaborating teachers to see what adjustments they think should be made on this lesson to get the most out of the time that I have allotted. I would like to attend a PD with the Instructional Coaches at our school to discuss changes that could be made and adjustments and recommendations from the experts.

Differentiated Instruction for Students with Different Technology Levels/ Creating Technology Based Pre-assessments- When I think about differentiation, I tend to think only about students reading and math understanding based on observations and MAP data. One thing that I did not take into consideration as much as I should have was the different levels of students understanding of technology processes and products. As I was watching the students work on their projects, I realized that a lot of my “lower” achieving students were having no problem at all using the technology. These same students scored lower than others on the pre-assessment. This is probably because the assessment was based on a lot of students writing and explaining, which is more difficult for these students. One child in particular was interesting to watch. He is a very low performing student with an IEP and a kindergarten reading level. I was very surprised when I watched him complete these tasks with his group because he had an almost natural ability to problem solve issues that his group was having with the technology. On the other hand, some students that scored higher on the pre-assessment had a harder time than I had anticipated with the technology. They were less familiar with it than they had thought and couldn’t figure out which buttons to push, or how to advance slides. They weren’t as willing to experiment and problem solve as students that are used to doing this on a daily basis with most things in their lives. I would definitely like to learn more about how I can integrate more technology into my lower performing students’ learning and how to really assess them without as much reading and writing involved so that I can get a true measure of what they understand. I would like to attend trainings this summer at the Central Kentucky Special Education Cooperative on differentiated instruction for math and reading. Hopefully this will show me how to add additional technology to my special education instruction and also play to the children’s strengths.

d. Discuss how you considered the diversity of pupils in planning and teaching this lesson. Diversity can include special populations, ELL, different learning styles, ethnic differences, gender, economic differences, etc.

I considered the different populations of the students when I grouped the students. I made sure to include varying levels of understanding of technology as well as students that were stronger in language arts in each group. In addition, I also tried to put the students in groups so that the group could utilize their strengths. For example, in the group that my student work sample is from, these four children worked well together because two of them were fluent in reading and writing. They were the two that did the majority of the speaking on the video and that wrote most of the words. The other two children are very shy, where the two girls were very outgoing. The other students did a lot more of the graphic work as they are both very good at art. They were able to take the pictures and design the charts and paint pictures that were seen in the video.

Another way that I considered diversity was in collaborating with the special education teacher, the technology teacher, and the behavior coach to complete the project. The behavior coach worked with a group that had one of her social skills students in it. This child s very low performing and has a hard time developing ideas and putting them into words with a group. I met with her prior to beginning the project and she began discussing gardening and coming up with ideas with this child so that he was prepared when the time came to work with the group. She also met with his group during the production phase so that she could help him when it was his time to narrate part of the video. In


addition to this collaboration, I also had the special education teacher use dome of her collaboration time to work with a couple of groups that had special education students in them. She was able to use this time to help make sure that her students were working and staying focused. She also helped them write when necessary. She was not available to help for the entire project, but checked in with the groups at least once for each of the days that we were working on the project. The technology teacher was also available to help assist students that wanted to take their project further by doing additional research outside of class time and taking additional pictures when needed. She also worked with the students in technology lab time with me to help as needed.

e. Discuss your role in this lesson. Were you the classroom teacher, library media specialist, TRT (technology resource teacher), or other? Discuss how you collaborated with other professionals in creating and/or teaching this unit.

In this lesson, I was the classroom teacher. However, as discussed above, I also collaborated with several other teachers. I met with the technology teacher to discuss what my students were already familiar with doing in the technology lab from her instruction and used that to form my own instruction on technology matters. In addition she also helped facilitate in the lesson by being there for parts of the video production and specifically helping students in the narration since this had to be done in a very quiet place.

I also worked with the behavior coach and the special education teacher to develop a plan for helping the special education students be successful in developing their video with their groups. Both of these teachers were available to assist through collaboration time and also helped me to make modifications to ensure that these students were working to their full potential.

I collaborated with the principal before the lesson to discuss his vision and how he could make this important to the children. He scored the finished products and visited the classroom to share his thought on how they did.

f. Select three disposition statements for the course (page 2 of the syllabus) and discuss how you demonstrated those positive dispositions in teaching this unit. Copy each disposition statement and discuss it.

Values Collaboration: Actively seeks out and incorporates the ideas of others willingly works with others to improve the overall environment. Regularly shares information and ideas. In the completion of this activity, I worked with and collaborated with several other teachers. First of all, before completing this project I met with the technology teacher, the behavior coach, the principal and the special education teacher to discuss the project and determine what needed to be done to ensure that we were able to complete it and that the needs of all students could be met. The special education teacher and I discussed modifications that could be made to help specific students and adjusted the schedule so that she could be present for part of the project to ensure that all of the students were working at their highest level. In addition, I met with the behavior coach to ensure that the students that she works with would have some ideas so that he would be prepared to help his group. She was also able to come in and help out as needed.

Values Diversity: Willingly works with others from different ability, race, gender, or ethnic groups. Welcomes feedback and interaction with others. Listens to others and respects the views of those perceived as different from self.

During the teaching of the lesson, I tried very hard to consider the individual differences of each child in the class. I considered their learning levels, interest, and learning styles when determining their groupings. I also encouraged the students to find what each child would excel at in their group and developed an activity in which students with varying strengths could feel successful.

Values Learning: Class Participation: Actively engaged and interested in the class activities. Volunteers to respond to questions. Participates in discussions.


While teaching this lesson and facilitating it within the classroom, I was constantly circulating the room encouraging all students to be involved and to have a significant role in the learning process. I tried to follow the advice of Prensky and let them problem solve and figure out as well as pose and answer questions. I allowed and encouraged discussions among classmates to solve problems.

g. List the original technology products you created for teaching this lesson.

Technology Products Created Include: Animoto Video- Created to inspire students to develop a plan for a garden club at our school. Garden Club Video

Prezi Presentation- Presentation created to ask questions and get students thinking about how they will attack this project. Prezi Presentation

Survey Monkey- This was a survey given to teachers to see how much support teachers would be willing to give for a garden club and if they would be interested in volunteering time to the project. Teacher Survey

Survey Monkey- This was an inventory given to gauge interest in starting a garden club. This survey was given to a group of students to see what the interest would be. The information was then shared with the students when they began planning. Student Survey

Digital Security Video- Before completing the project, I showed this video to my students to remind them that they should not share their usernames and passwords even though they were going to be working in small groups with other children. Digital Security

Garden Video Sample- This video was a sample video that I created for my students. They used the scoring rubric to score the video. There are purposeful mistakes and no narration so that students can take points off for this in the scoring. Sample Garden Video

Google Presentation- This presentation was created to teach students how to use Photo Story to create a video. Google Presentation

Google Search Engine- This search engine was created form a variety of website that would help the students learn about what a garden and plants need to grow. They used these sites to complete a planning form for what a garden would need to grow. Google Search Engine

Google Sketch Up- This is a Google Sketch Up drawing that showed the students where I would put the garden. I used this as an example of what they drawings could look like. Most students chose to complete their drawings with paper and pencil or using the Paint program. Google Sketch Up

Google Spreadsheet- This is a link to a Google spreadsheet. The students created a spreadsheet to show what vegetables they wanted to plant and how much they predicted they would get out of the garden. Several of them included this in their video. Google Spreadsheet

REFINEMENT: Lesson Extension/Follow-up

1. Based on your reflection, discuss plans for subsequent lessons to reinforce and extend understanding particularly for students who did not make satisfactory progress.

As the students were working and from their reflections, I saw that there were still several students that were having trouble with the technology aspect of the project. They had the most difficulty with uploading their pictures. This is something that they will definitely need to know how to do as their education progresses. In the future, I would like to have students create PowerPoint Presentations or additional movies to document the success that our garden is having at the school. In the past, creating


https://sites.google.com/site/mrsemilysgardensite/google-spreadsheet-and-graphs

https://sites.google.com/site/mrsemilysgardensite/google-sketch-up--extra-credit

https://sites.google.com/site/mrsemilysgardensite/google-search-engine

https://sites.google.com/site/mrsemilysgardensite/google-presentation

https://sites.google.com/site/mrsemilysgardensite/google-presentation

https://www.youtube.com/watch?v=HPCNp2DfLMQ&feature=youtu.be

https://www.youtube.com/watch?v=bOGCBWH6jZM&feature=youtu.be

http://www.surveymonkey.com/s/GJTNGTQ

http://www.surveymonkey.com/s/GJTNGTQ

http://prezi.com/bunsigmffxka/?utm_campaign=share&utm_medium=copy&rc=ex0share

http://animoto.com/play/8kQ0wmYsNk1yVbs8KUbT7A

these presentations has been used mostly to enhance instruction of gifted students. Instead, I hope to use this as a tool to help special education students or students with learning disabilities in writing or reading use these tools to create and express their ideas.

In addition, I will most likely reteach to the whole group how to use the software as well as how to add pictures, narrations, music, and change texts on another video activity. Perhaps I would have students create a video for upcoming second graders to explain what to expect in third grade before the end of this year.

As an extension activity, I would like for students to document the changes that our garden has gone through this year and next year, and then present it to the board members or to other community members to show hat they have learned and the real world connections that they are making through this project. They could relate all of the technology projects that they had worked on throughout this year to the next year to show how the garden has changed.

2. Include ways in which you would change this lesson if you were to teach it again.

If I were to teach this lesson again, I would defiantly start out in the beginning of the year by introducing technology tools to the students one by one and then building off of what they had learned. I would be sure to integrate adding pictures, justifying and changing text, and showing the variety of tools that Microsoft Word and Excel have to offer throughout the year. In doing this, I would hope that when it came time to create the video, it would be with ease as they would already be familiar with many of the things that were included in the video production.

Another thing that I would change if I were to teach this lesson again was the pre-assessment that was given. In the pre-assessment, there was a lot of writing that had to be done to show what the students had learned. I would like to change this to be reflected in what they could actually do using the computer. For example, instead of telling how to change the justification of text, I would have a document typed up and they would have to change the justification of a sentence. I might have them upload a picture from a folder that was already created. They could either do it, or write, “I need more help with this.” Doing this would actually assess what I wanted to assess and not their writing skills.

3. Give suggestions for increasing the LoTi of this lesson.

To increase the Create level of this project, I would have the students take what they have created and present their garden and work to a group of community members. Like discussed above, if the students were able to document what they had done in the garden and show this to the 4-H group, this would definitely raise the real world connections from a level 3 to a level 4.

To raise the Cognitive Complexity of the project, I would allow students to have additional insight into the project and allow it to be more student directed. To do this, I would allow students to take the pictures, decide where the garden would be planted, and who to present the information to. All of these choices would raise the create level and allow for the students to have more control over their project.

How to Submit:


1. Submit this IDP to EPS.

2. Submit the following to BlackBoard:

a. Personal Reflection and Self-evaluation

b. Student sample project from your IDP

http://youtu.be/91Ugd5fHsDA c. Your evaluation of the student project using your Content Objective and Technology

Objective scoring rubrics


http://youtu.be/91Ugd5fHsDA

Documents

emilyzhunt.weebly.comemilyzhunt.weebly.com/.../lme_537_hunt_idp_final_.docx · Web viewThis lesson is the culminating lesson in a unit about plants and plant life cycles. The objectives