Lesson 2

Phase I I. RATIONALE: http://stone.web.bre.fl.us/science/research/descrip.html II. OVERVIEW Grade Level: 3th grade Subject(s): Science/RTI Topic of Study: Plant Research Time Allotment: 11:25-11:55 Standards: ·       Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3.RI.1) ·       Determine the main idea of a text; recount the key details and explain how they support the main idea. (3.RI.2) ·       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. (3.W.6) ·       Conduct short research projects that build knowledge about a topic. (3.W.7) Objectives: Content: Students will demonstrate understanding of text and recall key details of the text that support plant research. Language: Students will use technology to produce a presentation about a specific plant the student researched. Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know prior to the lesson? How will prior knowledge and experience be assessed? How will you use this information in the planning process? Why should the content of this lesson be taught at this grade level? How do the objectives that you have for the lesson align with the standards? When will the lesson be taught in the course of the school year? Why? III. IMPLEMENTATION Steps:Students will work in table groups. (Students doing the same plant sit together) Teacher will pass out the reading packets Students will work with table group and pull facts from their readings about their specific plants. Next, teacher will pass out the IPads and review with students how to use the IPads properly. After, students will being researching information about their specific plant. (They can find images, videos and/or facts) Lastly, students will create a powerpoint and present their research. Closure: Powerpoint presentation Students must meet all the requirements; at least (1) video or visual (3) facts from the readings and (5) facts from online sources. Students must all present their powerpoints in class. UDL (specific accommodations for 504/IEP/OHI and others, modality of learners, culturally and linguistically diverse, gifted, below grade level, attentions and behavior difficulties): IPads for each students Computers and IPads availability to help students type Audio to read powerpoint out loud to class Reflection: Designing Instruction (InTask Standards 7 and 8): Why are you using the instructional methods you have described? To provide different means of expression for students. How do the instructional methods align with what you know about best practices (think about your methods classes)? Allows students to practice individual research skills and organizing information skills. How are you engaging students in creative and higher order thinking? Students have the free choice to research a plant of their interest and learn more about that plant they chose.  IV. ASSESSMENT Post Assessment: Students must meet all the requirements; at least (1) video or visual (3) facts from the readings and (5) facts from online sources. Students must all present their powerpoints in class. Reflection: Planning Assessment (InTask Standard 6): How does the assessment align with the standards and objectives of this lesson? Students will present their power point/poster/drawing to the class on research they collected about their plant and will be graded on requirements above along with visual appearance and public speaking skills. How does the assessment demonstrate that the students have been successful in learning the content? Visual presentation and written assignments will display to the teacher students understanding of the plant research project.  How does the assessment demonstrate student engagement in higher order thinking? Students have the choice to present their project in multiple ways of expression. How does the assessment demonstrate that individual student needs were met? Modification and Accommodation resources are made accessible for students needs.  IIV. MATERIALS AND RESOURCES Materials and Resources: Readings Packet Binder paper-brainstorm IPads Flash Drive Reflection: How does your lesson meet each of the ISTE NETs Standards? How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ? Individual research on a plant that student chooses and multiple means of expression for  presentation. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments? Students will be using IPads/ Computer to conduct their research and type up their report/ power point.  How does your lesson meet Standard 3: Model Digital-Age Work & Learning? Students will have a lesson on proper uses of IPad and Computers before they beginning their own research.  How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by: advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.  Students will receive prior lessons on how to properly use and IPad/Computer. Appropriate websites, how to cite sources, and proper skimming skills when reading articles online. addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. The different means of expression allows students to present their research project according to their skills. Ex: Drawing- students who express their research by drawing their plant. promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information. The school has blocked website that students are not allowed on and provided with different school appropriate websites  to collect videos instead of using youtube. developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. Students may research any plant. This includes plants in different countries and in different environments.  Phase Name: Jaclyn Ryan         Title: Plant Research Project

Grade Level: 3rd              Date: 10-6-14

Standards: ·       Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3.RI.1)

·       Determine the main idea of a text; recount the key details and explain how they support the main idea. (3.RI.2) ·       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. (3.W.6) ·       Conduct short research projects that build knowledge about a topic. (3.W.7)

Objectives: Content: Students will demonstrate understanding of text and recall key details of the text that support plant research. Language: Students will use technology to produce a presentation about a specific plant the student researched.

Vocab and Equations: Titan Arum Research Venus Fly Trap Bamboo Identifying Detail Poems Nuna Beans Cactus

Questions (essential and HOTS/DOK): Define the word research? List all the plants we read about? Explain how a Venus Fly Trap works?

Prior Knowledge: All the students have read text about Venus Fly Trap, Bamboo, Nuna Beans, Cactus and Titan Arum. They will find evidence in the text and research on the IPads to give a report about the specific plant they chose.

Procedures: Gradual Release Model (GRM): Visual images of each plant for the readings. Grabber: IPad Research Steps: Students will work in table groups. (Students doing the same plant sit together) Teacher will pass out the reading packets Students will work with table group and pull facts from their readings about their specific plants. Next, teacher will pass out the IPads and review with students how to use the IPads properly. After, students will being researching information about their specific plant. (They can find images, videos and/or facts) Lastly, students will create a powerpoint and present their research.  Closure: Powerpoint presentation

Post Assessment: Students must meet all the requirements; at least (1) video or visual (3) facts from the readings and (5) facts from online sources. Students must all present their powerpoints in class.

UDL (specific accommodations for 504/IEP/OHI and others, modality of learners, culturally and linguistically diverse, gifted, below grade level, attentions and behavior difficulties): IPads for each students Computers and IPads availability to help students type Audio to read powerpoint out loud to class

Materials and Resources: Readings Packet Binder paper-brainstorm IPads  Phase II Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe What went well and what didn't go well during the implementation of your lesson? Students engagement with the assignment and student interest. The use of class time was was cut short due to time. Students were all very engaged in doing a research project How well was the alignment to objectives and standards maintained? Some modifications were made for students who need assistance in writing so they were given alternative assignments. Describe any modifications made during the implementation of the lesson Students who need assistance in writing were allowed to make a graphic picture web.  Mechanics: What technologies did I use (for the teacher and the learner)? Learners had access to computers and IPads.  How were the technologies used (by whom and in what manner)? Teachers modeled for the students the school appropriate way to use the computers and IPads, then students will be able to use both computer and IPad. My lesson was within the correct time frame It was too long because it took and extra class day to get through all the presentations. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson (Presentation info is on school computers) Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment Students were able to complete the objective outcomes with about 95% accuracy. Two students did not meet all requirements to each passing grades for the project. Describe the level of success you had in teaching the lesson How do your individual reflections support this? At the start of every class I had to review the rules and directions but when students were presenting their project I didn't need to go over directions. So reminded students to be a good audience.  How do the comments from your classmates support this? Megan K.- The use of technology in the classroom was perfect but she wanted me to know what I would do if I didn't have assess to all the technology. Did I have a backup plan?