Tech Plan: Plants, Animals and Their Environments

Plants, Animals and their Environments

Grade Level: Third
Specific Content/Body of Knowledge: Life Science: The Organization of Living Things
Pedagogical Goal: To encourage students to be interested in the different environments of our world, the plants and animals which reside there, and the adaptations which these plants and animals had to undergo in order to survive in these environments. It is important that students understand that every living thing on our planet has basic needs. As a teacher, I want my students to be excited about our amazing planet and to have an understanding of the complexity of living things. I would like them to be able to create work that can be seen by parents and demonstrates their creativity and excitement about the content.

The tech plan which I would implement would be for the third grade. The specific content it would deal with would be Life Science: The Organization of Living Things. The class would be divided into five different groups and each group would be given a different environment which can be found in our world (the taiga, tundra, desert, prairie, and rainforest). Within these groups, students will be assigned to do research on a plant or animal which can be found in their specific environment, create blog posts, a digital story, and at the end of the unit, will create their plant or animal as our classroom is converted into these different environments. Their plant or animal will be showcased in a specific region of the room which is designated to their environment (which will also be created to look visually accurate by the students out of things such as construction paper). Parents will be invited to the classroom to see what the students have created.

GLCES: Grade Level Content Expectations

• L.OL.E.3: Structures and Functions- Organisms have
  different structures that serve different functions in
  growth, survival, and reproduction.
  
• L.OL.03.31 Describe the function of the following plant parts:
  flower, stem, root and leaf.
• L.EV.E.1 Environmental Adaptation- Different kinds of
  organisms have characteristics that help them to live in
  different environments.
• L.EV.03.11 Relate characteristics and functions of observable parts in
  a variety of plants that allow them to live in their
  environment (for example: leaf shape, thorns,
  odor, color).
• L.EV.03.12 Relate characteristics and functions of observable
  body parts to the ability of animals to live in their
  environment(for example: sharp teeth, claws, color, body
  covers).

MET: Educational Technology Standards and Expectations

Basic Operations and Concepts:

4. know how to use basic input/output devices and other peripherals (e.g., scanners, digital cameras, video projectors)
6. manage and maintain files on a hard drive or the network
8. know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, flash drives)
10. identify search strategies for locating needed information on the internet
11. proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups
Social, Ethical, and Human Issues:
7. use age-appropriate citing of sources for electronic reports
10. explore various technology resources that could assist in pursuing personal goals
11. identify technology resources and describe how those resources improve the ability to communicate, increase productivity, or help achieve personal goals
Technology Communcations Tools:
1. use basic telecommunication tools (e.g., e-mail, WebQuests, IM, blogs, chat rooms, web conferencing) for collaborative projects with other students
Technology Research Tools:
1. use Web search engines and built-in search functions of other various resources to locate information
3. know how to independently use existing databases (e.g., library catalogs, electronic dictionaries, encyclopedias) to locate, sort, and interpret information on an assigned topic

Technologies I plan to use:
Blogs: Each group will have a blog which they contribute to. Each member will post information which they find about their assigned plant or animal. Group members will have to leave comments on each others posts, relating their topic to the other students topics. This will be done because at the end of the unit, each group will have to compile their research to represent to the class. It will also help them when they have to create their exhibit on their environment.
Digital Storytelling: Each group member will be required to come up with a story of the life cycle of his/her plant or animal, as well as adaptations that they have to survive in their environment. These stories will be posted on the blogs (so students can get additional information/ideas) and the classroom website.
Classroom Website: On the classroom website will be links to each group members blog. This will provide a quick and easy way for the students to contact each other and will enable parents and myself to look at the progress which the students are making. Also, students digital stories will be posted so that parents can view them at home and so their classmates can see them as well.

Lesson Plan

Week One:

Monday

• Discuss the fact that all plants and animals need air, water and energy to live.
  
• Discuss that all life forms can be categorized as producers, consumers, or decomposers and are part of a food chain (also explain what a food chain is).
• Teach students how to post a blog.
  
• Divide students into groups based on environments (biomes) and have them post a blog about what they already know about that environment

Tuesday

• Students will conduct actual research on their assigned environment using the library (searching the catalog and finding books), as well as the internet.
• As groups, the students will discuss their findings.
• At home, students would post a blog about how they used various technologies (library catalog, internet, encyclopedia) to find information about their topic and which they felt was the better/easier technology to conduct their research.
  

Wednesday

• Students will be assigned to a plant or animal. From there, they can make their own choice, as long as that plant/animal can be found in their region. If there are enough students in the class for each group, two students will be given plants (one a tree, the other a flower/grass), and two or three students will be given animals (one an herbivore, the other a carnivore and if there is a third an omnivore)
• Students will begin to research their assigned plant/animal using the library and the internet.
  
• Students will be required to post any information found on their personal blog.

Thursday

• I will teach the students how to create a digital story.
• Students will continue research and begin to write their digital stories (which must include the life cycle of their plant/animal, and its adaptations to its environment).
• Students will be required to post their rough draft of their digital story on their blog so that their group members can comment and give any suggestions for improvement/clarity.

Friday

• Students will begin to produce their digital stories and must use pictures from books (which they must scan into the computer) and from the internet (so they must learn how to save pictures and use them).
• Students will create a references page on their digital story.
  
• Students will post their digital stories on their blog.

Week Two

Monday

• Students will begin to come up with ideas about how to create their exhibit on their environment.
  
• One student will be assigned as group leader.
• Students will come up with a list of the required materials to create their exhibit
  
• The group leader must post the idea about their creation on their blog and who is supposed to bring in what materials (most materials will be provided in the classroom).

Tuesday

• Students in each group will watch the digital stories of their group members.
  
• Students in each group will begin to compile their individual information in a manner that will be appropriate to present to the class at the end of the week. Information must include each assigned plant/animal, if it is a producer/consumer and it's adaptations to surviving in that biome.
  
• Each student most post on his/her blog about how the use of the digital story helped them to create a final project. They must also discuss how posting information and their blog and having the opportunity for peer feedback was beneficial.

Wednesday

• Students will work on their groups exhibit.
• Each group will be required to find an omnivore (if one student wasn't already assigned to that), a decomposer, a bird, and a reptile/amphibian or fish (if there is one present in their biome) to include in their exhibit.
• Students will be required to post any information which they found about the additional life forms on their blog.

Thursday

• Students will complete their exhibit as well as the information which will be presented to the class.
  
• Students will create a blog about how they felt about the assigned project.

Friday

• Parents will be invited to the classroom.
• Students will give their group presentations (each student is required to speak).
• Students will be required to post an individual blog about what they liked/learned about a different groups presentation.
  

Using a VoiceThread in the Classroom

For my VoiceThread, I chose to make a digital story that I would share with my students. At the same time, this digital story is one that any one of my students would be able to create on their own. My digital story is about a region which I find fascinating, the Great Smoky Mountains. I had gone on there on vacation in May, and so I chose to make a digital story about many of the things that you can experience on a trip to this region. Making this story was fun, but I did have a bit of trouble deciding on a topic that I wanted to do. There were so many different options, and choosing how I wanted to go about presenting my story was a challenge. I decided to make my story more informational, because I feel that it would provide a good example to students as to what they can do with a digital story.

I feel that teachers could use digital stories in many different ways. A digital story could be used to present a lesson to students when the teacher is unable to make it to class. Also, a teacher could have students make digital stories and post them on a website so that parents are able to view students work. Another way that a digital story could be used would be by the teacher to present material to the class. This material could be used by students who were absent for the day, or it could even be used by parents so that they can help their children with their homework. When I have my own classroom, I am sure that many other opportunities for using digital stories will arise.

Maps and Mashups for the Classroom

View Larger Map

The grade level that I would use this map for would be third grade and the subject matter would be history and geography.

The mashup would be great to help students learn about the rich history of the state in which they live, along with many of the things that Michigan is well known for (such as the automobile industry). It allows students to visualize important landmarks of our state and to learn more about the importance of these landmarks. By placing embedded links to websites which will offer more information about the landmarks, students are given the chance to further explore and gain further insight to these places. I also feel that this mashup may give students pride in their state by being able to learn more about it and it's importance in our country. Many students may have parents who work in the auto industry and so it may be interesting for them to learn about how the industry got started. I would probably use this mashup during a history lesson, or even with the lesson that we had to come up with in last weeks assignment (Organizing the Internet), which incorporates geography and history.

Organizing the Internet

The grade which I chose to plan a week-long unit of my choice for was the third grade. I chose the third grade because I have had experience in a third grade classroom, and it is the grade which I hope to teach when I graduate. I decided that my choice for a unit would be one on Michigan Geography. My integrated major is Social Studies with a concentration in Geography, so this really allowed me to have an opportunity to work in a unit which I really enjoy learning about and that I would love to teach in my classroom.

When looking on the Michigan GLCE's website, I actually found five that went nicely together and that my unit addresses. Each would be addressed on a different day and are as follows:

1. 3 – G2.0.1 Use a variety of visual materials and data sources to describe ways in which Michigan can be divided into regions.
2. 3 – G1.0.2 Use thematic maps to identify and describe the physical and human characteristics of Michigan.
3. 3 – G5.0.1 Locate natural resources in Michigan and explain the consequences of their use.
   
4. 3 – G5.0.2 Describe how people adapt to, use, and modify the natural resources of Michigan. (H)
   
5. 3 – G4.0.1 Describe major kinds of economic activity in Michigan today, such as agriculture (e.g., corn, cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism, research and development (e.g., Automation Alley, life sciences corridor, university communities), and explain the factors influencing the location of these economic activities. (E)

Two METS that this unit address are:

1. use Web search engines and built-in search functions of other various resources to locate information
2. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences

Since my whole unit is on the geography of Michigan, the tag that I chose was "geography." You can find all of the websites at my del.icio.us account.
Since I have a total of five different GLCE's which I would like to incorporate into the unit, I would address one GLC per day. Therefore, on Day 1 of the unit, the lesson would focus on using Web search engines and data sources which I have found to find ways that Michigan can be divided into different regions. I would first ask the students if they knew of any ways that one region of Michigan was different from another. I would then show the students a Wikipedia website which talks gives a list of the different regions of the United States. From there, you can click on the state of Michigan, and it divides the state into smaller and smaller regions, based on things such as peninsula, geological, soil, and vegetation differences; amount of urban or rural areas; minority populations; and agriculture.
On Day 2 of the unit, I would focus on using thematic maps to show the human and physical characteristics of Michigan, incorporating the regions which were created by the students the day before. I would begin by showing them a website about The Great Lakes to allow them to learn about the physical characteristics of the landscape and how it was created. I would then use the Michigan Maps website, which includes a link to a population density thematic map (along with other maps the students might find useful) to show students where people are located in Michigan.Finally, I would use the Map Maker website to have students determine the various ethnicities of people in the state of Michigan and where they are located. This will give the students an opportunity to make their own thematic map and to fulfill the MET of using media to create products.
On Day 3 of the unit, I would focus on natural resources of Michigan. The Mitten of Plenty website will be used to show the commodities of Michigan and where they can be found. It also provides information about each individual commodities. Students can then incorporate what they learned on Day 2 about the location of people in Michigan, to come up with ideas about how people have come to use these resources and the consequences that their use might bring.
On Day 4, I will divide the class into groups. Each group will be given a different region of Michigan. They will then be required to come up with a brief Powerpoint presentation which includes the region, a map of the region, a resource of the region and various demographic information. The Wildernet website will be given to them to use for their presentation, along with the Wikipedia website from Day 1. Students will be required to explain how people adapt to, use and modify Michigan's resources.
On the final day of the unit, Day 5, the focus will be on the economic activities of Michigan. The Netstate website will be used to help students find out information about the agriculture, manufacturing, tourism, etc. of Michigan. This provides a good wrap up to the unit, because it incorporates all of the information which the students have learned throughout the week to explain why the economic activities of Michigan are the way they are, based on natural resources, regions and people. Presentations which were created on Day 4 will be shown at the end.

Google Searches and Web Portfolios

When I searched my name on Google, I found a few websites which I didn't even know still existed. When I was in high school, I had a Friendster account (a site which is similar to Facebook for those of you who haven't heard of it), a Livejournal and as of now I have a myspace page. So of course, those are all of the sites which first popped up when I typed in my name. Luckily, we had this assignment so that I could remember to DELETE these sites, for I'm sure they have a bit of information on them which might not exactly help me out if an employer were to see them. Oddly enough, my blog was further down on the list than my name on current people's Facebooks! As of right now, if an employer were to search my name on Google, they would find out stupid things that I wrote in high school about my life as it were, and only if they decided to continue to look would they find out the useful sites about me. This assignment has shown me that it can be beneficial for people to search for you on the internet, but that it is extremely possible that certain things may come up that you may not wish for them to see (depending on the situation). I would have been much happier if my blog, and my newly published website were the first on the list of sites that included my name, but this is not the case. Now that I have made a Blog and a website, people will be able to find out about the more professional side of me and what it is that I hope to accomplish with my life. This can prove to be very beneficial say it were an employer or the parent of a student in my classroom. When I tried searching my name on Yahoo!, neither my blog NOR my website showed up. This proves to me that if I would like people to be able to find these things simply by searching my name, then I need to figure out how to get them in that search engine.

I believe that the web portfolio will prove to be extremely beneficial in my future. I hope to be able to use it with my future employers to show them how professional I am and to demonstrate professional development in technology. I also hope that when I do become a teacher, that the parents of my students will feel comfortable navigating about the site, and will use it as a resource to learn more about me and how I plan to be a successful teacher. I believe it will prove to be a great resource, because it allows me to put links to many different pages which I may find to be valuable. I can create a whole page with valuable links to other sites that may have information about how parents can encourage/help their children with their homework or study habits, activities that they can do at home to further their child's education, or even sites where they can find ways to help their child if they believe they have a learning disability. It also creates an easy way for parents to find my e-mail address if they have questions or concerns, which I created a link to at the bottom of each of the pages on my site. I can also incorporate lesson plans into the website, where I can also put activities or even homework worksheets that parents can print out if their child forgets it at school. With links at the top of the page, parents can easily navigate between pages to find any information that they need. I have also been thinking that it may be beneficial to write a description of what people can find on each of the links on my page, so that a first-time user will not have to look at every page if they are looking for a quick solution. I believe that this portfolio will be a valuable asset to my future as a teacher.

Using RSS feeds to help parents learn how to help their children.

The gallery project I chose was the second one. This project asked us to find web pages which would provide students' parents with information about questions which they may be asking. I decided to find web pages that provided information on how to help students learn better study skills and homework management. I believe this is a very important topic for parents to learn. The reason why I believe this is so important is because learning cannot end in the classroom. In order for students to achieve to be the best that they can be, they need support in the home as well as the classroom. When parents are able to take the time to sit and help their children, it not only benefits the student, but it enables parents to know how their children are succeeding, where they are struggling and what they are learning in the classroom. Parents may also have strategies which they implemented when they were in school that could be different from what the teacher is teaching and beneficial to their children. Parents should know their children better than anybody else and should also know their capabilities and temperament and can be a great asset toward their learning. They can help build up their child's self-esteem with words of encouragement and pride and with the proper strategies, can really promote their child's education. At the same time, if the proper strategies are not implemented, this support could prove to be detrimental if it goes against what their child is learning in school. To try to help parents know which strategies to use and how, I believe that it will help students to become the best at doing homework that they can and the best test takers which they could be. For this reason, I searched the web for sites that would provide teachers AND parents with very useful strategies to use in the classroom and at home.

Although I have found that it can be difficult to find good websites which have these RSS feeds, when sites are found, they could prove to be very beneficial when I become a teacher. For student learning, having the RSS feeds on a classroom websites will allow students to easily find pages which I would like them to use for various assignments (without having to search the web and have the possibility of inappropriate sites popping up), coursework or other activities which I wish for them to do. Students will be able to stay up to date about what is happening in our classroom and for their assignments. Having the RSS feed will allow students AND teachers to know when new information has been added to sites which I would like them to be using since new content is automatically added. It is perfect for communicating with parents for many reasons. For example, as I stated above, it can enable parents to easily find tips which I believe prove to be beneficial which they can use to help their child succeed in the classroom. It allows students and teachers to stay up to date on what they need to know for succeeding. As a teacher, using RSS is important for professional development, because in our world of ever growing technology, an RSS feed can help us to find, exchange and implement information and resources which are useful for us in our classrooms. New content will automatically be uploaded for me to view and to be able to use for my own teaching advantages.

How Teachers Use Blogs

The Blog that I have found to like the most is the link to the educational Blogs. I found this to be a very useful site because it was easy to find Blogs that really related to what it is we are trying to learn in this course, and provided great examples of different ways that teachers can utilize Blogs in their classroom for the benefit of their students and their students parents. I believe that Blogs are a great way to remind not only students, but their parents as well, of assignments that we t urned in or that are due. It lets families know what went on in the classroom and what their children need to do as homework. The first example I found was called "The English Corner." It was for a sixth grade Language Arts class and provided a place for students to work with one another for their class. It had all of the assignments which the students were to perform and also required the students to use Blogs as part of their assignments. Technology is a very important part of our society and integrating it into the curriculum is a great idea.
Another example which I found to be interesting was also from the educational Blogs list. It was how a teacher was using iPods in the classroom. The teacher used podcasts in his classroom, which is something I have heard of but have never actually used. I like how the teacher wrote of each of his endeavors in using the podcasts and how he feels that they benefited his classroom.
I believe that using Blogs in the classroom is very important and beneficial to students and their parents. I would like to use Blogs so that when my students get home from school their parents can check my Blog to see exactly what it was that their children learned in school today, the assignments that they have and any papers which need to be signed and returned to me. I also felt that the "English Corner" idea was great in the fact that the teacher was enabling her students to learn a new technology and required them to use it. Kids love to use the computer and I believe that by requiring them to have assignments which use Blogs or Podcasts, that they are opening themselves up to our technological world, giving them a leg up for their future. They will also get enjoyment out of it. I am very interested in geography and I have had to use different websites in my own classes in college. It would be very fun to get students to be able to use these technologies to learn different aspects of geography and to even create their own blogs to demonstrate what they have learned.