Dede (Aphrodite) Dolgoff

ED 554 Reston
17 July 2010
Technology Integrated Unit

Unit Plan- Gardening Project Based Learning

In this grade one project based learning assignment, students will work in groups of
four to plant small plantings, research a plant, and watch it grow in our class garden.
Students will observe and write their observations in a scientific classroom field journal
blog and collaborate with their peers. Digital cameras will be provided to all groups in
order to document growth of the plants in the garden from small planting to full grown
plant. Thought will also be given to the requirements for maintaining the garden, for
example, how much water and sunlight do you think the plants need? Through the use of
technology (classroom blog), connections will be made with other student’s (from our
class) research on plants and their observations and similarities and differences will be
recorded. The teacher will provide questions on the blog for written responses by the
class groups. Students will be invited to inquire about the plants in the garden and
document measurement of plant growth. Additionally, each group will create a design
for the garden using a computer program, only one design will be chosen for our garden.
At the culmination of the unit, students will use their research to create a digital photo
story for their parents to learn about their plants. Any vegetables grown from the garden
will be served to parents, teacher, and students at a culminating garden project party!

Grade Level of Unit-Grade One

Standard Addressed in the Unit:

SOL’s

Science:

1.4 The student will investigate and understand that plants have life needs and functional
parts and can be classified according to certain characteristics. Key concepts include
a) needs (food, air, water, light, and a place to grow);
b) parts (seeds, roots, stems, leaves, blossoms, fruits)
Mathematics:

Geometry

1.16 The student will draw, describe, and sort plane geometric figures (triangle, square,
rectangle, and circle) according to number of sides, corners, and square
corners.

English

Writing

1.12 The student will write to communicate ideas.

a) Generate ideas.
b) Focus on one topic.
c) Use descriptive words when writing about people, places, things, and events.
d) Use complete sentences in final copies.
e) Begin each sentence with a capital letter and use ending punctuation in final
copies.
f) Use correct spelling for high-frequency sight words and phonetically regular
words in final copies.
g) Share writing with others.
h) Use available technology.

Oral Language

1.1 The student will continue to demonstrate growth in the use of oral language.

a) Listen and respond to a variety of media, including books, audiotapes, videos,

and other age-appropriate materials.
b) Express ideas orally in complete sentences.

Computer /Technology Standards of Learning:

C/T K-2.1, C/T K-2.2, C/T K-2.3, C/T K-2.4,

C/T K-2.5, C/T K-2.6, C/T K-2.7

Fine Arts-Visual Communication

1.9 The student will observe and depict plants, animals, and people in a landscape work of
art.
The ISTE:

NETS-T (Teacher)

1.a, 1.b, 1.c, 1.d, 2.a, 2.b, 2.c, 2.d, 3.a, 3.b, 3.c, 3.d, 4.a, 4.b, 4.c, 5.b, 5.c, 5.d

NETS-S (Students)

1.a, 1.b, 1.c, 2.a, 2.b, 2.d, 3.a, 3.b, 3.c, 3.d, 4.a, 4.b, 4.c, 5.a, 5.b, 6.a, 6.b

Unit Objectives: (Also listed in individual lesson plans)

1. Students will learn about blogging on the Classroom blog by creating one
blog post and responses.

2. Students will demonstrate their ability to work in collaborative groups by

researching information on their assigned plant and documenting their finding on
the classroom blog.

3. Students will demonstrate their knowledge of 2-dimensional geometrical shapes

by designing a garden using at least 5 different geometrical shapes.

4. Students will demonstrate understanding of caring for their plants by researching

and creating a powerpoint presentation about their research.

5. Students will create a plant sign (using powerpoint) for the garden.

6. Students will actively participate (in their assigned roles) in planting the plantings
in their collaborative groups.

7. Students will demonstrate understanding and knowledge of their assigned plant by

creating either a brochure, flyer, booklet or newspaper.

8. Students will have an understanding of the R.A.F.T. concept when questioned by

the teacher.

9. Students will synthesize information and create an original photostory in their

groups.
 10. Students will demonstrate understanding of the photostory writing process by
writing, revising and editing their photostories.

11. Students will edit and create their photostory.

12. Students will show a photostory to an audience of their garden plant.

13. Students will actively participate in a R.A.F.T. assignment by assuming the role
of photostory producer.

Please note-A permission slip will have been sent to parents explaining the garden
research project and allowing student’s to participate in all aspects of the project
including the computer component. Parents will be told every effort will be made to
ensure the safety of the students on the computer during this project. Internet safety
will be discussed with students prior to the start of the unit.

Also Note: Student will begin this project in early April and most students will be able
to write at least four sentences and read at grade level. Students not working at this
level will work with me in small groups.

Unit Lesson Plans:

Lesson One – Intro to Unit -Learning to Blog on a Scientific Journal

Objective- Students will learn about blogging on the classroom blog by creating one blog
post and responses to blogs.

Materials- Book-How Groundhogs Garden Grew by Lynn Cherry, Smartboard,

Classroom blog created by teacher, laptops for each student in classroom.

Link- Gather the students to the front of the classroom and read the story How
Groundhogs Garden Grew by Lynn Cherry. Show the students the various stages of
grow of the different vegetables in the story. Tell students “Here is the seed, then here is
the small plant and here is the full grown plant.”

Engage and Educate- Next try and get students excited about creating their own
classroom garden at the school! Tell students they will actually be scientists in the
classroom and outside in the garden. Explain to students that a true scientist observes and
writes down their observations in a scientific journal. But instead of a paper journal, our
class will be using a scientific classroom blog. Ask students if they know what a blog is?

Active Learning- Model for students the blog the teacher created in ED 554 at
http://dededolgoff.wordpress.com/. Explain to students Mrs. D. wrote down her
thoughts about what she learned in her computer course. Tell students a blog is where
you write your observations and thoughts about your garden.

On the smartboard, show students the blog the teacher created for the first grade class.
Model and show students how to post a comment on the blog and how another student
could reply to the blog.

Have each student open the classroom blog (give students the site on smartboard) on their
laptop computer and post on the classroom blog one sentence about what they would
grow in their garden. Have each student reply to another students post. Walk around the
classroom and observe students and offer feedback when necessary. Tell students there
will soon be a page on the blog where collaborative groups can post observations and
comments. (I will divide the groups in class tomorrow in Lesson 2.)

Adaptations:

Students working below grade level- These students will work in a small group with me
and receive one on one attention about posting on a blog.

Students working above grade level- These students may write more sentences on their
blog and respond to more students in the classroom on the blog.

Reflect-Gather the whole class in front of the classroom and have students read some of
the posts and comments to the class. Ask the students what they thought of the blog-have
they used one before or is this their first time? Ask students to give thumbs up if they
were able to use the blog today. If there was a student/students who gave a thumbs
down, work with this student /students during morning intervention time for more one on
one instruction.

Now and Then- Tell students blogging is a great way to communicate with the
classroom. You can get feedback from one of your friend right away. Remind students
to always start with a positive feedback for their friend. For example “I liked what your
wrote about your green bean plant. Maybe you could tell me more about how to take care
of the plant.” Have students model to the group some positive comments for the
classroom blog.

Rubric

Objective: Super Job!!! Good Job  Average Job

Students will learn
about blogging on On the Classroom On the Classroom On the Classroom
the Classroom blog Blog I: Blog I: Blog I:
by creating one
blog post and
responses.
__ I wrote 3 good __ I wrote 2 good __ I wrote 1 good
sentences on the sentences on the sentences on the
blog. blog. blog.

__I used capitol __I sometimes used __I forgot to use

letters at the capitol letters at the capitol letters at the
beginning of the beginning of the beginning of the
sentence. sentence. sentence.

___I used a period ___I sometimes ___I forgot to use

at the end of the used a period at the period at the end of
sentence. end of the sentence. the sentence.

__I posted a __I posted a __I posted a

response to at least response to at least response to at least 1
3 friends. 2 friends. friend.

All Rubrics Adapted from

frankerk@uwstout.edu

Reflective
Question:

Did you prefer to

post a blog or
respond to a blog
post. Tell me why?
Write 2 sentences at
the bottom of this
page.

Lesson Two- Researching Plants in Collaborative Groups***

Objective- Students will demonstrate their ability to work in collaborative groups by
researching information on their assigned plant and documenting their finding on the
classroom blog.

Materials-Book- Growing Vegetable Soup by Lois Ekhert, smartboard, tomato plant,

KWL chart, digital cameras, sticky notes, pen, crayons, paper and laptops.

Link- Talk about springtime and the plants that we see on our way to school. Discuss the
vegetables that we eat to stay healthy. On the Morning Message ask students “Which
vegetables do you prefer to eat, corn or beans?”

Engage and Educate-

Introduce students to gardening by reading the book “Growing Vegetable Soup” by Lois
Ekhert. Show students the various parts of the vegetables in the book such as the seed,
sprout, stem, leaves, flower and plant. Pause at each part of the plant for discussion.
Review what each vocabulary word means. Tell student they will start a garden project
at school and will be given small plantings to grow in their groups of four.

Group A will grow green beans,

Group B will grow corn,
Group C will grow carrots,
Group D will grow tomatoes
Group E will grow peppers.

Show students a tomato plant that you brought into school, talk about the texture, color,
leaves and flowers and ask students to help identify the stem and roots. Using a
smartboard, have students brainstorm all the things they know about plants by coming up
to the smartboard and writing down their ideas on a KWL chart. Ask students what
questions they have about plants and record this on the KWL chart as well. Post this
KWL chart on the garden project classroom blog.

Active Learning

Reread the book again, taking time to show all the parts of the plants again. Divide class
into (assigned ) 5 groups of 4 students-(please note each group member will be assigned a
role such as recorder, reporter, photographer, word finder and artist) (students are
familiar with these collaborative roles as they were taught earlier in the year). Give color
coded sticky notes to students so they know which group they are in. Give each group 4
small plantings of each vegetable the group was assigned above or (green beans, corn,
carrots, tomatoes and pepper.) Ask students in each group to examine their plants
carefully for the parts. Each student will have a laptop computer and will use the site
called The Great Plant Escape by the University of Illinois.
http://urbanext.illinois.edu/gpe/case1/index.html
Group 1 and Group 2 will learn about the plant part called the “roots” and will study the
section of the site located at http://urbanext.illinois.edu/gpe/case1/c1facts2a.html .

Group 3 will learn about the stem and will study and research the section:
http://urbanext.illinois.edu/gpe/case1/c1facts2b.html to learn all about the stem of a
plant.

Group 4 and 5 will study the section of the plant on the leaves at
http://urbanext.illinois.edu/gpe/case1/c1facts2c.html

Adaptations:

Students who are working below grade level-These students will work with the teacher
in a small group to receive additional help. The tasks will be broken down into smaller
segments for these students. These students will write one sentence in blog.

Students who are working above grade level- These students may explore additional
components of the site mentioned above and write additional information on the plants in
the classroom blog.

Students in groups will use their own plantings to make further observations on their
plant parts. Using the classroom blog as a scientific journal (note: students were shown
how to blog on Day 1 of unit), one student will be the reporter for the group and state the
facts about the plant part the group was assigned. Another student will record the finding
from the site on the blog and will look up vocabulary words on www.dictionary.com .
The third and fourth student in the group will draw the planting with emphasis on the part
studied. A digital camera will be provided to each group. The fourth student will take a
picture of the planting and the drawing of the plant parts.

Student Roles in Collaborative Groups:

Student 1-Reporter
Student 2-Recorder and Word finder
Student 3-Artist
Student 4-Artist
Student 5- Photographer

The photo of the drawing will be posted on the blog by the teacher and the photo of the
planting (photo 1) will be used in the final project of a photo story documenting the
growth of the plant assigned to the group. I will download the photos from the digital
cameras into the group’s computer folder to use later in unit for the digital photo story.

Reflect
The groups will use the class period to research and document their findings on the
scientific classroom blog on their specific plant part and answer the question below on
their blog. (At least one to two sentences for plant part and teacher questions below.) I
will read the blogs and post comments for the groups.

1. What does your group plant look like, please describe.

2. Take a measurement of your plant. How many inches is it, please record on blog

graph created by the teacher..

3. Compare your planting with another groups planting, what are the differences?

Using the drawing of the small plantings, each group reporter will discuss their findings
with the rest of the class. The reporter will state the plant part and what it is used for by
the plant and any further information obtained by their research. The class will conduct a
gallery walk (students walk around the classroom to view drawing of classmates) of the
drawings at the end of class to see the pictures drawn by the students.

Now and Then

Students will finish class by reading at least one blog entry and making comments to
classmates on the blog about their artwork and plant information. In a whole group
meeting with the class, I will ask the various groups some questions about the plant parts
they were assigned. I will ask students to give me thumbs up or thumbs down if they
understood the concept. Students will take their group plants, water them and place
them near the classroom window until it is time to plant them in the garden.

Rubric:

Objective: Super!! Good  Average

Students will
demonstrate their __I wrote 3 good ___I wrote 2 good ___I wrote 1 good
ability to work in sentences on my sentences on my sentences on my
collaborative groups blog about the plant blog about the plant blog about the plant
by researching part. part. part.
information on their ____I helped my ____I helped my ____I helped my
assigned plant and group find answers group find answers group find answers
documenting their to questions most of to questions some of to questions a little
finding on the the time. the time. bit.
classroom blog.
___I did all of my ____I did some of ___I let my group
 work by myself! my work by myself members do my
work.

___I checked my ___I had 1 spelling ___I had 2 spelling

spelling and made mistake. mistakes.
no mistakes.
Reflective
Question:
Did you like
working in a group?
What could I do to
be a better group
member next time?
Write 1-2 sentences
about your
experience.

Lesson 3 Geometrical Garden Design and Caring for our Garden ***

Objectives- Students will demonstrate their knowledge of 2-dimensional geometrical

shapes by designing a class garden using at least 5 different geometrical shapes.
Students will demonstrate understanding of caring for their plants by researching and
creating a powerpoint presentation about their research.

Materials-laptops, smartboard, powerpoint presentation

Link-

Students will start the class by reading other group blog entries and making a constructive
comment to the group of one to two sentences. I will begin the class in a group formation
around the smart board. I will ask students from each group to draw their plant on the
smartboard and explain one part of the plant they learned about yesterday.

Engage and Educate- I will engage student’s interest in gardening by having them take a
virtual tour of Reiman Gardens at Iowa State University on their laptops at the site:
http://www.reimangardens.iastate.edu/en/about_the_gardens/tour_the_gardens/virtual_to
urs.cfm I will ask students to go knee to knee with a partner and discuss what
observations they noticed in the virtual garden. How was the virtual garden different
from a real garden. After students have discussed these questions with their partner, I
will call on a few pairs to comment on their observations.
On the smartboard, use the site http://illuminations.nctm.org/ActivityDetail.aspx?ID=205
and demonstrate and model for students how to create a garden using geometrical shapes.
In a rectangular shape, ask students what shapes would they include in their garden? (In
their small groups, have student create a geometrical plan for the classroom garden using
the site above.) (see below) The final plan (I will pick one of the plans for our project)
for the garden will be posted on the classroom blog by the teacher.

Active Learning

In a whole group formation, tell students they will create a geometrical design for the
class garden in their groups of four. Each group member will pick at least one shape for
the garden. There should be five shapes in the garden for each group. Once they have
completed their garden design, I will randomly pick a group garden design for our
classroom garden project.

As a class, we will brainstorm a discussion about our garden. Students will make
predictions about the following questions:

How much sunlight and water do our plants need?

What is the best location for the garden?

What materials do we need for the garden project?

How will we divide the responsibilities of the garden?

What will happen to what we grow in the garden?

(Hamner, p. 2, 2010)

After discussing the predictions as a class, students will log into the classroom blog as a
group and write their predictions based on what the group decided. I will have posted the
questions on the blog for students to answer. In their collaborative assigned groups,
students will make a list of materials needed for the garden and a list for dividing
responsibilities such as watering and weeding.

Now that the groups have made some predictions, students will read about how to make a
good garden from this site in their groups of four. Each group will be assigned a topic
from this site to read and explain to the class.

http://web.extension.illinois.edu/vegguide/step01.cfm

Group 1-Read and be ready to discuss-Make good use of your location

Group 2-Plant your vegetable right
Group 3-Keep down weeds
Group 4-Water properly
Group 5- Harvest at Peak Quality

Each group will research their topic and create 4 powerpoint (each group member will
create one Powerpoint slide) slides for the class to learn about their topic.

I will show the class an example of a powerpoint slide (sailboat picture and writing)
from the digistory I created introducing myself to the class and posted on the ED 554
blog (Ms. D.’s blog). On the smartboard, I will demonstrate how to create a simple
powerpoint presentation. Students will use their laptops with the teacher and create a
slide on Powerpoint. I will demonstrate and model how to find clipart on Powerpoint for
the students. Students will practice making 2 practice slides and save their work. I will
walk around the classroom to assist students and answer any questions.

Each Powerpoint slide will have at least 2 sentences about their topic and some clipart to
represent the slide. Students will research their topic and use Powerpoint to present to the
class. I will remind the students that they will be assessed for their creativity in their
slides and their collaboration as a group.

Adaptations

Students that are working below grade level- Students that are struggling will work in
a small group with the teacher and make predictions for 1 or 2 questions. Tasks will be
broken down for this student.

Students that are working above grade level-These students will be given more
information to research on taking care of the garden.

Reflect- Students will answer any questions the class may have on their topic as they
present their Powerpoint slides. The teacher will ask if their predictions about the garden
can true after researching the topic. On a post- it note, each group will write down if a
prediction (questions posed) came true after researching the facts. I will collect the notes
at the end of class.

Now and then- I will gather the class in the front of the classroom and talk about the
importance of taking care of our classroom garden, the same care that we may give a pet
in the classroom (making a real life connection for students here). Next class, the
students will actually go out and plant their small plantings in rows. (Please note, parent
volunteers will have helped with the garden to prepare it for students.)

Rubric:

Objectives: Super!! Good  Average

Students will ___I helped my ____I only helped ____I did not help
demonstrate their group design the with the garden my group with the
knowledge of 2- garden with design when my garden design, but
dimensional geometry shapes. group members listened to their
geometrical shapes asked. ideas.
by designing a class
garden using at least ___I shared at least ___I shared at least ___I shared at least
5 different 3 ideas for the 2 ideas for the 1 idea for the
geometrical shapes. Powerpoint slides Powerpoint slides Powerpoint slides
Students will for caring for plants. for caring for plants. for caring for plants.
demonstrate
understanding of ____I found 3 ____I found 2 ____I found 1
caring for their images for images for images for
plants by powerpoint for my powerpoint for my powerpoint for my
researching and group. group. group.
creating a
powerpoint ___I helped my
presentation about group solve _____I sometimes ____I did not help
their research problems. helped my group my group solve
solve problems. problems.

Reflective
Question:
Was powerpoint
easy to use? Why
or Why not? Write
1-2 sentence
describing your
thoughts.

Lesson 4 Planting the Garden

Objectives- Students will create a plant sign (using powerpoint) for the garden. Students
will actively participate (in their assigned roles) in planting the plantings in their
collaborative groups.

Materials-smartboard, plants, laptops, parent volunteers, plant signs, paper, wooden

sticks, glue, laminate, garden tools, buckets, paper, pencil, KWL chart
Link- In a whole group, tell students, the last few day we learned about gardening and
how to take care of our plants. Ask the class “What did you prefer to study about
plants?”

Engage and Educate-On the smartboard, show the class the geometric design chosen for
the class garden and get students excited about planting their plantings. Say “ Today we
are going to plant!!” Review the site:
http://web.extension.illinois.edu/vegguide/step02.cfm and have students record the
distance between rows of their particular group plant on their word document.
Brainstorm with students how they will plant their garden plot based on their research,
write their finding on the smartboard. Students will type in the information needed to
plant their group planting (green beans, corn, carrots, tomato and peppers) on their word
document and save it under garden project. One group member will print the information
for planting and the distance between plant and rows. I will have tools ready for students
in buckets. Some parent volunteer may assist with the planting of the garden.

Active Learning-

In their assigned groups, students will create a plant sign for their particular plant using
powerpoint (please note: students were taught powerpoint in a previous lesson) and clip
art. For example, if the group is planting green beans, the group will create a sign with
the words Green Bean and have a picture of green beans. Students can be as creative as
possible with their sign. The teacher will send the signs to the workroom for the school
teaching assistants to laminate. The students will add a wooden stick and their sign will
be posted in the classroom garden.

In their groups of four, students in the groups will take turns with the following roles
assigned by the teacher.

Student 1- This student will dig a hole based on the recommendations of the web site
studied in class. http://web.extension.illinois.edu/vegguide/step02.cfm

Student 2- This student will carefully plant the planting in the garden.

Student 3- This students will measure the distance between the plants and mark the spot
for the second plant.

Student 4- This student will water the garden row and take a photographs with the digital
camera to be used later in the photostory and blog.

Students will clean up the garden area with the assistance of the teacher and parent
volunteers.
In class, students will document their experience on their scientific blog. I will include
an open- ended question on the blog “Describe what it was like to plant your garden
today.” “Did you work well in your group.”

Student will also complete their vegetable signs for the garden and attach the wooden
stick.

Reflect-As a group, we will walk out to the garden to post our vegetable signs in the
appropriate place. In think- pair- share groups in a circular formation, I will ask the
students to share with each other, what was the best part about gardening today and what
did you learn that you didn’t know before. I will give the groups 3-4 minutes to discuss
and then I will ask students to raise their hand and share their partners thinking. I will
document some responses and add them to the scientific classroom garden blog under the
KWL chart. For homework, students will read the KWL chart.

Now and Then-I will talk about the importance of collaborating as a group when
working on the garden project. Each member of the group has an important role. As a
teacher, I must work in a group with other teachers- just like you are working with other
students. I will ask the class how they felt about working in the group-did things run
smoothly? How could they improve working with others?

Rubric:

Objectives: Super!! Good  Average

Students will create
a plant sign (using
powerpoint) for the ____I helped make ____I helped some ____I only helped a
garden. our garden plant with the garden little with the plant
Students will sign beautiful. plant sign to make it sign.
actively participate beautiful.
(in their assigned ___I participated in _____I participated ____I needed help
roles) in planting the the group role I was in the group role but in my role when
plantings in their given in the garden my group members planting the class
collaborative planting and did a helped me too when garden.
groups. great job! planting a garden.
____I did not help
___I helped the ____I helped the with the chart, but
teacher with the teacher a little with wanted to help.
KWL chart. the KWL chart.

Reflective
Question:
Did planting your
garden go
smoothly? Tell me
what you thought!
Write at least one-
two sentences.

Lesson 5 - Learning about the Plants in the Garden and Creating a Newspaper,
Flyer, Brochure or Booklet!

Objective- Students will demonstrate understanding and knowledge of their assigned

plant by creating either a brochure, flyer, booklet or newspaper.

Materials-smartboard, laptop, pencil and paper, laptops and color printer.

Engage and Educate- Now that students have planted the garden, tell them today we are
going to learn more about each plant we are growing. Go to the site on the smartboard:
http://web.extension.illinois.edu/vegguide/growing.cfm and open up a page on growing
beans. Talk about what is necessary to grow a healthy bean plant.

Go outside with students to take measurements of their plants, have them record this on
the blog graph, this information will also be documented on their brochure, newspaper,
flyer or booklet (see below).

Active Learning- In groups of four, students will research their particular plant and write
3 or 4 sentences from the site http://web.extension.illinois.edu/vegguide/growing.cfm
about how to take care of their plant.

Group A will learn about green beans, group B will learn about corn, group C will learn
about carrots, group D will learn about tomatoes and group E will learn about peppers.

In their collaborative groups, students will create either a flyer, newspaper, brochure or
booklet online about their particular vegetable and 3-4 facts about growing and taking
care of it using this site:

http://interactives.mped.org/view_interactive.aspx?id=110&title=

Adaptations

Students that are working below grade level- These students will work in a small group
with the teacher. Tasks will be broken down. One to two facts will be written.

Students that are working above grade level: These students may write 4 or more facts
about their plant.
Reflect- Each group will print out their flyer, brochure, newspaper or booklet and place it
on their desk. We will conduct a gallery walk around the classroom so classmates can
view the finished product.

Now and Then- I will ask students what they liked about this lesson, what did they learn
that they didn’t know before. On the smartboard, we will write down some facts on our
KWL chart.

Rubric:

Objectives: Super!! Good Average

Students will
demonstrate ____I learned 3 new ____I learned 2 new ____I learned 1 new
understanding and things about my things about my things about my
knowledge of their plant from my plant from my plant from my
assigned plant by research. research. research.
creating either a
brochure, flyer, ____I had no ____I had no ____I had no
booklet or spelling mistakes on spelling mistakes on spelling mistakes on
newspaper. my newpaper etc… my newpaper etc… my newpaper etc…
.
___I used capitol __ I used capitol I used capitol letters
letters in my letters in my in my newspaper
newspaper all of the newspaper some of once in a while.
time. the time.

Reflective
Questions:

Did you like

writing a
newspaper, flyer
etc.? Why?

Was it easy or
hard to find
information on the
site about your
plant?
Write 2 sentences
at the bottom of
this page.

Lesson 6 Learning about R.A.F.T

Objectives- Students will have an understanding of the R.A.F.T. concept.

Materials-smartboard, photostory from Ms. D.’s blog at

http://dededolgoff.wordpress.com/

Link- Talk to the class about creating a photostory for their parents to see on the final
day of the garden project. Tell students this will be a chance to show their parents all the
hard work that went into our garden research project! Go out to the garden and take
another measurement of the plants in the garden for students to record on the classroom
blog graph.

Engage and Educate-Show students the photostory that Mrs. D. created about herself at
the beginning of the school year at http://dededolgoff.wordpress.com/ . Tell students they
will create their own group photostories from their garden picture along with a small
narration or talk. Introduce the concept of R.A.F.T to the students. Tell them exactly
what each letter stands for and ask questions to ensure understanding. On the smartboard
write out:

Role- As a group, your role will be Photo Story Producers-Your role is to present the
Photostory to your audience (parents).

Audience- Your parents will be Photostory viewers and will give feedback on your
Production with a short survey. (see appendix, for audience feedback)

Format- Digital Photo Story Presentation from each group!

Topic- From Small Planting to Full Grown Plant-Ms. D.’s Gardening Project Based
Learning

Tell students they will create a photostory about the growth of their plant from small
planting to full grown plant.

Active Learning- Have students go into their computer folders with plant pictures from
the garden and decide which pictures will be used in their photostory. Students can begin
to sequence pictures for their photostory.

Adaptation

Students that are below grade level- These students will work in a small group with the
teacher to review the R.A.F.T. concept and have added assistance for finding photos.

Reflect- Ask students which pictures they chose and why. Ask students to tell you their
interpretation of what each letter of R.A.F.T. means to them. Review the R.A.F.T. one
more time and explain how this will be used when their parents come to school for the
final viewing of their photostory.
Now and Then- Ask students if they remember a film they saw in a previous class on the
life cycle of the butterfly. How is this film similar or different to their photostory?

Rubric:

Objective: Super!! Good Average

Students will have ____I understand _____I think I _____I need help
an understanding of what R.A.F.T understand what with understanding
the R.A.F.T. means. R.A.F.T. means. R.A.F.T.
concept
____I helped our ____I was ____I helped the
group sequence somewhat helpful group a little with
photos for the with the group for the photos and
photostory. sequencing photos sequencing for the
Reflective for the photostory. photostory.
Question:
What part of
R.A.F.T. do you
prefer? Tell me
why?

Lesson 7- ***Creating the Photostory***

Objectives- Students will synthesize information and create an original photostory in

their groups. Students will write, revise and edit their photostories.

Materials-laptop computer, Mrs. D.’s blog, digital photos, 2 parent volunteers, digistory
template, Photostory 3 software, Questions for groups, Peer Review, R.A.F.T powerpoint
and KWL chart.

Link-Yesterday we talked about the R.A.F.T format and creating our photostories.
Today we will actually be creating our photostories in class! We will take all our digital
photos from the garden and create our own unique story.

Engage and Educate- I will engage students in the digital photostory project about their
garden by having them watch my photostory that I created on my ED 554 blog at
http://dededolgoff.wordpress.com/. I will tell students they will create their own
photostory using the digital pictures of their garden from the beginning to the end (or
from the small plantings to the mature plant.) Each photo story will be 5-7 minutes in
length and will be shown at a garden party for their parents. The photostory from each
group will be presented and parents will be served the vegetables from the garden with a
homemade dip! Students will be able to retrieve photos from their garden- from a
computer folder created for each group.

In a whole group formation at the front of the classroom, show students the photostory
that I made to introduce myself to the class at the beginning of the year. Teach students
how to use photo story 3. Step by step, show them how to import their pictures to the
photostory. Model and teach student how to use the editing features, how to record their
voices, and how to use the music feature. Have at least 2 parent volunteers in the
classroom to assist the groups with this project. Tell students to begin by importing their
photo of the digital pictures they took from their garden and any pictures of hand
drawings they completed in class.

Active Learning

In their assigned groups, students will sequence their photos for their photo story on the
photostory 3 software. The group will divide the pictures fairly and create a script that
will be recorded on photo story 3. Pass out the digistory template for student to write
their story and sequence their pictures.

Each group member will work on their portion of the script using Microsoft word.
Students will write their script describing their photos and will edit for grammar,
punctuation and spelling. The draft script will be turned in as a group to the teacher. I
will individually edit the scripts for each group and offer comments for revision of
scripts. Parent volunteer will assist with the editing as well.

Additionally, I will assign 1-2 questions to each group to answer in their photostory from
below:

1. Use your five senses to describe the plant.

2. Talk about the parts of the flower on the plant.

3. Talk about the measurements of the plants, from your data collection, on
average, how much did your plants grow?

4. Why do you think the plants grew at this pace?

5. Make comments comparing the small planting with the mature plant.

6. What were the conditions of the garden over the last few weeks, were they
favorable for your plant, why or why not?

7. What did you like best about the garden project?

 8. Talk about the leaves on the mature plants, vein pattern, color, texture, shape and
leaf size.
(Hamner, p. 4, 2010)

I will walk around the various groups and offer positive constructive feedback and
answer any questions that groups may have.

After sequencing the photos, creating the script and deciding on the music for the digital
story, students will practice their story in their groups. Students will be given feedback
on their speaking by their peers. The group will note expression in voice and give
constructive and positive feedback to their group members. (See appendix A, for peer
review)

Review with the class the Garden Project R.A.F.T assignment on a Powerpoint
Presentation for the parent presentation and answer Any questions students may have:

Please note-The Garden Project R.A.F.T assignment will be presented on the last day
when students present their work to parents and serve vegetable grown in their garden.

Role- As a group, your role will be Photo Story Producers-Your role is to present the
Photostory to your audience (parents).

Audience- Your parents will be Photostory viewers and will give feedback on your
Production with a short survey. (see appendix, for audience feedback)

Format- Digital Photo Story Presentation from each group!

Topic- From Small Planting to Full Grown Plant-Ms. D.’s Gardening Project Based
Learning.

Adaptations:

Students that are working below grade level: These students will work with the
teacher in small groups for extra assistance. Tasks will be broken down into smaller
segments.

Students that are working above grade level: These students will be given
opportunities to answer more questions on the photostory and use transitioning and visual
effects on their photostory.

Reflect- As a class, go to each group and watch 3-5 minutes of their photostory. Students
will go to the classroom blog and make a positive comment about their classmates
photostory and one way they could improve it. The emphasis will be on making positive
and respectful constructive feedback to groups. As a whole class, I will ask students to
go knee to knee with their partner and talk about in 3 minutes everything they learned
today about digital photostory. Students will talk as fast as they can in their partner
groups. I will listen in on the partner conversations to evaluate learning of the students.

Now and then- I will ask the group to comment on what they learned about photo story
and how this project impacted them. I will ask the class, do you think this photo story
you are creating could impact the entire school? In what ways could your story affect
your entire school? What else could our class do with the vegetables from our garden?
Take out the KWL chart and finish recording what the students learned in this project.

Rubric:

Objectives: Super!! Good Average

Students will ____As a group ____As a group ____As a group
synthesize member, I helped member, I helped member, I helped
information and with the photostory. with the photostory with the photostory
create an original some of the time. a little.
photostory in their ____I helped choose
groups. the music. ____I helped choose ____I helped choose
some of the music. a little bit of the
Students will write, ____I helped choose ____I helped choose music.
revise and edit their the pictures for some of the pictures ____I helped choose
photostories photostory and for photostory and the pictures for
imported some of imported some of photostory and
them. them. imported a few of
them.

___I wrote part of ___I wrote a little

___I wrote a lot of the script. part of the script.
the script.

____I did a good ____I used capitols ____I did not use
job using capitols and periods some of capitols and periods.
and periods in my the time
sentences.

___I helped my
group members ___I helped my ___I helped my
whenever I could. group members group members a
sometimes. little bit.
Reflective
Question:
Was it easy or
challenging to use
photostory 3?
Explain why or why
not in one to two
sentences at the
bottom of this page.

Lesson 8 Editing and Previewing Photostory- (Inviting Parents and Harvesting

Veggies)

Objective-Students will edit and create their photostory.

Materials- laptop computer, photostory software,

Link- Tell students that the other day they worked on their photostories. Just like when
they write stories for Mrs. D. and they need editing, the photostory also needs some
work. Tell students today they will work on refining or improving their photostories and
present their best work!

Engage and Educate- Tell students how much you enjoyed watching their photostories
the other day. Brainstorm with students how they could improve their story.

Active Learning- Students will have the opportunity to edit and make corrections to their
photostories during this class. They may ask the teacher or other groups for additional
feedback. When they are finished with their editing, the group will preview their
photostory to make sure they are satisfied with the finished product.

As a class, I will gather the students to the front of the classroom and we will create an
invitation for parents to come and view our photostories and have a garden party! We
will send an e-mail invitation to parents as a class.

Adaptations:

Students working below grade level- These students will receive additional assistance on
editing in a small group with the teacher.

Students working above grade level- These students may add additional details to their
photostory, for example, transitioning and visual effects.
Reflect- In think-pair-share groups of two, students will talk about the improvements
they made to their photostory. How did these improvements make the story better? A
partner will share their partner’s thinking.

Now and Then- I will tell the students how documenting their story on the photostory is
important to everyone. Parent and school community members can view their story and
learn about their gardening! As a class, we will harvest some vegetables in baskets for the
garden party. Students will come back to class and wash the vegetables in small groups.

Rubric:

Objective: Super!! Good  Average

Students will edit
and create their ___I did a great job ___I helped some of ___I helped a little
photostory. improving my group the time improving with improving the
photostory! the photostory. photostory.

___I made great ____I made some ____I made a few

suggestions to the good suggestions to good suggestions to
group. the group. the group.

___I did a good job ___I tried to listen ___I had a hard time
listening to group some of the time to listening to group
members. group members. members.

Reflective
Question:
In your opinion,
what was the best
improvement to
your group
photostory. Why
did you think so?

Lesson 9 Garden Project Based Learning Photo Story R.A.F.T and Garden Party
with Parents!!

Objectives- Students will show a photostory to an audience of their garden plant.

Students will participate in a R.A.F.T. assignment.

Materials-Smartboard, photostories, paper plates, napkins, cups, long table, photo viewer
survey.
Link-You have worked hard on your Garden Research Project, now we will show your
parents all your hard work. Congratulations on a wonderful job!!! Give yourselves a
round of applause.

Engage and Educate-Before parents arrive, students will set up an outdoor table with
platters of vegetables and dips, lemonade, napkins and cups adjacent to the class garden.

Students will assist in setting up the classroom for parents to sit as Photo Story Viewers
and will place a survey on each seat.

In a whole group formation, I will review the R.A.F.T. assignment from Day 5

Role- As a group, your role will be Photo Story Producers-Your role is to present the
Photostory to your audience (parents).

Audience- Your parents will be Photostory viewers and will give feedback on your
Production with a short survey. (See Appendix B)

Format- Digital Photo Story Presentation from each group!

Topic- From Small Planting to Full Grown Plant-Ms. D.’s Gardening Project Based
Learning

I will praise and compliment students for their amazing work on this Garden Project!

Active Learning- Parents will arrive and take a seat for the Photo story Productions. I
will introduce the Photostory production to the parents and compliment the class on all
the hard work that went into the production and the garden project. I will also thank the
parent volunteers that participated in the Garden Project Based Learning. Each group
will stand at the front of the class and the reporter will explain what their production is
about. The parents will view all the Digital Photo Stories and offer positive feedback to
each group and complete the group survey.

Students will escort their parents out to the garden and enjoy the vegetables they have
grown over the last few months!

Reflect- As a whole group, students will comment what the highlights of the garden
project were for them. Parent are free to comment on the project as well.

Now and Then-For homework that evening, students will write on their blog what was
the most important thing that they learned in this project. Could this project help them in
real life? How?
Rubric:

Objectives: Super!! Good  Average

Students will ____I did a great ___I did a good job ____My voice could
produce a creative job with my voice, it with my voice some be louder.
photostory of their was loud and clear. of the time.
garden plant.
Students will ___I did a great job _____I helped my ____I could have
participate in a helping my group group with the helped my group
R.A.F.T. with the photostory photostory most of more with the
assignment. presentation. the time. photostory.

____I did a good ____I did an Ok job ____I need help

job with the with the R.A.F.T with the R.A.F.T
R.A.F.T assignment. assignment assignment
Final Reflective
Question:

What are you most

proud of in your
research project?
What could you
improve? Write 3-4
sentences.

Appendix A-From Lesson 7

Peer Review

1. I thought my group member did a _________job with their voice and

expression. (Remember a positive comment for your friend.)

2. My group member did a great job, but could improve___________.

Appendix B –From Lesson 9

Photostory Viewers Survey:

1. What did you like about the Photostory?

 2. What was the best part of the story for you?

3. Did you learn something new about a plant? If so, what did you learn?

Unit Evaluation Section

(Please note, rubrics are provided in the individual lesson plans along with formative and
summative evaluations in every lesson plan.) (Additionally, the reflect component of the
lesson plan offers an assessment for students as well.) Formative assessments are ongoing
throughout each lesson plan.

Pre and Post Unit Assessment: (note-Pre and Post Unit Assessment is the same test)

1. What is a computer blog? Write one to two sentences explaining what this
means.

2. Go to http://www.thirteen.org/edonline/nttidb/lessons/nh/plantnhwf1.gif

on your laptop, print out and label the parts of the flower.

Next five questions answer True or False:

3. Roots absorb sunlight for the plant.

4. Stems carry water and nutrients from the roots to the leaves.

5. A Maple leaf is a compound leaf

6. A fern leaf is a simple leaf.

7. Stems give support for the plant leaves to reach the sun.

8. Draw a rectangle.
 9. A Triangle has 4 sides, true or false?

10. Write down three things plants needs to grow.

____________ _____________ _____________

11. What are the four basic steps in a Photostory?

12. What does R.A.F.T stand for? What do you use it for?

Bibliography

Hamner, Devon. (2010) “How Does My Garden Grow? Writing in Science Field
Journals- ReadWriteThink, retrieved on June 21, 2010 at:
http://www.readwritethink.org/classroom-resources/lesson-plans/does-garden-grow-
writing-846.html