Sei sulla pagina 1di 6

Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Name Hannah Rome

Position Education Technology Specialist

School/District Lake Windward Elementary School / Fulton County Schools / Kennesaw State University


Phone (404) 545-7855

Grade Level(s) Kindergarten

Content Area Science

Time line 2 days / 1 hour per lesson

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.

Life Science integrated with Literacy:

 Students will be able to obtain, evaluate, and communicate information to compare the
similarities and differences in groups of organisms. (SKL2. B.)
 They will construct an argument supported by evidence for how plants can be groups
according to their features. (SKL2. B.)
 Students will be able to confirm understanding of written texts read aloud or information
presented orally or through media by asking and answering questions about key details
Content Standards and requesting clarification if something is not understood. (ELAGSEKSL2)

Knowledge Constructor and Creative Communicator:

 Students curate information from digital resources using a variety of tools and methods
to create collections of artifacts that demonstrate meaningful connections or
conclusions. (3c)
 Students will be able to communicate complex ideas clearly and effectively by creating
NETS*S Standards: or using a variety of digital objects such as visualizations, models or simulations.(6c)

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

Page 1 of 6
On the first day, students will be guided along explorations of plants to describe their observable characteristics
and features. They will first discuss a natural phenomenon to answer the question, “Can plants think?” through
a ‘think, pair, share’ with a partner. Students will then explore visual media in an interactive Sway to make
connections to the phenomenon question. Next, partners will work together to listen to read alouds about types
of plants through the site, Unite for Literacy. To review their learning, partners will gather their ideas onto a
‘graffiti board’. In continuation of the lesson teacher will model synthesizing students learning into a word cloud
to notice commonalities amongst what students reviewed. On the following day, students will independently
work to create a Chatterpix image explaining what makes a flower, tree and plants we eat different.

Lesson Breakdown & Resources:

Explain phenomenon – Wonderopolis,
Connection to digital media – Sway
Carry out investigation – Unite for Literacy read alouds
Communicate information – Graffiti Board,
Creation – Chatterpix voice-over

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple “yes” or “no” and should have many acceptable answers.

Essential Questions:
 How can plants be grouped?
 Which characteristics make plants, flowers and trees different?
 Which characteristics make plants, flowers and trees similar?
Guiding Questions:
 Can plants think?
 Do all plants bloom?
 Can plants grow without soil?
 Do plants all have the same parts?
 What do plants need to grow?
Background Knowledge:
 Plants are living things.
 Plants need sun, air, soil, water and room to grow.
 Plants start as a seed then sprout and grown.
 Plant parts include roots, stem, leaves and a flower.
 plant, flower, tree, fruit, vegetable

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

Page 2 of 6
The formative assessment strategy that I will use includes collecting students’ ideas on graffiti boards. Their
responses will help me determine my level of support as students work independently the following day. From
my checklist of observations and informal notes on their participation, I will be able to see who needs more
direction in regards to their understanding of the standard. I will use the creation students produce in Chatterpix
as a summative assessment of students’ knowledge of similarities and differences in plant characteristics. A
rubric will be referenced to review students’ work, for each creation will be different based on students’ choice
in what information to include and how to explain their thinking. I will watch each Chatterpix voice-over to listen
for students’ understanding. Throughout each day’s lessons, I will be able to use observation to guide my just-
in-time direct instruction.

Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

Students have had prior experience using technology individually, with partners and as a whole group. They
frequently interact with content on their white board - as displayed by their teacher. The class has access to
laptops, desktop computers and iPads. For this lesson, I gathered the class together to observe visuals and
videos on a Sway presentation. Partners were then given a QR code connecting them to the Unite for Literacy
site from their iPads. From there, they found the category for ‘Plants and Food’ and picked which read alouds
to interact with regarding trees, flowers and plants we eat. Later students helped the teacher design a word
cloud using the site, Taxgedo, to review descriptions of the texts they examined. On their own, students
accessed the app Chatterpix from an iPad to give an illustrated plant design a voice. They drew an image of a
plant, recorded a verbal explanation and added digital stickers and backgrounds to edit their creation. Each
creation was then uploaded into the virtual student portfolio, Seesaw, for future review by students’ teacher and

Technology Resources:
Visual Learning Tools – Sway,
Media Literacy – Unite for Literacy read alouds,
Word Cloud with Styles Generator – Tagxedo,
Student Creation – Chatterpix,

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

During my planning process, I met with the classroom teacher to review the current content she was covering
with students. We decided on a subject area and standard to focus on. She also showed me a sample of work
students had previously participated in. I also reviewed with the teacher my intent to reserve some of the media
centers’ iPads for partners to share. Before beginning my instruction, I prompted students to ‘turn and talk’ with
their neighbor about their initial thoughts on how plants are the same and different. I listened into students’
conversations to determine the extent of their prior knowledge. During my initial planning, I anticipated that
students would have trouble with attention and usage of the iPads. Therefore, I planned for multiple
opportunities to get kids moving out of their spots as well as explicit instruction in how to navigate to various

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as

Page 3 of 6
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

As a coach in another teacher’s classroom, I choose to adopt some of the homeroom teacher’s forms of
management. For this situation, students have clips on a chart that they move up and down per their behavior.
The teacher also uses call and response to get students’ attention. As an added form of behavior management,
I began a game of ‘Teacher VS Student’ during my visit. Points are awarded to students as they are on-task
and focused. However, points are awarded to the teacher if students need redirection. The group with the most
points in the end is rewarded with an agreed upon prize.
Throughout the lesson students worked in a variety of groupings. They participated in whole group
presentations. They worked with one other students in partnerships. The also worked individually with support
from the teachers as needed.
Initially, the technology was prepared by checking out 8 iPads from the media center collection for the first day
of instruction and 4 for the second day. The iPads were examined and checked for updates as well as the
proper applications. I developed the Sway and downloaded the QR code prior to the lesson. I also previewed
Unite for Literacy to review their category of plant-themed texts.
The technology was initially managed by the instructor from the teacher computer, as the Sway was reviewed
whole group on the Epson projector. The site, Unite for Literacy, was displayed first on the projector to model
navigation. The instructional plan included QR codes as a way for students to access the site. Then the iPads
were introduced to students with a mini-lesson on how to use the QR reader application, i-nigma. Teachers
walked around the room to monitor students’ use of the QR codes. To help students remember which category
of books to review, screenshots of the book covers were included on the paper print out of the Unite for
Literacy QR code. A mini-lesson was also implemented to review how to create on Chatterpix. This application
is familiar to students, so they were the ones walking the teacher through a step-by-step review of how to take
a photo of a drawing, draw a line for the mouth, use the microphone to record, save the creation to the iPad
camera roll and upload it to Seesaw. To support students through this multi-step procedure, each teacher was
stationed at an iPad. The homeroom teacher, myself and paraprofessional reminded students of steps to take if
they needed assistance.

Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

I developed these lessons based on the gradual release model following structures that fit into the categories of
‘I Do’, ‘We Do’ and ‘You Do’. This fit the learning environment of a kindergarten classroom, as the lower
elementary students need lesson scaffolds to help them gain independence. I started the learning process with
an introduction to the content. I incorporated use of a probing phenomenon; this strategy for engagement is
implemented county-wide in the Fulton School District as introduction tool. Students examined digital media by
describing observations from images and video. Together, partners then investigated and researched
information found in texts. The online website, Unite for Literacy, supported this research in that it offered
students more information than their classroom and school library could give. They selected which types of
books would help them answer the guiding questions about plants. Students communicated their findings on 3
graffiti boards for ‘flowers’, ‘trees’ and ‘plants we eat’. As a class, we synthesized the information collected and
recorded descriptions of each plant type into a styled word cloud shaped as a flower, tree and an apple.
Students engaged in a creation project to conclude their investigations. The app, Chatterpix, helped students
express voice in showing how they learned about the similarities and differences in types of plants.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

Page 4 of 6
The process of researching on the site, Unite for Literacy, was differentiated by interest and ability level.
Students chose which books to explore based on what they wanted to learn about. They could also choose to
either to read the text or listen to the book read aloud to them.
The creation students worked on was differentiated by choice as well. Students determined which plant to
review. They planned what to say. They expressed their learning by telling what they remembered and
connected to.
To provide extension opportunities, students could create additional Chatterpix voice-overs describing multiple
types of plants instead of just one. To provide remediation, teachers helped students by offering sentence
prompts and support materials for references.
The assistive technologies that would support students’ learning included read aloud features from Unite for
Literacy. Students also had access to headphones for listening more closely to the text. As a class, we used a
timer to manage the amount of time students had for each part of the lesson. A graphic organizer was prepared
and available for students needing help formulating response to the guiding questions.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)

After each lesson on the first and second day, students were engaged in partner talk. They were asked to
review with their partner what went well and what they needed help with. After brainstorming with a partner, a
few student volunteers were asked to share out. Some comments that stood out were about how using QR
codes was easy and how uploading the Chatterpix to Seesaw took a lot of steps.
To determine the effectiveness of this project, I checked in with the classroom teacher after the lesson was
concluded. I asked for feedback on students’ learning and her opinion of the process. She enjoyed seeing
digital media modeled and has expressed interest in using the site, Unite for Literacy, again. In regards to
Chatterpix, she witnessed the independence shown by students and we discussed ways to use Chatterpix in
other content areas too.
Overall, I think students experienced a lot of learning through the utilization of multiple resources. They were
exposed to information in a variety of ways and reviewed that learning too. I was impressed to see how easily
students navigated to texts in Unite for Literacy. They didn’t need as much support as was anticipated. They
seamlessly scanned the QR codes, chose stories to listen to, went back to the plant category, and chose
additional stories to review. Chatterpix was also a success. Students were skilled at making a creation, for they
have engaged in this learning practice previously and were familiar with the process and intent.
I noticed that my first lesson was too long. Students became antsy and lost focus in the end. They were more
talkative and did not engage in the class discussion as appropriately. Despite the frequent changing of lesson
format and location, students still needed redirection.
To teach this lesson differently. I would have expanded my plan across three days instead of two days. I would
have structured the tasks differently to allow more time for synthesizing students learning from their research. I
could have either given students a chance to build the world clouds on their own or I could have spilt students
in three groups to work with each teacher (coach, classroom teacher and paraprofessional) on creating a word
cloud for the three types of plants we explored.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.

Page 5 of 6
It was a challenge to implement this lesson, as I am not a classroom teacher. I had to take time from the
homeroom teacher’s previously planned lessons to teach my planned activity. While the experience was
successful, I would advise other teachers to be sure their younger elementary students have an understanding
with using iPad creation apps. If this will be students’ first experience with using iPads, then they will have a
harder time accessing the QR codes and using the app, Chatterpix. In addition, I would suggest that teachers
invest in a behavior management plan for using devices. Students need to have explicit directions in how to
hold the iPad, which buttons to press and how to troubleshoot if problems occur. Task cards and visuals would
be beneficial in helping students keep track of what to do and how to do it. It would also be helpful for students
to work in partnerships. When students are grouped together they can rely on each other for a reminder of the
directions and further engage in the learning process.

Page 6 of 6