1. Topic-
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| How to effectively share ideas and collaborate with classmates via
mobile technology while examining a variety of local plants. |
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2. Content-
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Elementary Plant Biology:
Group assignment that will develop student collaboration, cooperation,
recognition of plant types, learn how mobile technology can help document
the day, |
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3. Goals: Aims/Outcomes-
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1.Help kids understand how they can use their smart phones to collaborate
with classmates about current issues with a live blog or text message
chain.
2.Help kids understand the importance of real time collaboration and
documentation.
3.To develop social, argumentative, and cooperative skills
4.Provide the students with a basic understanding of how environmental
problems are effecting everyday people. |
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4. Objectives-
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1.Complete tasks in a timely fashion to facilitate cooperation among
group members.
2.Complete a final presentation of findings with group members.
3.Proper identification of plants and their main components and accurate
use of vocabulary terms. |
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5. Materials and Aids-
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| Mobile phones, microscope, presentation materials, online blogs |
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6. Procedures/Methods-
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A. Introduction-
1.Via a technological presentation the day before the little field
trip, the teacher would try to motivate the students by showing them
intriguing pictures and videos of the types of plants they would be
seeing the next day.
2.For the field trip, the teacher would guide them to the correct
areas, then let them go out on their own. To maintain safety the teacher
would utilize a GPS application, so he/she knows where the students
are at all times.
3. |
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B. Development-
1.the teacher will provide each student with a written and electronic
explanation of the assignment.
2.the teacher will demonstrate what he/she wants the students to do
via an electronic video sent to each student the night before the
field trip.
3.Keep the students in small groups of two or three to make sure someone
can't hide.
4.Also, the teacher should try to encourage the students to ask question
and emphasize the importance of questioning to the learning process. |
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C. Practice-
1.Real time documentation through pictures, videos, and text
2.self evaluations forms
3.Parental involvement through preparation the night before the field
trip
4.Student presentations about what they have discovered |
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D. Independent Practice-
1.Have students write short papers that force them to recall upon
the information they discovered during the field trip
2.The short textual documentation taken during time out in the field
can be examined for depth and understanding of the material. If the
documentation can be added to a live blog during their time in the
field, the students can match themselves against other to compare
their progress.
3.After the students complete the assignment they will be asked to
fill out a questionnaire about the difficulty of the assignment, what
aspects did they find most engaging and what they didn't understand. |
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E. Accommodations (Differentiated Instruction)-
1.The hands-on component to field work
2.Implementation of applicable vocabulary to assignment and reflection
3.Use of visual, audio, kinesthetic and textual learning tools to
capture all learning styles
4.Portfolio assessments that will be the culmination of various smaller
assignments capturing each learning style |
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F. Checking for understanding-
1.Daily or bi-daily journal entries that reflect on the current
material.
2.Generate a concise rubric so that students know exactly what is
expected of them. This can be send via email so students can check
it on their mobile devices while they are in the field.
3.Short conferences with lab partners to assess understanding |
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G. Closure-
1.Going over the important vocabulary
2.Quick question and answer session at the end of class
3.Touch upon which skills the lesson is geared toward developing. |
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7. Evaluation-
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1.Project-based assessment that will incorporate the major aspects
of the lesson
2.Constant quizzes that have little value but can represent a student's
understanding.
3.End of the year portfolio |
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