Project Report Template - Alacia Herring...Electronic ...



Project Report TemplateProduct URL: being introduced to plant growth, gardens and field journals by reading picture books, visiting websites and performing hand-on activities with soil and seeds, students will begin to observe and explore their environment. Students will work together to plant a garden and study its growth using the inquiry process of questioning and exploring. As they research and study plant growth in the garden, students will record their observations in a field journal, and create a newsletter to be shared with classmates, parents, and farmers.Students will:1. Collect, examine, and analyze data on different plants and determine what kind of plants to plant during the given time. 2. Estimate how many plants will fit in the garden.3. Plan the layout of the garden.4. Describe major stages of plant growth through the media of their choice: journals (on-line, paper), oral storytelling, or pictures.5. Make drawings and measurements of growing plants.6. Collect, analyze and examine data through the observing the garden growth and write about their observations in a science field journal (paper or electronic)7. Record and share information learned with classmates, parents, and farmers.Learner AnalysisThis lesson will be taught to kindergartners in a classroom learning environment as well as outside in the garden. This learning experience will be taught in a variety of settings to include: whole group, small-group, and individually. The classroom has access to a Smart Board as well as 5 student computers, so all of the above settings for learning can be accommodated.This will likely be their first experience with project based learning. Because of this and since students will be coming in with very little experience on the computer and just beginning to read (or not reading at all), they will be supported by a teacher or support teacher when working individually as well as in small groups. (PSC 2.5, 2.6) Context AnalysisKindergarten classes consist of 20 to 25 students with their classroom teacher teaching all content areas. Even though we have a schedule in kindergarten, it is flexible enough to allow for this project to be implemented within the given time frame. (PSC2.5) This lesson will not be taught in an inclusion room, so no special accommodations are necessary; however, avatars are placed throughout the WebQuest so students can listen to the directions instead of reading them since most are either not reading at all or just beginning to read. My schedule also allows for whole group, small-group, or individual time based on student needs.(PSC 2.5) (PSC 3.4)Any teacher implementing this project in the classroom will need to be proficient at using computers and the Smart Board.Standards:SKCS3?a. Use ordinary hand tools and instruments to construct, measure (for example:? weather data, nonstandard units for length/height), and look at objects (for? example: magnifiers to look at soils).?????????SKCS5????a.?Describe and compare things in terms of number, shape, texture, size, weight,? color, and motion.?b. Begin? to draw pictures that portray features of the thing being described.?????????SKCS6?a. In? doing science, it is often helpful to work with a team and to share findings? with others.?b. Tools? such as rulers, magnifiers, and measuring cups often give more information? about things than can be obtained by just observing things without help.??????????MCCK.MD.3????Classify? objects into given categories; count the numbers of objects in each category? and sort the categories by count.??SKL2????b. Explain? the similarities and differences in plants. (color, size, appearance, etc.)?????????SKE1????c.? Recognize that the Sun supplies heat and light to Earth.???????SKE2????b. Use senses to observe soils by? physical attributes such as smell, texture, color,? particle/grain size.?c. Recognize earth materials— soil, rocks,? water, air, etc.???ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature.The student produces informational writing that:a. Involves one topic.b. Uses drawings, letters, and phonetically spelled words to share information.c ?Begins to use organizational structures (steps).d. May include describing words.e. May include a sense of closure.f. Includes oral or written pre-writing to generate ideas (graphic organizers and pictures).g. May include a draft developed from pre-writing.h. May publish a final S-S2-aInteract, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media2-bCommunicate information and ideas effectively to multiple audiences using a variety of media and formats2-cDevelop cultural understanding and global awareness by engaging with learners of other cultures4-aIdentify and define authentic problems and significant questions for investigation.4-bPlan and manage activities to develop a solution or complete a project.4-cCollect and analyze data to identify solutions and/or make informed S-T2-aDesign or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.2-bDevelop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, Task AnalysisStudents will:1. Collect, examine, and analyze data on different plants and determine what kind of plants to plant during the given time. 2. Estimate how many plants will fit in the garden.3. Plan the layout of the garden.4. Describe major stages of plant growth through the media of their choice: journals (on-line, paper), oral storytelling, or pictures.5. Make drawings and measurements of growing plants.6. Collect, analyze and examine data through the observing the garden growth and write about their observations in a science field journal (paper or electronic)7. Record and share information learned with classmates, parents, and farmers by creating a garden newsletter in groups of 3-4Essential Questions:What do plants need to grow?How can I work with peers and use my writing to share what I know with others?(PSC 2.1)DesignOverviewStoryline: Your?principal, Mrs. Jeanna, needs?help!! She wants you to?teach her how to grow a garden. She tried, but her plants are not doing very well. She is challenging our class to grow a?Kinder"garden". Listen to her request below and see if you want to accept her challenge, to plant a?garden on the playground.??? Task:1. Describe the major stages of plant growth through the media of your choice: journals (on-line or paper), oral storytelling, or pictures.2. Collect, examine, and analyze data on different plants and determine what kind of plants to plant during the given time of year.?????????3. Estimate how many plants will fit in the garden.?4. Plan the layout of the garden.???5. Make drawings and measurements of growing plants.????6. Collect, analyze and examine data through the observing the garden growth and write about?your observations in a science field journal (paper or electronic)7. Record and share information learned with classmates, parents, farmers, and?Mrs. Jeanna.Process:Watch the life-cycle of a seed on video.Grow a bean plant.Listen to stories and videos.Play a game.ResearchPlan the layout of the gardenPlant the garden.The online resources and instructional activities are authentic and provide engaged learning activities that are meaningful to the students, with a high use of appropriate technology for the content and student technology standards. (PSC 2.1, 2.3, 2.6) The tone, vocabulary, and style of the project is appropriate for the age and grade level of student. (PSC 2.6) Resources were selected and evaluated for accuracy, suitability, and compatibility with the school technology infrastructure. (PSC 3.6) Resources: [PSC 4.2]Avatar: : : Windows Live Movie MakerPrinting Press: Lapse Video: Tube Videos:? Plant Growing: First Garden: 's Gardening: Gardening: School Yard: differentiated content by providing multiple ways of learning material. I provided text as well as audio directions on the WebQuest. Based on upon an analysis of learner characteristics, content, process, product, and the learning environment can be adjusted. (PSC 2.5) One of my UD strategies is audio and text directions in the WebQuest. Another is the flexibility to offer learning in whole group, small group, or even individually. (PSC 2.6) I used research-based best practices in my instructional design, with multiple opportunities for student to learn in a variety of ways: auditory, kinesthetically, and visually. Students are provided with authentic, meaningful tasks that are challenging, multi-disciplinary, culturally responsive, and standards-based. Students are encouraged to explore and collaborate with others during the learning process with the teacher to guide and facilitate the learning.(PSC 2.6) Ipads are available for use as an assistive technology tool to allow adaptive access and touch screen interaction for those with physical disabilities. Sound is included throughout the WebQuest for those with visual disabilities. Text and video are available for those with auditory disabilities. (PSC 3.4) DevelopmentThis WebQuest development was time intensive and rigorous. I started thinking about the first day of class. The actual implementation time without the thought process included took 3 weeks. I used Weebly, YouTube, Audacity, AudioBoo, Jing, Voki, HTML, Blogs, and Windows Live Movie Maker to create this WebQuest. Out of these programs, I had to learn to use everything except YouTube, although I should say I had to learn that too, because I had never created and published a video on it before this project. (PSC 3.3, 6.1) During the development process, I made sure all of my resource and links were working correctly and fixed some broken links. I also checked video and audio to make sure it was embedded correctly. (PSC 3.5)ImplementationWhen I implement this project in the classroom, I will need to make sure all student computers are working, and if not seek technical support. I will also need to make sure the Smart Board is working. I will need to make sure we have a spot available for planting the garden. (PSC 3.1, 3.2, 3.5) My classroom management is based on “positive reinforcement.” Students earn star bucks in my classroom that they can cash in later for rewards: extra center time, skip morning work, etc. Students will also have a teacher or support teacher monitoring them in whole-group, small-group, and individually. While working on the Smart Board and computers, students will again be with a teacher. (PSC 3.2) Students will work on this WebQuest during science time each day and during small group rotations. Students will not work on this WebQuest at home, we have a no home work policy at our school and I’m sure not all of my parents have access to a computer. Printed versions of the student newsletter created will be sent home for parents to read in case they do not have access to a computer. To ensure equitable access to the internet for all students, they will not be required to complete any of the projects at home. I have 5 computers in my room that students can use to work on their project and every student will be able to access the computers at least 1 day a week. This will be one of their rotations they work on during center time. If a child is unable to work on a computer because of a disability, I have access to an Ipad to offer touch screen capabilities. (PSC 4.1) There are two other kindergarten teachers on my hallway and we have the same planning time every day. We will collaborate on this lesson together and probably teach it at the same time so students can share their work with each other. (PSC 3.7) If so, what will be their roles? We collaborate together to ensure we are covering all of the standards that need to be taught each nine weeks and to share teaching ideas and resource, this will be their role in the implementation of this WebQuest.On my teacher pages, I have included differentiation strategies and opportunities for extended learning. (PSC 2.5)EvaluationStudent Learning –Students will produce a garden newsletter that will be published on the school website. They will share their newsletter with classmates, parents, teachers, and the local community. They will also keep journals (electronic or paper) to document their work. Student will be shown the Rubric used for assessment prior to the activities so they will know what is expected. I will also check their journals periodically to make sure they are following the learning process. Students will do some self-assessment and peer assessment by sharing their journals with fellow students and their teachers. I will also send the journals home so parents can review them with their child. I will be taking pictures and notes throughout the project to place in their portfolio we keep all year long that documents their learning of the standards. (PSC 2.7)Product Design –I will know if the product is well designed by taking notes as students use it, and getting feedback from other teachers in my system that have their students complete the WebQuest. (PSC 2.6) At the end of the WEbQuest, and after our garden is mature, I will give the students a chance to write/dictate and share about the experience, telling if they liked it or did not like the project. The multimedia elements enhance the WebQuest by engaging students and allowing them take new and unexpected paths in their learning. I chose a rising 1st grader, a 3rd grader, and a 5th grader to evaluate my WebQuest. I was a little worried the upcoming 1st grader may think it was to hard, but she liked it and said it was easy to understand. Her favorite part was the “Frog and Toad” video. Gavin’s favorite part was the game and Bryce and Brooklyn’s favorite part was the “Curious George” video.ReflectionProject Development – WOW!! I learned SO much from developing this project. I was introduced to all sorts of new technology and I am excited about using it in my classroom as well as at home. I have always used PhotoStory to create slide shows, but I like Windows Movie Maker a lot better. I like all of my ideas and activities, especially the game; I know they will love growing a plant on the computer. I am a little worried it may be too difficult for kindergartners, especially without a teacher or parent sitting right with them and helping them through the Quest. With my age group, this is probably an issue for all WebQuests though. I think I might have made this Quest a little to challenging for kindergartners, and the next time I make one, it probably won’t have so many steps.Instructional Design – I think the instructional design of the WebQuest is pretty easy to follow. I will probably let some of the activities, such as YouTube videos, be shown whole group, and then give the students 1 or 2 activities to complete in small group at our center time. I like the multimedia element included in the WebQuest and would not change them, except for my reading of a story. I will probably just do that activity whole group as well, where the students can actually see the book and watch me read. I tried to choose multimedia that was authentic (Frog and Toad is a series we read all year long from our Language Arts units). I also chose multimedia that I thought would be engaging (songs and games); so I am happy with this element of the WEbQuest.Personal Growth – I learned so much, I could write an entire book! Before this project, I thought I was pretty good on computers, but now I know my skills were limited. My frustration level was pretty high at times simply because I was learning SO many new things at one time. Learning how to use Weebly itself was frustrating, plus all of the new multimedia (Audacity, AudioBoo, Jing, Voki, HTML, Blogs, and Windows Live Movie Maker) that I was not familiar with. After the competition of this project though, I do feel much more capable of becoming a good technology coach to others. Even across grade levels, I feel I am acquiring the knowledge to assist other educators in utilizing technology to improve teaching, learning, and assessment [NETS-C 2.a].For Others – For others, especially those not familiar with very many multimedia tools, I would suggest preparing an outline of what they wanted to accomplish in the WebQuest and then analyzing their multimedia choices to see if they needed training on these first. This WEbQuest would have been a lot easier to create if I had known how to use all of the needed technology before creating the WEbQuest. I would also suggest, if available, involving other teachers and a technology coach (at least the first go around) so all of the creating does not fall to one person. They could each develop a Quest or multi-media project to share, in order to create more resources. I have been teaching for 15 years, so I know how precious “teacher time” is for everyone. ................
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