Technology Integrated Unit Plan
Link to Prezi Graphic Organizer of the Unit: http://prezi.com/jq3hgn8d-wvm/?utm_campaign=share&utm_medium=copy
Unit Topic: Plant Structures, Processes, and Relationships in the School Garden
Overview of the Unit: This unit plan is designed to be used in conjunction with a school garden. Students will be exploring plant structures and life processes including photosynthesis and pollination. The unit culminates with an exploration of the inter-connectivity of living organisms and students will use the knowledge gained from their study of plant anatomy, photosynthesis, and pollination to identify plant and animal relationships within the school garden ecosystem. By recognizing the interdependence of organisms, students will gain a greater understanding of the important role each plant and animal plays, no matter how seemingly insignificant.
Throughout the unit, a variety of instructional activities are included. In many lessons, students are provided options and are able to choose the means through which they will demonstrate their knowledge. This aligns with Universal Design for Learning's principles of providing multiple means of representation, multiple means of activity and expression, and multiple means of engagement. I also incorporate a variety of grouping methods to provide opportunities for students to work individually, in pairs, in small groups, and as a whole class. Peer collaboration takes place both in-person and digitally to provide students with a variety of ways of interacting with information and each other.
Description of the Intended Learner: This unit is designed for fourth grade students (ages 9-10 years). The classroom includes a diverse student population and accommodations for different learning needs will be included within the lesson plans.
Standards addressed in the unit:
a) the structures of typical plants and the function of each structure;
b) processes and structures involved with plant reproduction;
b) organization of populations, communities, and ecosystems and how they interrelate;
c) flow of energy through food webs
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
d. Contribute to project teams to produce original works or solve problems
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. Process data and report results
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
a. Understand and use technology systems
b. Select and use applications effectively and productively
1. Identify each main part of a plant when looking at different specimens or photographs.
2. Describe the functions of each main plant part.
3. Classify structures as different parts of plants.
1. Define: stamen, pistil, sepal, anther, stigma, style, ovary
2. Identify the structures of a plant that are essential for reproduction.
3. Describe the role each structure plays in the process of plant reproduction.
1. Define: pollination, pollinator, nectar, pollen.
2. Identify the motivations and incentives that attract different organisms to participate in pollination.
3. Describe the mutual relationship between plants and pollinators.
1. Define: photosynthesis, chlorophyll, glucose
2. Explain the process of photosynthesis to include the use of sunlight and carbon dioxide to produce oxygen and sugar.
3. Design and execute an experiment to analyze how different factors influence plants’ abilities to undergo photosynthesis.
1. Define: food chain, producer, consumer, decomposer
2. Examine organisms in the garden and identify their roles within a food chain.
3. Hypothesize the effects of removing an organism from the school garden ecosystem.
Student Technology Samples: Please see technology samples listed under each lesson's page. I created many of the samples but I also included some student-created samples found online. Links are provided for all found samples.
Overview of Lessons
Lesson Topic: Plant Structures & their Functions
Learning Target: I can identify each main plant structure and describe its function.
Essential Question: What are the main parts of a plant and what do these parts do?
Lesson Topic: Flower Parts & Plant Reproduction
Learning Target: I can identify each main structure within a flower and describe its role in plant reproduction.
Essential Question: How do flowering plants reproduce?
Lesson Topic: Pollinators
Learning Target: I can describe the role different types of pollinators play in helping plants reproduce.
Essential Question: How do plants attract pollinators and how do pollinators help plants reproduce?
Lesson Topic: Photosynthesis
Learning Target: I can explain how plants produce their own food through the process of photosynthesis.
Essential Question: How do plants have their life needs met through photosynthesis?
Lesson Topic: Flow of Energy through Food Chains
Learning Target: I can describe how energy from the sun moves through producers, consumers, and decomposers in the food chain.
Essential Question: How does energy flow through food chains?
Here's my graphical representation of my unit plan outline -- in the form of a Prezi: