4th+Grade+Science+Unit

MEDI 521 Annabel Lee Professor Michele Knobel June 7, 2012

**Fourth Grade Science Project: Bush Beans and Schoolyard Local Plants **


 * Standards: **

ISTE NETS for Students 1,2,3,4

 IRA/NCTE Standards 1,3,4,5,6,7,8,11,12

 Language arts skills

 From Common core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

 L.3.1f. Ensure subject—verb and pronoun—antecedent agreement.

 L.3.3a. Choose words and phrases for effect.

 L.4.1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

 L.4.3b. Choose words and phrases to convey ideas precisely.

 L.4.3b. Choose punctuation for effect.

 2009 NJ Core Curriculum Content Standards – Science

 5.1.4.A.1 Fundamental scientific concepts and principles and the links between them are more useful than discrete facts. CPI: Demonstrate understanding of the interrelationships among fundamental concepts in the physical, life, and Earth systems sciences.

 5.1.4.B.2 Tools and technology are used to gather, analyze, and communicate results. CPI: Measure, gather, evaluate, and share evidence using tools and technologies.

<span style="font-family: 'Palatino Linotype',serif;"> 5.1.4.B.4 Reasoning is used to support scientific conclusions. CPI: Communicate and justify explanations with reasonable and logical arguments.

<span style="font-family: 'Palatino Linotype',serif;"> 5.3.4.A.2 Essential functions required for the well-being of an organism are carried out by specialized structures in plants and animals. CPI: Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances.


 * <span style="font-family: 'Palatino Linotype',serif;">Key Words: **

<span style="font-family: 'Palatino Linotype',serif;">Beans, wild plants, blogging, drawings using Glogster, dance, project-based science, time-lapse photography, observation journal, reflection journal, plant life stages, agricultural folk tales


 * <span style="font-family: 'Palatino Linotype',serif;">Objectives: **

<span style="font-family: 'Palatino Linotype',serif;">Students will:


 * <span style="font-family: 'Palatino Linotype',serif;">Use technology to identify plants, record plant growth, research plants, depict and chart plant growth stages, create a field guide
 * <span style="font-family: 'Palatino Linotype',serif;">Work in groups to do research, discuss, and create science projects
 * <span style="font-family: 'Palatino Linotype',serif;">Write independent observations, reflections, and imaginative stories about plants


 * <span style="font-family: 'Palatino Linotype',serif;">Unit description: **

<span style="font-family: 'Palatino Linotype',serif;">During this science project students will explore the following essential questions:

<span style="font-family: 'Palatino Linotype',serif;">What are the stages of plant life?

<span style="font-family: 'Palatino Linotype',serif;"> How can we use scientific knowledge to create imaginative fiction writing?

<span style="font-family: 'Palatino Linotype',serif;"> How do we identify local wild plants – what do we look for?

<span style="font-family: 'Palatino Linotype',serif;"> Can we write about local plants and cultivated bush beans?

<span style="font-family: 'Palatino Linotype',serif;"> What can we share about our culture of agriculture through our stories?

<span style="font-family: 'Palatino Linotype',serif;"> How do we take care of plants while they are growing? <span style="font-family: 'Palatino Linotype',serif;">What can we learn about the beans we grow?

<span style="font-family: 'Palatino Linotype',serif;">During this six-week unit students will <span style="font-family: 'Palatino Linotype',serif;"> To supplement these activities there will be books read and discussed, a dance created that represents growth of the beans, blogging daily, Glogster posters produced, group discussions and research, and.
 * <span style="font-family: 'Palatino Linotype',serif;">grow bean plants,
 * <span style="font-family: 'Palatino Linotype',serif;">observe their growth and record observations in writing and chart form,
 * <span style="font-family: 'Palatino Linotype',serif;">use time-lapse photography to record plant growth
 * <span style="font-family: 'Palatino Linotype',serif;">observe plants in the schoolyard,
 * <span style="font-family: 'Palatino Linotype',serif;">research and write about these plants,
 * <span style="font-family: 'Palatino Linotype',serif;">create an online field guide for the outdoor plants,
 * <span style="font-family: 'Palatino Linotype',serif;">listen to and consider folk tales about agricultural subjects from the Native American and British traditions,
 * <span style="font-family: 'Palatino Linotype',serif;">and write imaginative stories about plants using folk tales as models.

<span style="font-family: 'Palatino Linotype',serif;">One of the key components in the unit concerns bush beans. Students will take dried beans, soak them, then plant bush beans in clear bags or cups. This indoor lab activity will include setting up the plants in the window of the room. The teacher will also set up some plants in other parts of the room for comparison. Students will be exploring how much water is beneficial, how much light is optimal, and other questions concerning the survival of plants. Plant height will be charted daily. Predictions about the growth of their plants will be made in online journal. There will detailed observations written in each student’s online blog observation journal: five written notes for each observation will be explicitly suggested, by the teacher. A daily time will be set aside for students to record these observations. A dedicated camera will be set up to record time-lapse photography of plant growth on the window. Groups will research and gather information about caring for plants. They will look up facts about soil, nutrients, temperature, light, and water. Student observations will take into account conditions of the classroom, how much they vary and how closely they match the best conditions recommended in facts they find. Whole class discussions about these subjects will be expanded on in turn-and-talk sessions between students.

<span style="font-family: 'Palatino Linotype',serif;">Another key component in the unit concerns the wild plants that are growing in their natural habitat in the schoolyard. Students will observe and take digital photos of outdoor plants in the schoolyard and vicinity. These plants would be common plants such as clover, dandelions, chicory, and Queen Anne’s lace. They will compare these plants to the bush beans. Students will write detailed observations of outdoor plants, estimate where in growing cycle the plant is (young, mature, dying), describe circumstances where plant is growing (how much sun?, among other plants?), and other observations in online blog observation journal. They will use digital cameras and shoot photos of outdoor plants in nature and post on blog one day of each of weeks three, four, and five. Students will create a field guide for the plants in the schoolyard and include this field guide in the class’s online blog.

<span style="font-family: 'Palatino Linotype',serif;">The plant components of the unit plan will be enhanced with videos and Glogster projects, as well as being expanded upon with online research and observation and reflection journal writing.

<span style="font-family: 'Palatino Linotype',serif;">Another key component in the unit is the readings that the class will engage in. Eric Carle’s book //Tiny Seed// will be read aloud the first week and then a video for the book shown later in the unit. //Jack and the Beanstalk// and Native American stories about plants will be read aloud and explicitly discussed as models for the creative writing students will be expected to do. Length of that fiction project is not consequential, it is the nature of the story that matters (see rubric).

<span style="font-family: 'Palatino Linotype',serif;">Special attention will be paid to telling the Native American legends with accuracy and respect.

<span style="font-family: 'Palatino Linotype',serif;">Another component in the unit will be a group dance activity. This is an ungraded part of the unit. Having observed their bush bean plants growing, and having observed video footage of bean plants, they have become familiar with the types of movements the beans made, starting from the sprouting stage and ending up (as the six weeks are concluding) with fully formed leaves and flowers. Guided by the teacher, students will develop some of those movements, teach movements to each other, then each group will develop its own plant dance to enact plant growth in imaginative ways.

<span style="font-family: 'Palatino Linotype',serif;">By using technology to create a blog, posters, the field guide, and other elements of the class online, parents will be able to enjoy the work done by the students.


 * <span style="font-family: 'Palatino Linotype',serif;">Technology **

<span style="font-family: 'Palatino Linotype',serif;">Digital cameras (four or five for the students to use and share, one to be stationary, engaged in the time-lapse photography)

<span style="font-family: 'Palatino Linotype',serif;">Laptops or iPads for every student

<span style="font-family: 'Palatino Linotype',serif;">SmartBoard

<span style="font-family: 'Palatino Linotype',serif;">Software:

<span style="font-family: 'Palatino Linotype',serif;">Glogster <span style="font-family: 'Palatino Linotype',serif;">Google Blogger <span style="font-family: 'Palatino Linotype',serif;">iMovie


 * <span style="font-family: 'Palatino Linotype',serif;">Resources **

<span style="font-family: 'Palatino Linotype',serif;">Carle, E. (1991). //The Tiny Seed.// New York: Simon & Schuster.

<span style="font-family: 'Palatino Linotype',serif;">Steel, F.A. (1918). “Jack and the Beanstalk,” pp. 136-153 in //English Fairy Tales.// New York: The Macmillan Company. Accessed at http://books.google.com/books?id=eHwSAAAAYAAJ&printsec=titlepage#PPA136,M1

<span style="font-family: 'Palatino Linotype',serif;">Video of //The Tiny Seed// accessed at []

<span style="font-family: 'Palatino Linotype',serif;">Green bean germination video from YouTube 1:08 minute: []

Glogster tutorial: @http://screencast.com/t/5RXMUV5Jy

<span style="font-family: 'Palatino Linotype',serif;"> Time lapse footage of bush beans growing from seed from YouTube 30 seconds:

<span style="color: black; font-family: 'Palatino Linotype',serif;"> []

<span style="font-family: 'Palatino Linotype',serif;">Interactive resource from Teachers Domain: From Seed to Plant: <span style="font-family: 'Palatino Linotype',serif;">[]

<span style="font-family: 'Palatino Linotype',serif;">Interactive resource from Teachers Domain: How Plants Respond to Environmental Cues: <span style="font-family: 'Palatino Linotype',serif;">[]

<span style="font-family: 'Palatino Linotype',serif;">Resource from Teachers Domain: Germinating Seeds: <span style="font-family: 'Palatino Linotype',serif;">[]

<span style="font-family: 'Palatino Linotype',serif;">Image of parts of a seed from Teachers Domain: <span style="font-family: 'Palatino Linotype',serif;">[]

<span style="font-family: 'Palatino Linotype',serif;"> <span style="font-family: 'Palatino Linotype',serif;"> photo courtesy window gardening from growinggreenies.blogspot.com


 * <span style="font-family: 'Palatino Linotype',serif;">Supplementary resources for educators **

<span style="font-family: 'Palatino Linotype',serif;">Broda, H. W. (2011). //Moving the classroom outdoors: Schoolyard-enhanced learning in action//. Portland, Maine: Stenhouse Publishers.

<span style="font-family: 'Palatino Linotype',serif;">Bruchac, J., & Caduto, M. (1989) //Teachers’ guide: Keepers of the earth.// Golden, Colorado: Fulcrum Publishing.

<span style="font-family: 'Palatino Linotype',serif;">National Science Digital Library accessed at [].

<span style="font-family: 'Palatino Linotype',serif;">Young, J., Haas, E., & McGown, E. (2010). //Coyote’s Guide to Connecting with Nature.// Shelton, Washington: OWLink Media.


 * <span style="font-family: 'Palatino Linotype',serif;">Other materials: **


 * <span style="font-family: 'Palatino Linotype',serif;">One small paper plate per student for seed starting
 * <span style="font-family: 'Palatino Linotype',serif;">One piece of paper towel per student for seed starting
 * <span style="font-family: 'Palatino Linotype',serif;">One transparent bag per student for planting germinated seed (or transparent cup) with student’s name on it
 * <span style="font-family: 'Palatino Linotype',serif;">Two beans per student (start as a few beans for sprouting then select two sprouted beans – the teacher will take some of the rejected beans to plant in bags or cups and place out of the way of sunlight and to use as experiments about watering)
 * <span style="font-family: 'Palatino Linotype',serif;">Water spray bottle
 * <span style="font-family: 'Palatino Linotype',serif;">Watering can


 * <span style="font-family: 'Palatino Linotype',serif;">Activities: **

<span style="font-family: 'Palatino Linotype',serif;">(Note: these activities are not repeated in each week’s plan below)
 * <span style="font-family: 'Palatino Linotype',serif;">Summary of daily activities during the unit/ Core Routines: **
 * <span style="font-family: 'Palatino Linotype',serif;">During sprouting phase spray beans with water a couple of times a day
 * <span style="font-family: 'Palatino Linotype',serif;">During growing phase water plants and spray with water
 * <span style="font-family: 'Palatino Linotype',serif;">Write observations in online blog
 * <span style="font-family: 'Palatino Linotype',serif;">During growing phase chart plant growth on blog
 * <span style="font-family: 'Palatino Linotype',serif;">Teacher will offer feedback on observation journals on a regular basis: online and verbally
 * <span style="font-family: 'Palatino Linotype',serif;">Students shot photographs of their bean plant (day one they shoot a portrait photo for the class photo library named by student, then each following day shoot a photo with their name and day number – 30 days in unit so on day 15, for example, a student named Cecelia would have Cecelia 15)


 * <span style="font-family: 'Palatino Linotype',serif;">WEEK ONE: **

<span style="font-family: 'Palatino Linotype',serif;">Whole class read-aloud: “Tiny Seed” by Eric Carle to introduce lesson.

<span style="font-family: 'Palatino Linotype',serif;">Use resource from Teacher’s Domain “Germinating Seeds”

<span style="font-family: 'Palatino Linotype',serif;">Online component: <span style="font-family: 'Palatino Linotype',serif;">Set up online blog <span style="font-family: 'Palatino Linotype',serif;"> Each student has a page <span style="font-family: 'Palatino Linotype',serif;"> One common page for class <span style="font-family: 'Palatino Linotype',serif;"> Teacher page where lessons are explicitly defined for benefit of students and parents <span style="font-family: 'Palatino Linotype',serif;"> Parents have access to this blog

<span style="font-family: 'Palatino Linotype',serif;">Begin sprouting of bush beans: <span style="font-family: 'Palatino Linotype',serif;"> Each student has several bush beans <span style="font-family: 'Palatino Linotype',serif;"> Each student puts beans between folded paper towel on paper plate and sprays with water spray bottle until sufficiently damp

<span style="font-family: 'Palatino Linotype',serif;">Use image of parts of a plant from Teacher’s Domain (in resources)

<span style="font-family: 'Palatino Linotype',serif;">No outdoor component week one

<span style="font-family: 'Palatino Linotype',serif;">Groups are defined and teacher discusses the nature of collaboration: productive conversations, asking open-ended questions, exploring resources together, sharing a joint database (such as photo database)

<span style="font-family: 'Palatino Linotype',serif;">When beans are sprouted, each student plants 2 seeds in bags and puts the bags in the window

<span style="font-family: 'Palatino Linotype',serif;">Teacher uses some of the leftover sprouted beans and puts these in bags in soil and puts in dark places around the room

<span style="font-family: 'Palatino Linotype',serif;">Video component: <span style="font-family: 'Palatino Linotype',serif;">Set up time lapse video for seeds <span style="font-family: 'Palatino Linotype',serif;">Then when planted in bags set up time lapse video for plants

<span style="font-family: 'Palatino Linotype',serif;">Teacher is explicit about instructions for observations: <span style="font-family: 'Palatino Linotype',serif;">5 observations each day including for example weather that day, colors of plant and parts of plant, name parts of plant, color, light, shape of plant


 * <span style="font-family: 'Palatino Linotype',serif;">WEEK TWO **

<span style="font-family: 'Palatino Linotype',serif;">Outdoor component: <span style="font-family: 'Palatino Linotype',serif;">Entire class goes out into schoolyard to look at plants that are growing <span style="font-family: 'Palatino Linotype',serif;">When class comes inside class writes individual observations in observations journal. <span style="font-family: 'Palatino Linotype',serif;">Groups look up words for descriptions of plants. <span style="font-family: 'Palatino Linotype',serif;">Class as groups (4 or 6 students per group) looks up plants they saw outside the class; discussion of what plants they might be

<span style="font-family: 'Palatino Linotype',serif;">Indoor component: <span style="font-family: 'Palatino Linotype',serif;">Continue to water and spray bean plants <span style="font-family: 'Palatino Linotype',serif;">Talk about needs of plants: light, should they be turned so leaves face light or face away from light? Water: too much or too little water? Sun: how are plants in the dark doing?

<span style="font-family: 'Palatino Linotype',serif;">Teacher tells a story about beans from Joe Bruchac and Michael Caputo book and presents the story in the context of the living culture of the Lenape people who have survived and are not living on their land anymore because they were displaced from the lands where they originally lived and now live on reservations in many parts of the U.S. They were originally from this region and their tradition honors the three sisters: corn, beans and squash. Source material on corn, beans and squash are researched by students and teacher reads material from the Teacher’s Guide written by Bruchac and Caputo.

<span style="font-family: 'Palatino Linotype',serif;">Class uses interactive resource from Teacher’s Domain “How Plants Respond to Environmental Cues”

<span style="font-family: 'Palatino Linotype',serif;">Watch video of //The Tiny Seed//


 * <span style="font-family: 'Palatino Linotype',serif;">WEEK THREE **

<span style="font-family: 'Palatino Linotype',serif;">Use digital cameras and shoot photos of outdoor wild plants and post on blog

<span style="font-family: 'Palatino Linotype',serif;">Watch video of time lapse seed sprouting and plant growth

<span style="font-family: 'Palatino Linotype',serif;">Outdoor component: <span style="font-family: 'Palatino Linotype',serif;">Class goes outside with digital cameras to photograph plants discussed

<span style="font-family: 'Palatino Linotype',serif;">Students are introduced to Glogster with the tutorial created for this unit plan. <span style="font-family: 'Palatino Linotype',serif;">Students use Glogster to draw the stages of life of a plant with labels for stages <span style="font-family: 'Palatino Linotype',serif;">Students use Glogster to draw the parts of a plant with labels

<span style="font-family: 'Palatino Linotype',serif;">Students access pages of 1918 classic publication of Jack and the Beanstalk and teacher reads the story and teacher associates the bean as a symbol of fertility as a prompt for class discussion.

<span style="font-family: 'Palatino Linotype',serif;">Class uses interactive resource from Teacher’s Domain “From Seed to Plant”


 * <span style="font-family: 'Palatino Linotype',serif;">WEEK FOUR **

<span style="font-family: 'Palatino Linotype',serif;">Use digital cameras and shoot photos of outdoor wild plants and post on blog

<span style="font-family: 'Palatino Linotype',serif;">Students revisit their “parts of a plant” Glogster drawings and the Spanish-speaking students in the class research and contribute the Spanish vocabulary that applies to the labels on students’ drawings.

<span style="font-family: 'Palatino Linotype',serif;">Students use photos taken outdoors during week 3 to begin to create “Field Guide to Abe Lincoln School.”

<span style="font-family: 'Palatino Linotype',serif;">Students continue online research about identification of outdoor plants for the field guide and begin to write collaborative captions for the photographs.

<span style="font-family: 'Palatino Linotype',serif;">Students go outside and take more photos and do more observations taking notes on handheld devices while outside. Observations added to observation journal on personal blogs.

<span style="font-family: 'Palatino Linotype',serif;">Groups visit other groups’ field guides and make suggestions – done as an activity where groups move from one group’s table to the next and at each one write written comments on the document. This is followed by class discussion of the various field guides that are being produced.

<span style="font-family: 'Palatino Linotype',serif;">Students begin draft of reflective journal piece.

<span style="font-family: 'Palatino Linotype',serif;">Students draw on Glogster parts of a plant with labels.


 * <span style="font-family: 'Palatino Linotype',serif;">WEEK FIVE **

<span style="font-family: 'Palatino Linotype',serif;">Use digital cameras and shoot photos of outdoor wild plants and post on blog

<span style="font-family: 'Palatino Linotype',serif;">Students continue online research about identification of outdoor plants for the field guide and begin to write collaborative captions for the photographs.

<span style="font-family: 'Palatino Linotype',serif;">Students use photos from outdoors and indoors to create posters about plants

<span style="font-family: 'Palatino Linotype',serif;">One-on-one teacher conferences with each student on reflective journal piece


 * <span style="font-family: 'Palatino Linotype',serif;">WEEK 6 **

<span style="font-family: 'Palatino Linotype',serif;">Pull together 6 weeks of observations one day of final week of unit

<span style="font-family: 'Palatino Linotype',serif;">Review online observation blogs

<span style="font-family: 'Palatino Linotype',serif;">Reflective journal piece completed

<span style="font-family: 'Palatino Linotype',serif;">Students finalize online research about identification of outdoor plants for the field guide and complete writing of collaborative captions for the photographs.

<span style="font-family: 'Palatino Linotype',serif;">Students download time-lapse footage and view it on SmartBoard. Class uses iMovie to do some editing and add titles at beginning and end – a movie is created

<span style="font-family: 'Palatino Linotype',serif;">Print out and put up posters

<span style="font-family: 'Palatino Linotype',serif;">Send students home with bean plants

<span style="font-family: 'Palatino Linotype',serif;">A movement class is guided by the teacher where students will develop dance movements to enact stages in plant development. Then there is an activity where groups develop their own dances and perform them for each other.


 * <span style="font-family: 'Palatino Linotype',serif;">Assessment **


 * || **<span style="font-family: 'Palatino Linotype',serif;">Excellent: 4 points ** || **<span style="font-family: 'Palatino Linotype',serif;">Good: 3 points ** || **<span style="font-family: 'Palatino Linotype',serif;">Needs improvement: 2 points ** || **<span style="font-family: 'Palatino Linotype',serif;">Unsatisfactory: 1 point ** || **<span style="font-family: 'Palatino Linotype',serif;">No credit: 0 ** ||
 * **<span style="font-family: 'Palatino Linotype',serif;">Contribution to Field Guide ** || <span style="font-family: 'Palatino Linotype',serif;">Collaborated well with group, contributed valuable information || <span style="font-family: 'Palatino Linotype',serif;">Collaborated adequately with group, contributed some information || <span style="font-family: 'Palatino Linotype',serif;">Collaborated with group in a less than adequate way, did little research and contributed little information || <span style="font-family: 'Palatino Linotype',serif;">Collaborated poorly with group, contributed little or no information || <span style="font-family: 'Palatino Linotype',serif;">Unwilling to collaborate with group, may have been disruptive to group, contributed no information ||
 * **<span style="font-family: 'Palatino Linotype',serif;">Dry Bean and Germination ** || <span style="font-family: 'Palatino Linotype',serif;">All 5 observations are filled out. Student has written multiple sentences for each observation. Student's observations contain descriptive words. Drawing of student bean is detailed and reflects diligent work. || <span style="font-family: 'Palatino Linotype',serif;">All 5 observations are filled out. Student has written one sentence for each observation. Student's observations contain descriptive words. Drawing of student bean is detailed and reflects diligent work. || <span style="font-family: 'Palatino Linotype',serif;">All 5 observations are filled out. Student's observations contain descriptive words. Drawing of student bean is detailed and reflects diligent work. || <span style="font-family: 'Palatino Linotype',serif;">All 5 observations are filled out. Student's observations contain one word responses. Drawing of student bean is detailed and reflects diligent work. || <span style="font-family: 'Palatino Linotype',serif;">Four or less observations are filled out. Student's observations are one or two words responses. Drawing of student bean lacks detail and does not reflect diligent work. ||
 * **<span style="font-family: 'Palatino Linotype',serif;">Participation ** || <span style="font-family: 'Palatino Linotype',serif;">Used time well and focused attention on the work. Student has fully participated each day, and has had no behavioral problems. || <span style="font-family: 'Palatino Linotype',serif;">Used time pretty well. Stayed focused on the work most of the time. Student has participated well on most days and has had few behavioral problems. || <span style="font-family: 'Palatino Linotype',serif;">Did the work but did not appear very interested. Focus was lost on several occasions. Student has had some behavioral problems. || <span style="font-family: 'Palatino Linotype',serif;">Participation was minimal or student was hostile about participating and has had some behavioral problems. || <span style="font-family: 'Palatino Linotype',serif;">Student has not participated and had behavior problems. ||
 * **<span style="font-family: 'Palatino Linotype',serif;">Spelling, Punctuation and Grammar ** || <span style="font-family: 'Palatino Linotype',serif;">One or fewer errors in spelling, punctuation and/or grammar in most blog entries. || <span style="font-family: 'Palatino Linotype',serif;">Two or three errors in spelling, punctuation and/or grammar in most blog entries || <span style="font-family: 'Palatino Linotype',serif;">Four errors in spelling, punctuation and grammar in most blog entries || <span style="font-family: 'Palatino Linotype',serif;">More than four errors in spelling, punctuation and grammar in most blog entries. || <span style="font-family: 'Palatino Linotype',serif;">Extensive spelling, punctuation and grammar errors in blog entries. ||
 * **<span style="font-family: 'Palatino Linotype',serif;">Drawings/ **
 * <span style="font-family: 'Palatino Linotype',serif;">Diagrams ** || <span style="font-family: 'Palatino Linotype',serif;">Clear, accurate drawings and diagrams are included. Diagrams are labeled neatly and accurately. || <span style="font-family: 'Palatino Linotype',serif;">Drawings and diagrams are included and are labeled neatly and accurately. || <span style="font-family: 'Palatino Linotype',serif;">Drawings and diagrams are included and are labeled. || <span style="font-family: 'Palatino Linotype',serif;">Needed drawings and diagrams are missing or are missing important labels. || <span style="font-family: 'Palatino Linotype',serif;">Student has not made drawings or diagrams. ||
 * **<span style="font-family: 'Palatino Linotype',serif;">Workload in Group Activities -- all members of group receive same grade ** || <span style="font-family: 'Palatino Linotype',serif;">The workload is divided and shared equally by all team members. || <span style="font-family: 'Palatino Linotype',serif;">The workload is divided and shared fairly by all team members, though workloads may vary from person to person. || <span style="font-family: 'Palatino Linotype',serif;">The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work. || <span style="font-family: 'Palatino Linotype',serif;">The workload was not divided or several people in the group are viewed as not doing their fair share of the work. || <span style="font-family: 'Palatino Linotype',serif;">The group dynamic failed and group had to be disbanded or did not complete required work. ||
 * **<span style="font-family: 'Palatino Linotype',serif;">Ideas ** || <span style="font-family: 'Palatino Linotype',serif;">Student contributes ideas and asks questions to encourage further learning to occur. || <span style="font-family: 'Palatino Linotype',serif;">Student sometimes contributes ideas and/or asks questions to encourage further learning to occur. || <span style="font-family: 'Palatino Linotype',serif;">Student contributes ideas and/or ask questions to encourage further learning to occur. || <span style="font-family: 'Palatino Linotype',serif;">Student does not communicate ideas well and does not participate well in discussion that will lead to further learning. || <span style="font-family: 'Palatino Linotype',serif;">Student does not contribute any ideas. ||
 * **<span style="font-family: 'Palatino Linotype',serif;">Individual- Observation Notes in Online Blog ** || <span style="font-family: 'Palatino Linotype',serif;">The student took appropriate notes explaining what he/she learned from each day’s activities and included at least 3 facts. Clear, accurate, dated notes are taken regularly. || <span style="font-family: 'Palatino Linotype',serif;">The student took some notes explaining what he/she learned from each day’s activities and included 1 or 2 facts. Dated, clear, accurate notes are taken occasionally. || <span style="font-family: 'Palatino Linotype',serif;">The student took notes about what he/she learned from activities most days. Dated, notes are taken occasionally, but accuracy of notes might be questionable. || <span style="font-family: 'Palatino Linotype',serif;">The student did not have complete notes, notes rarely taken or of little use. || <span style="font-family: 'Palatino Linotype',serif;">Student did not take notes. ||
 * **<span style="font-family: 'Palatino Linotype',serif;">Individual- Journal Reflection ** || <span style="font-family: 'Palatino Linotype',serif;">The student took what he/she learned from the project and applied it to writing a thorough explanation of the factors that affect plant growth. || <span style="font-family: 'Palatino Linotype',serif;">The student took what he/she learned from the project and applied it to writing a general explanation of the factors that affect plant growth. || <span style="font-family: 'Palatino Linotype',serif;">The student took what he/she learned from the project and applied it to writing an explanation of the factors that affect plant growth. However, the explanation felt incomplete. || <span style="font-family: 'Palatino Linotype',serif;">The student did not write a reflection or the reflection the student wrote did not make sense. || <span style="font-family: 'Palatino Linotype',serif;">Student did not complete the work. ||
 * **<span style="font-family: 'Palatino Linotype',serif;">Planting ** || <span style="font-family: 'Palatino Linotype',serif;">The student completed the entire project, following the directions of planting with 100% accuracy and took part in the discussion. || <span style="font-family: 'Palatino Linotype',serif;">The student took part in the project, however, did not discuss or needed to be prompted a few times during the lesson. || <span style="font-family: 'Palatino Linotype',serif;">The student only took part in about 50% of the project and the discussion; they needed to be guided and told to get back on track often. || <span style="font-family: 'Palatino Linotype',serif;">The student had to be prodded to participate in the project or the discussion and did so reluctantly and very little. || <span style="font-family: 'Palatino Linotype',serif;">Student did not participate ||
 * **<span style="font-family: 'Palatino Linotype',serif;">Observing Windowsill Plant ** || <span style="font-family: 'Palatino Linotype',serif;">The student completed the entire project, following the directions of observing with 100% accuracy and took part in the discussion over the span of a few days.

<span style="font-family: 'Palatino Linotype',serif;"> Detailed and in-depth description of the changes that plants undergo in a complete life cycle. All 5 observations are filled out. Student's observations contain descriptive words. Student has written multiple sentences for each observation. Student's observations of daily plant height are charted and predictions are precise and reflect an educated guess. || <span style="font-family: 'Palatino Linotype',serif;">The student took part in the project, however, did not discuss or needed to be prompted a few times during the unit. Described all of the changes that plants undergo in a complete life cycle. Five or fewer observations are filled out. Student has written one sentence for each observation. Student's observations contain descriptive words. Daily plant height is charted and predictions are somewhat precise and reflect an educated guess. || <span style="font-family: 'Palatino Linotype',serif;">The student only took part in about 50% of the project and the discussion of observations; they needed to be guided and told to get back on track often. Describe some of the changes that plants undergo in a life cycle. Five or fewer observations are filled out. Student's observations contain descriptive words. Daily plant height is charted and predictions are somewhat precise and reflect an educated guess. || <span style="font-family: 'Palatino Linotype',serif;">The student did not participate in the project or the discussions. Did not describe the changes that plants undergo in a complete life cycle. Five or fewer observations are filled out. Student's observations contain one word responses. Daily plant height has not been charted and predictions have not been made. || <span style="font-family: 'Palatino Linotype',serif;">Student did not complete the work. Four or less observa-tions are filled out. Student's observations are one or two words responses. Daily plant height and predictions have not been charted. || <span style="font-family: 'Palatino Linotype',serif;">redone by other group members to ensure quality. || <span style="font-family: 'Palatino Linotype',serif;">Provides work that usually needs to be checked/ <span style="font-family: 'Palatino Linotype',serif;">redone by others to ensure quality. || <span style="font-family: 'Palatino Linotype',serif;">Student has not completed any work. ||
 * **<span style="font-family: 'Palatino Linotype',serif;">Parts of Plant, Plant Features, and Functions ** || <span style="font-family: 'Palatino Linotype',serif;">Student identifies the parts of the plant (leaves, stem, root, and flower) independently and could describe their functions in great detail. Includes a complete, detailed explanation of how different features of plants help them survive. || <span style="font-family: 'Palatino Linotype',serif;">Student identifies the parts of the plant (leaves, stem, root, and flower) with a physical or verbal prompt and could describe their functions. Includes a well written explanation of how different features of plants help them survive. || <span style="font-family: 'Palatino Linotype',serif;">Student identifies some of the parts of the plant (leaves, stem, root, and flower) with a model and could describe some functions. Includes a brief explanation of how different features of plants help them survive. || <span style="font-family: 'Palatino Linotype',serif;">Student attempts to identify major parts of the plant and with difficulty, unable to describe their basic functions. No explanation of how different features of plants help them survive. || <span style="font-family: 'Palatino Linotype',serif;">Student has not completed this work. ||
 * **<span style="font-family: 'Palatino Linotype',serif;">Needs of a Plant ** || <span style="font-family: 'Palatino Linotype',serif;">Student identifies the needs of a plant (sunlight, soil, water) with a physical prompt. || <span style="font-family: 'Palatino Linotype',serif;">Student identifies the needs of a plant (sunlight, soil, water) with a model. || <span style="font-family: 'Palatino Linotype',serif;">Student identifies the needs of a plant (sunlight, soil, water) with a verbal prompt. || <span style="font-family: 'Palatino Linotype',serif;">Student identifies the needs of a plant (sunlight, soil, water) indepen-dently. || <span style="font-family: 'Palatino Linotype',serif;">Student has not completed any work. ||
 * **<span style="font-family: 'Palatino Linotype',serif;">Sources ** || <span style="font-family: 'Palatino Linotype',serif;">Source information collected for all graphics, facts and quotes. All documented in desired format. Good use of graphics || <span style="font-family: 'Palatino Linotype',serif;">Source information collected for all graphics, facts and quotes. Most documented in desired format. Adequate use of graphics || <span style="font-family: 'Palatino Linotype',serif;">Source information collected for graphics, facts and quotes, but not documented in desired format. Some use of graphics || <span style="font-family: 'Palatino Linotype',serif;">Very little or no source information was collected. Little use of graphics || <span style="font-family: 'Palatino Linotype',serif;">No sources used, no graphics used ||
 * **<span style="font-family: 'Palatino Linotype',serif;">Creative Writing: Imaginative “legend” story ** || <span style="font-family: 'Palatino Linotype',serif;">Assignment completed on time and contains original ideas and is a quality piece of writing || <span style="font-family: 'Palatino Linotype',serif;">Assignment is completed on time and is not very original and the student worked hard || <span style="font-family: 'Palatino Linotype',serif;">Assignment is not completed on time, writing contains original ideas and is a quality piece of writing || <span style="font-family: 'Palatino Linotype',serif;">Assignment is not completed on time, is not very original, however some effort was made || <span style="font-family: 'Palatino Linotype',serif;">Assign-ment is not completed on time and little or no effort was made ||
 * **<span style="font-family: 'Palatino Linotype',serif;">Contributions ** || <span style="font-family: 'Palatino Linotype',serif;">Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. || <span style="font-family: 'Palatino Linotype',serif;">Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! || <span style="font-family: 'Palatino Linotype',serif;">Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. || <span style="font-family: 'Palatino Linotype',serif;">Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. || <span style="font-family: 'Palatino Linotype',serif;">Student has not completed any work. ||
 * **<span style="font-family: 'Palatino Linotype',serif;">Quality of Work ** || <span style="font-family: 'Palatino Linotype',serif;">Provides work of the highest quality. || <span style="font-family: 'Palatino Linotype',serif;">Provides high quality work. || <span style="font-family: 'Palatino Linotype',serif;">Provides work that occasionally needs to be checked/
 * **<span style="font-family: 'Palatino Linotype',serif;">Focus on the task ** || <span style="font-family: 'Palatino Linotype',serif;">Consistently stays focused on the task and what needs to be done. Very self-directed. || <span style="font-family: 'Palatino Linotype',serif;">Focuses on the task and what needs to be done most of the time. Other group members can count on this person. || <span style="font-family: 'Palatino Linotype',serif;">Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. || <span style="font-family: 'Palatino Linotype',serif;">Rarely focuses on the task and what needs to be done. Lets others do the work. || <span style="font-family: 'Palatino Linotype',serif;">Student has not completed any work. ||
 * **<span style="font-family: 'Palatino Linotype',serif;">Working with Others ** || <span style="font-family: 'Palatino Linotype',serif;">Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. || <span style="font-family: 'Palatino Linotype',serif;">Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. || <span style="font-family: 'Palatino Linotype',serif;">Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || <span style="font-family: 'Palatino Linotype',serif;">Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. || <span style="font-family: 'Palatino Linotype',serif;">Student has not completed any work. ||
 * **<span style="font-family: 'Palatino Linotype',serif;">Time-management ** || <span style="font-family: 'Palatino Linotype',serif;">Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procras-tination. || <span style="font-family: 'Palatino Linotype',serif;">Usually uses time well throughout the project, but may have procras-tinated. Group does not have to adjust deadlines or work responsibilities because of this person's procras-tination. || <span style="font-family: 'Palatino Linotype',serif;">Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work response-bilities because of this person's procras-tination. || <span style="font-family: 'Palatino Linotype',serif;">Rarely gets things done by the deadlines and group has to adjust deadlines or work responsibilities because of this person's inadequate time management. || <span style="font-family: 'Palatino Linotype',serif;">Student procras-tinated and did not complete work. ||
 * **<span style="font-family: 'Palatino Linotype',serif;">Attitude/ **
 * <span style="font-family: 'Palatino Linotype',serif;">Character ** || <span style="font-family: 'Palatino Linotype',serif;">Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). || <span style="font-family: 'Palatino Linotype',serif;">Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). || <span style="font-family: 'Palatino Linotype',serif;">Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). || <span style="font-family: 'Palatino Linotype',serif;">Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s). ||  ||

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 * <span style="font-family: 'Palatino Linotype',serif;">Rationale **

<span style="font-family: 'Palatino Linotype',serif;">This is a six-week unit plan of active, intentional learning. The unit combines science projects with language arts and literacy skills and includes art, dance, and technology. In research into project-based learning, Marx et al. (1997) found that most teachers prefer projects that take about six to eight weeks to complete. The fourth graders in this group would have previously become used to read-alouds, blogging, the uploading of digital images, some writing skills which this unit aims to improve, and more. This unit plan gives students the opportunity to focus on various forms of writing – imaginative writing, observations, and reflective writing – and teaches them about plant growth and plant identification. During the unit plan students will answer some basic questions about identifying plants including flower type (symmetrical or non-symetrical), branch pattern (opposite pattern or whorled pattern or alternate pattern), and leaf type (entire or leaf-lets, smooth or serrated, shape) (Young, Haas, & McGown, 2010,(p. 155).

<span style="font-family: 'Palatino Linotype',serif;">At this formative age it is important to help children develop more positive environmental attitudes toward natural settings (Cronin-Jones, 2000, p. 207). Joanne Silverstein (2005) found that elementary school students could develop an interest in pursuing a science-based career as early as fourth grade (p. 228). “During the elementary school years, students' curiosity is more influenced by school curricula than it will be in later years.” (Silverstein, 2005, page 236). Students receiving outdoor schoolyard instruction develop significantly more positive attitudes toward the environment than students receiving traditional classroom instruction (Cronin-Jones, 2000, p. 207). In addition, those positive hands-on activities that allow direct experience with living organisms exert an even stronger influence on knowledge than attitudes (Cronin-Jones, 2000, p. 207). What is particularly significant to this lesson plan is that it has been found that elementary students learn significantly more about science topics through outdoor schoolyard experiences than through traditional classroom experiences (Cronin-Jones, 2000, p. 207).

<span style="font-family: 'Palatino Linotype',serif;">Teaching both science and language arts is critical for teachers to meet curriculum standards. However, in my opinion, teaching in general is critical to imparting values of human behavior and respect for life on earth as well. Science lessons give teachers an opportunity to bring students in touch with nature and the value of life and to aid in their moral development. Language arts, and particularly writing exercises, give teachers the opportunity to help students develop their values through observational writing and reflective writing. When creative writing takes a role in a lesson that is otherwise fact based, students have the opportunity to draw connections between their observations, their experiences and ideas in their imaginations.

<span style="font-family: 'Palatino Linotype',serif;">Marx et al. (1997) concluded that what students learn is influenced by social interaction and that learning is enhanced by talking and collaborating with others (p. 343). Collaboration gives students the opportunity to share ideas, broaden their thinking about subjects, draw on the expertise of the other students, and experience a productive process of thinking intelligently (Marx et al., 1997, pp. 345-346). The vocabularies associated with the school subjects, in this case the words connected with plant growth, are specific. Students learn these vocabularies, are made familiar with the bodies of knowledge the words come from, and learn rules of gathering evidence and evaluating results of their science projects successfully when collaborating with other students (Marx et al., 1997, p. 343).

<span style="font-family: 'Palatino Linotype',serif;">There are many reasons to bring technology into a unit plan such as this one. One reason is that free images, digital cameras, and other aspects of the digital world are increasingly available (Knobel & Lankshear, 2010, p. 10) therefore teachers will do well to take advantage of these useful resources. And although media cannot replace hands-on learning, it can strengthen learning in any STEM classroom (Quinones, 2010, p. 28). Technological tools enable more authentic investigations while they support deep understanding and learning in ways that are not possible using pen and paper according to the research conducted by Marx et al. (1997, p. 346). Media can be a powerful tool that sparks curiosity, promotes scientific inquiry and critical thinking, and helps students make connections between their experiences and the content to be learned (Quinones, 2010, p. 28). The National Science Digital Library (NSDL) Program is a great starting point for science teachers to locate science curriculum resources in a variety of format including images, video, audio, animations, interactive resources, and more (Perrault, 2010, p. 66). As William Leonard (2003) pointed out, use of digital camera is consistent with the recommendations of the National Science Education Standards (1996) and the Benchmarks for Science Literacy (1993) (p. 210). Leonard (2003) found that digital images in science units can provide fuller experiences for students than traditional observations (p. 210). Leonard (2003) recommends having four or five digital cameras for a class because images can be taken and then quickly downloaded, thus it is not necessary to have a camera for every student and cameras can be shared between groups (p. 213).

<span style="font-family: 'Palatino Linotype',serif;">This unit plan was created with the awareness that students with learning disabilities may struggle to express ideas in writing or to organize what they want to communicate (Perrault, 2010, p. 67) This is addressed with the range of technological tools available because, for many students with disabilities, use of digital resources can break down barriers and facilitate learning (Perrault, 2010, p. 64).Adaptation to students whose first language is Spanish is made in the unit plan: in the field guide, they can write the Spanish vocabulary that corresponds to the English words and make it a bilingual field guide; in group work, they can share the corresponding vocabulary in Spanish; on diagrams of parts of plants they can include both Spanish and English vocabulary.

<span style="font-family: 'Palatino Linotype',serif;">Social and environmental ethics are implicitly linked and can be developed in children during their formative years through exposure to the natural world. I believe that when children learn respect for other beings, besides human beings, their sense of justice and fairness will be strengthened. Care for plants in this unit can help develop a greater ability to be compassionate. The responsibility of each child for his or her plant, the care that the children give to their plants, and the stewardship role assumed by the students in taking on this project are important in their maturing process and are an aid in their moral development. Carol Gilligan (1982) wrote: <span style="font-family: 'Palatino Linotype',serif;">In the different voice of women lies the truth of an ethic of care, the tie between relationship and responsibility, and the origin of aggression in the failure of connection. Women’s development delineates the path not only to a less violent life, but to a maturity realized through interdependence and taking care (pp. 172-173)

<span style="font-family: 'Palatino Linotype',serif;">The use of old legends, Native American and from the British Isles, that use plants as central subjects, not only contributes to the literary aspect of this unit plan, it also contributes to the moral education that is implicit in this caring and nurturing activity. “Indian stories and earth activities involve values and moral issues as well as knowledge because they teach about life – about human relationships and about interactions between people and our environments.” (Bruchac & Caputo, 1989, p. 6). In order to maintain a respectful attitude toward the Native American culture that is visited through their oral literature, as in the Bruchac and Caputo book collection of stories, //Keepers of the Earth,// “emphasis is placed on how the stories arose from … particular North American peoples and ecosystems, to answer questions about how and where the cultures existed… How past and present contact with European-based cultures has affected Native Americans and their continuing struggle for survival in North America today also are examined” Bruchac & Caputo, 1989, p. 1). Thus, of necessity, traditional stories are placed in the context of their Native American cultures, past and present (Bruchac & Caputo, 1989, p. 1). “The experiential study of Indian stories and earth activities, related to the study of our present social and environmental problems and potentials, is effective in helping children to understand and appreciate nature and to live in a supportive and caring relationship with the earth and other people.” Bruchac & Caputo, 1989, p. 5).

<span style="font-family: 'Palatino Linotype',serif;">As Susan Smulyan (2011) asks, “How do pedagogy, and relationships within the classroom, change when students and teacher have access to the same materials?” (p. 78) Because a digital archive of information removes any claims of expertise on the part of a teacher or anyone else claiming to be the authority with regard to a project (Smulyan, 2011, p. 78). Teachers can acquaint learners with new ideas and cultural tools and support and guide students as they make sense of these while leaving the responsibility for individual learning up to the students themselves (Marx et al., 1997, p. 343).

<span style="font-family: 'Palatino Linotype',serif;">The indicators of awareness for this unit plan are what the students are going to use and what the students are going to learn. What they will use includes technology, books, seeds, the soil, the environment outside the school building, storytelling techniques, writing skills, choreography, care in handling of plants, research skills, attention to condition of indoor and outdoor plants, and collaborative skills. What they will learn is improved writing skills, facts about plant growth, links between agriculture traditions and literature, greater facility with many technological tools, how to keep a journal of observations, how to work collaboratively in better ways, greater compassion for living things including plants, how to identify parts of a plant, facts about the great variety of plants that exist in nature, and more.


 * <span style="font-family: 'Palatino Linotype',serif;">References **

<span style="font-family: 'Palatino Linotype',serif;">Bruchac, J., & Caduto, M. (1989) //Teachers’ guide: Keepers of the earth.// Golden, Colorado: Fulcrum Publishing.

<span style="font-family: 'Palatino Linotype',serif;">Cronin-Jones, L. (2000). The effectiveness of schoolyards as sites for elementary science instruction. //School Science and Mathematics, 100//(4), 203-211.

<span style="font-family: 'Palatino Linotype',serif;">Gillian, C. (1982). //In a different voice.// Cambridge, MA and London: Harvard University Press.

<span style="font-family: 'Palatino Linotype',serif;">Knobel, M., & Lankshear, C. (2010). //DIY media: Creating, sharing and learning with new technologies.// New York: Peter Lang.

<span style="font-family: 'Palatino Linotype',serif;">Leonard, W. H. (2003). Using the digital camera as a classroom data collector. //The American Biology Teacher, 65//(3), 210-215.

<span style="font-family: 'Palatino Linotype',serif;">Marx, R., Blumenfeld, P.C., Krajcik, J.S., and Soloway, E. (1997). Enacting project-based science. //The Elementary School Journal////, 97//(4), pp. 341-358.

<span style="font-family: 'Palatino Linotype',serif;">Perrault, A. M. (2010). Making science learning available & accessible to all learners: Leveraging digital library resources. //Knowledge Quest, 39//(2), 64-68.

<span style="font-family: 'Palatino Linotype',serif;">Quinones, D. (2010). Teachers domain: Digital media (including video!) resources for the stem classroom and collection. //Knowledge Quest, 39//(2), 28-32.

<span style="font-family: 'Palatino Linotype',serif;">Silverstein, J. (2005). Just curious: Childrens use of digital reference for unimposed queries and its importance in informal education. //Library Trends, 54//(2), 228-244.

<span style="font-family: 'Palatino Linotype',serif;">Smulyan, S. (2011). PERRY IN JAPAN: A transnational, digital, and pedagogical project. //Transformations, 22//(1), 69-79,145-146.

<span style="font-family: 'Palatino Linotype',serif;">Young, J., Haas, E., & McGown, E. (2010). //Coyote’s Guide to Connecting with Nature.// Shelton, Washington: OWLink Media.