Revised+Lesson

Please open the following video in a new tab: [|Parts of a Plant]

While watching the video take notes. You can upload and open QuickNote on Firefox or use paper and pen. Share you notes on the message board include component="comments" page="Teach with Video" limit="10"

Divide into groups of 4-5 people (your table). Each member will have one of the following roles: Roots, stem, leaf/flower, sunlight, seed. As a group create a short skit about the parts of a plant and their functions. Upload your script in the message board, under the subject: Plant Scripts.


 * __Teaching with Video Lesson Plan __**


 * Name: **Darlene Donnarumma


 * __Title of Video__: **Parts of a Plant
 * URL of the Video: **[]

__**Learning Goal(s) or Objective(s): **__ NYS Learning Standard: 1.1b – Plants require air, water, nutrients, and light in order to live and thrive 3.1b – Each plant has different structures that serve different functions in growth, survival, and reproduction


 * ‍‍__‍‍‍‍‍Student Understanding(s):__ **
 * 1) The roots of a plant absorb water and nutrients from the soil and holds the plant in place
 * 2) The stem of a plant transports water and helps the flower to reach sunlight
 * 3) The leaf absorbs sunlight for the plant
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Plants grow from seeds. Animals help seeds move to new areas.
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">All parts of a plant play an important role in plant survival
 * 6) Students will use technology through the use of a video to aide in learning.

__**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Essential Questions: **__
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What are the functions of plant parts?‍‍‍‍‍

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ‍‍__**Motivation:**__ <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">As a hook for this lesson, ask the students to name their favorite vegetable, create a list on the board. After learning about plant parts each students can identify which part of the plant is their favorite vegetable, (i.e. celery is a stem, lettuce is a flower, potatoes are a root). This will add a personal connection for the students.


 * "This kind of "hook" makes school subjects more interesting and engaging" (Rose & Meyer, 2002) **

//** “Activities used with technology give more motivation to children.” (Resnick, 1998, p. 3) **//
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Methodology: __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Instructional Delivery Method **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> (How will your students get to the video?):
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Video will be linked to the class wiki; they will be able to open it up in a new tab.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Each student will have their own laptop and headphones. They may refer back to the video as needed.

- <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Directions will be given orally by teacher - <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Directions for the product will be posted in a message board ‍‍‍‍‍‍‍ <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">- Guided notes <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">- This animation will provide students with good and bad examples of plant care: []
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"><range type="comment" id="434461">‍‍‍‍‍‍‍Scaffold: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(Will you provide kids a scaffold to help them focus on the important points? If so, what will you use?)
 * "Developing internal models requires exposure to external models of expert performance and to counter-examples that demonstrate incorrect execution." (Rose & Meyer, 2002) **
 * "Bruner and his colleagues (Wood, Bruner, & Ross, 1976) long ago described this "marking of critical features" as one of the key ways to scaffold learning in the tutorial context. Good teaching includes much of this kind of bottom-up scaffolding." (Rose & Meyer, 2002) **

__//Strategies that support **Strategic** Learning://__ //Students will have the opportunity to learn through a video and practice note-taking skills. They will then be able to edit and suggest changes or comments to their own notes and their peers. Finally, students will work collaborately in groups to create a script and perform a skit. Sample script templates will be linked to class wiki for students to reference. Roles will also be assigned to ensure that each student takes an active role in the group. Skits will be recorded and posted. This will allow the students an opportunity to hear their words aloud and recieve/leave comments for other classmates. The recording also gives the students an opportunity to use multiple media. These strategies will provide ongoing feedback and multiple formats to display knowledge (wirting, acting/reading, revision). They are also being provided with guidelines (roles, guided notes) as well as examples of proficient work (examples of script templates).//

**//"New technologies and new media can support new representations – which, in turn, can make certain concepts and ideas more salient for learners." (Resnick, 1998)//**

//**“New tools and media, not only can we accomplish new task, but we begin to view the world in new ways” (Resnick, 1998, p. 3)**//

//__Strategies that support **Recognition** Learning:__// //Providing students with this animation example highlights the critical peices of proper and counter proper ways to take care of plants for optimal plant growth. It also provides a different type of media in addition to the brainpop video and creation of their own video. In addition, providing the students with multiple opportunities to revise their notes and scripts, incorporating peer and teacher comments, gives the students a chance to organize, and reorganize their schematic information in their mind, therefore recontructed background knowledge and schemas.//
 * "Much of the art of teaching patterns lies in selecting and presenting numerous, effective examples. Digital media and tools can facilitate finding and presenting these examples in the form of text, image, sound, or video." (Rose & Meyer, 2002) **

__// Strategies that support **Affective** Learning: //__ // By providing the students with an oppotunity to learn from a video and animation and then demonstrating their learning through writing, critiquing, and performace provides them with an array of options and tools. In addition I provide them with a choice to either take notes electronically or with paper and pen. The collaborate group work skit can provide opportunities for challenging levels. I can either assign group member of similar abilities or different abilities depending on the needs of the students. However, assigning a specific role for each student gives them a certain goal to achieve, and a sense of "**power to engage**". The immediate feedback provided by myself and peers give the students a sense of positive reiniforcment or "**social reward**". In addition, this lesson provides guided notes, written instructions, and role assignment for those students who need more structure, however they are available and each own discression. If students need the extra support or guidance, it is provided. // // (Rose & Meyer, 2001) // - <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students can install and use QuickNote on Firefox, or use paper and pen.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Organization Tool: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(How will your students organize the information they are learning from the video?)

- <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will upload and share their QuickNote notes on a class wiki message board. If student used pen and paper they can still collaborate by reading their peers work and writing comments or adding information to their notes. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">- Recording of students skits will be uploaded to class wiki and available for comments/feedback.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Collaboration Tool **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: (How will your students share what they know with each other or you? do you want them to?)

//**“Computers can help students... develop new ways of thinking; think critically; gather and organize information; explore a topic; be more creative; be more productive” (Frank & Zhao, 2003)**//

**"A common way to motivate students is to provide external rewards and punishments. These include deferred rewards like grades, concrete rewards like stickers or money, increased or decreased privileges like recess and field trips, and social rewards like affection and attention." (Rose & Meyer, 2002).**


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Product **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: (What will the students create with the information learned from the video?)

- <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"><range type="comment" id="394511">‍‍‍‍‍‍‍Students will work in groups of 4-5 people ‍‍‍‍‍‍‍. Each member will have one of the following roles: Roots, stem, leaf/flower, sunlight, seed. As a group they are to create a short script to demonstrate their knowledge about plant parts. The skits will be recorded and uploaded to the class wiki. Written directions for the script and role assignment will be posted in a message board. After videos are posted, each student must provide feedback through a comment for their peers videos. **"Giving students choices of content and tools can increase their enthusiasm for learning particular processes" (Rose & Meyer, 2002)**


 * "Providing such choices for students makes the process of goal-setting explicit and provides a structured opportunity for students to practice setting realistic goals and optimal challenges for themselves. Discovering the consequences of setting goals that are too high or too low helps students develop the meta-skills they need for independent learning." (Rose & Meyer, 2002) **
 * "By offering students a selection of materials from which to choose, each with varying degrees of structure, we can offer //all// students an appropriate learning context." (Rose & Meyer, 2002) **

**//“Engage children as active participants, be interdisciplinary, encourage pluralistic thinking, activities provide a context for reflection and encourage children to put themselves in the minds of others.” (Resnick, 1998)//**

**//“New technology gives greater flexibility and creative power to children.”(Resnick, 1998)//**


 * // " Design activities engage children as <span style="color: #000000; font-family: timesnewroman,italic;">active participants, giving them a greater sense of control over (and personal involvement in) the learning process, in contrast to traditional school activities in which teachers aim to//**
 * //“transmit” new information to the students." (Resnick, 1998)//**


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"><range type="comment" id="145555">‍‍‍‍‍‍‍Assessment **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: (How will they know that they learned? How will you know that they learned?)

- <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">As a class we will create a list of important information that should be included in each skit. Each group will receive a feedback comment on their script posted in the message board. The feedback will be based off the class made list. This will be done immediately after the performance is uploaded. ‍‍‍‍‍‍‍

<span style="color: #800080; font-family: 'Times New Roman','serif'; font-size: 16px;">To synthesize, the lesson is well thought out. The objectives and standards are clearly stated and the use of technology is beneficial to the students. They can work together to take notes and help peers who need the extra help with note taking. They have to work together to create the final product. I'd have the students perform the skit with props and costumes to have a lasting effect or to create a sense of pride for the students. <span style="color: #800080; font-family: 'Times New Roman','serif'; font-size: 16px;">-S.S.