are between the ages of seven and nine. Children at this age
level respond well to visual, audio, and tactile activities.
Therefore, throughout the unit they will be using multimedia tools such
as Microsoft Photostory and image maps. In addition,
students will be participating in expreiments that will enable
them to grasp the concepts being represented.
Students will be working individually
and in groups.
the last unit students learned about ocean life. During that unit
they learned about the plants that live in the ocean. This unit
will connect to the prior unit by exploring plants, their different
parts, and how those parts aid in the survival of the plant.
the end of this unit students
will be able to:
- List the
roots, stem, leaves, and
flowers as parts of plants.
- Label the
different parts of a plant.
- Explain the
role of the roots, stem, leaves and flowers in helping the plant to
Media Literacy Objectives
4. In a collaborative work group, use a variety of technologies to
presentation or product in a curriculum
Standard 7. Demonstrate
the safe and cooperative use of
apply digital tools and
resources to address a variety of tasks and problems.
coloring, a bag of
plastic cups, celery sticks, carrots, flowers, Adobe Photoshop,
Microsoft Photo Story
Scope and Sequence
- In groups, students will explore the characteristics of
plants displayed by the teacher.
- Each group will discuss the commonalities amongst the
different plants they observed.
- Read the minilecture on roots.
- Find the roots on theInteractivePlantMap.
- Students will find the roots on the Roots Coloring Page,
and color them brown. Then they will write 2-3 sentences about
what they roots do.
- Watch the digital story about stems.
- Begin the celery
experiment, putting the celery into a cup of water with red food
- Return to the celery and make observations about what
happened to the food coloring.
- Explain the job of a stem based on their noticings.
- View the powerpoint on leaves.
- Divide students into pairs. Each pair will
classify the leaf images into leaves
that make food and leaves
that do not make food. They will group the photos into two
collages using Adobe Photoshop. One
will be called "Leaves That Make Food." The other will be called
"Leaves that Don't Make Food."
- Watch the lecture on flowers and seeds.
- Students will record podcasts explaining how the flower
helps the plant.
- Divide students into pairs. Each pair will make a
digital story that explains the different parts of the plant and the
role they play in the plant's survival.
Evaluation of Students
will be evaluated based
on the rubric below. It measures their ability to meet the
individual goals of the unit.
the roots, stem, leaves, and flowers as parts of plants.
students can either only identify one plant part correctly, or cannot
student can identify two to three of the plant parts correctly, making
an error on one or two.
student is easily able to identify the roots, stems, leaves and flowers
as plant parts.
the different parts of a plant.
student can either correctly label only one plant part, or cannot label
student labels two to three of the plant parts correctly, making an
error on one or two.
student can label the roots, stems, leaves and flowers correctly.
the role of the roots, stem, leaves and flowers in helping the plant to
student can either only explain how one plant part helps the plant to
live, or can not explain the role of any of the plant's parts.
student makes one or two errors, only correctly explaining how two or
three of the plant parts help the plant to live.
student can properly explain how the roots, stem, leaves and flowers
aid in the survival of plants.
Evaluation of the Unit
evaluation is a
direct result of how the students perform on the quiz and
the digital stories they create. If most of the students
score a developing or secure understanding level, then the unit
requires minor changes. However, if most of the students scored a
beginning or developing level of understanding, the lesson must be
revised to enhance student understanding.