2010-P1-Rachel

=Project Overview=


 * Title**: Let's Take a Look at the Parts of a Plant
 * Grade Level**: 2nd
 * Subject Area**: Science
 * Time Frame (when, duration)**:4th Quarter:It will take us about 12 days to complete this project.

=Description=


 * Summer:** Complete the first **four** sections
 * Workshops:** Complete the entire proposal

Arizona Content Standards may be found at: [] Language from Bloom's Taxonomy for describing student outcomes may be found at: []

//A brief snapshot, as if someone asked you to briefly and clearly describe the intent of the lesson or project.// ||  ||   ||< As learners we will be using digital technology to explore a variety of plants their parts and the parts function. || //What will guide student inquiry?// ||  ||   ||< Can you name and identify the parts of a plant?
 * < **Summary of Unit**
 * < **Essential Questions**

What is the function of each plant‘s part?

How do we use the parts of a plant?

What examples can you find that shows a variety of plants and their parts?

Compare and contrast different parts of a plant? || //Include technology. Use district standards where applicable, targeting performance objectives you will assess.// ||  ||   ||< Science: Strand 4 Life Science, Concept 4 Diversity, Adaptation and Behavior. Strand 2 History and Nature of Science, Concept 2 Nature of Scientific Knowledge, PO.2 Identify characteristics of a system.
 * < **Academic Standards**

Building on productivity tools, students will collaborate, publish, and interact with peers, experts and other audiences using telecommunications and media.
 * // STANDARD 4:TECHNOLOGY COMMUNICATIONS TOOLS //**


 * 4T-F1.Communicate with others using telecommunications, with support from teachers, family members or student partners **

PO 1.Communicate information electronically with support from teachers, family members or student partners (e.g., e-mail, videoconferencing, Web page)

PO 1.Plan, design, and present an academic product to classroom or community (e.g., slide show, progressive story, drawings, story illustrations, video production, digital images) Science: Strand 4 Life Science, Concept 4 Diversity, Adaptation and Behavior. Strand 2 History and Nature of Science, Concept 2 Nature of Scientific Knowledge, PO.2 Identify characteristics of a system.
 * 4T-F2.Use technology tools for individual and collaborative communication activities to share products with audiences inside and outside the classroom **

Building on productivity tools, students will collaborate, publish, and interact with peers, experts and other audiences using telecommunications and media.
 * // STANDARD 4:TECHNOLOGY COMMUNICATIONS TOOLS //**


 * 4T-F1.Communicate with others using telecommunications, with support from teachers, family members or student partners **

PO 1.Communicate information electronically with support from teachers, family members or student partners (e.g., e-mail, videoconferencing, Web page)

PO 1.Plan, design, and present an academic product to classroom or community (e.g., slide show, progressive story, drawings, story illustrations, video production, digital images) Science: Strand 4 Life Science, Concept 4 Diversity, Adaptation and Behavior. Strand 2 History and Nature of Science, Concept 2 Nature of Scientific Knowledge, PO.2 Identify characteristics of a system.
 * 4T-F2.Use technology tools for individual and collaborative communication activities to share products with audiences inside and outside the classroom **

Building on productivity tools, students will collaborate, publish, and interact with peers, experts and other audiences using telecommunications and media.
 * // STANDARD 4:TECHNOLOGY COMMUNICATIONS TOOLS //**


 * 4T-F1.Communicate with others using telecommunications, with support from teachers, family members or student partners **

PO 1.Communicate information electronically with support from teachers, family members or student partners (e.g., e-mail, videoconferencing, Web page)

PO 1.Plan, design, and present an academic product to classroom or community (e.g., slide show, progressive story, drawings, story illustrations, video production, digital images) || //What will students learn and do?// ||  ||   ||< Student will have a unique, positive collaborative experience with their peers, using technology skills to create a photo-story about a variety of plants their parts and the function of each part. || //Checklist, Presentation, Oral Response, Rubric, Test, Quiz, etc.// ||  ||   ||< doubleClickHereAndType || //(e.g., content, technology, etc.)// ||  ||   || doubleClickHereAndType || //- Steps in the process// //- Responsibilities// //- Guiding// //- Questions// //- Student products// ||  ||   ||< doubleClickHereAndType || //- Computers - Software - URLs - ameras - Presentation Device - Handouts, Books - Supplies, Other// ||  ||   ||< doubleClickHereAndType || //- Location - Teacher / Student roles - Group Dynamics - Interactions with experts, other educators, etc., if applicable// ||  ||   ||< doubleClickHereAndType || //Special Ed, Gifted, ELL// ||  ||   ||< doubleClickHereAndType ||
 * 4T-F2.Use technology tools for individual and collaborative communication activities to share products with audiences inside and outside the classroom **
 * < **Student Outcomes**
 * < **Assessment**
 * **Prerequisite Knowledge**
 * < **Procedures for Lesson**
 * < **Tools and Resources**
 * < **Learning Environments**
 * < **Modifications**