Jane Christensen
Curricular – Big ideas – Classification organizes diverse organisms into groups based on their characteristics and Living things and their environment are interdependent
- Questioning and predicting
o Demonstrate curiosity about the natural world
o Observe objects and events in familiar contexts
- Planning and conducting
o Collect simple data
- Processing and analyzing data and information
o Compare results with predictions, suggesting possible reasons for findings
- Evaluating
o Make simple inferences based on their results and prior knowledge
o Demonstrate an understanding and appreciation of evidence
- Communicating
o Represent and communicate ideas and findings in a variety of ways such as diagrams and simple reports, using digital technologies as appropriate
Overview
The project I have chosen for my grade three class is about plant growth. They will be choosing the journal mobile app for keeping track of their plants’ growth. Some choices are: Flava (a journal mobile app, that is both iOS and Android enabled), Tapose (only available on iOS devices, but coming soon to Android), and Penzu (available on iOS and Android devices). Students will germinate two lima bean seeds at home and journal the seeds’ growth throughout a six to eight week observation period. They will collaborate weekly, via Twiducate, with their group of three, to discuss questions/hypotheses/predictions about the differences in observations they have encountered. Note: Twiducate can be accessed through any device, as it is web-based. They will record their weekly group findings/questions/observations on a separate page of their journal at the end of each week. The final project is their completed journal of their findings of their own plants and the final group summary of all of their questions/discussions/predictions. Their final journal can be printed or shared by emailing me and I can then share on the Elmo in our classroom for all to view.
The 4Cs: (Quinn, 2011)
- Content – delivered via mobile app through student’s journaling their plant growth
- Compute – via mobile app showing plant growth via pictures and calculating/assessing plant growth
- Capture – All of the mobile apps has the ability to include pictures, video, links, and audio.
- Communicate – ability to email/share journals.
The differences between the way I would have done this project with my class traditionally and this mLearning method are:
: students will grow their seeds at home instead of at school
:my students will be using a mobile app to journal their plant’s growth instead of a paper based journal.
:they will be taking pictures of the plant growth instead of drawing what their plant looks like at every stage.
: collaboration will be via mainly Twiducate instead of only face to face.
: I like the idea of an app that can be versatile. The journal apps can be used for all kinds of subject areas and is not concept specific.
Pre-activities
- Students will have done lessons on the parts of plants and seeds prior to this project.
Directions for Students:
1. Fill the cup with soil. (seeds, cups, and soil are supplied by the teacher)
2. Plant the seeds inside the soil right up against the side of the plastic cup.
3. Place the cup somewhere warm, sunlight is good but try to avoid too much direct sunlight, a window sill is a good spot.
4. Keep the soil moist by watering it everyday (be careful not to use too much water).
5. Record your observations as the seeds germinate and seedlings begin to sprout from the seeds. Record: picture, time of day, temperature, weather conditions, watered.
6. Make sure you use the proper terms for labeling the growth parts of your plants. For example: “stem”, “root”, “leaves”, “bud” etc… Look at your plant diagram for the proper labels.
7. Meet, via Twiducate, with your group once a week to discuss questions/observations that have arisen during the week. Make sure you all agree on a time.
8. Record your groups discussions on a separate journal page at the end of each week.
9. You will meet one final time at the end of the unit on Twiducate to develop a group summary of your findings. Use the “critical questions” to help you think about possible summary options.
10. The very last page of your journal will include your own and your group’s summary of all your questions/observations over the growth cycle of your seeds.
Some critical questions to think about:
1) Why might the same seeds grow at different rates?
2) What things could be done that may change the outcome of the growth rate of the seeds?
3) Would the growth be the same if all the seeds were in the same location?
4) Why do some seeds die and some not?
Whole class concluding activity:
- Share and discuss, as a whole class the similarities and differences among all groups
- Connect how else we can use our findings and the observation process in other situations in nature
Extension activity: create a journal of local flora including descriptions. Critical question: What plants are only found here? Why?
Rubric for Seed Growth Project
Criteria 4 - Exceeds Expectations 3 - Fully Meets Expectations 2 - Minimally Meets Expectations 1 - Does Not Meet Expectations
Science Chore: students will take care of and observe two seeds Student checked their seeds daily. Student checked their seeds 2-3 times per week Student checked their seeds once per week Student did not check their seeds
Journal Entry: Individually, students will record their observations in a plant journal by recording and illustrating what has happened to the seeds. This will include the changes that occur in the plant’s life cycle. Student recorded complete and detailed observations in their journals. Each observation was illustrated and showed changes in the plant’s life cycle. Student recorded some complete and detailed observations. Most were illustrated and referred to the plant’s life cycle. Student recorded some limited observations. Few of the observations were illustrated and the life cycle of the plant was not demonstrated. Student did not record observations and there were no illustrations of the life cycle of the plant
Group Work: Students will cooperate and share their observations with their group. They will write weekly in their journals what their group discussed/questioned Student worked well with his/her group and discussed a lot of observations/questions weekly. He/she recorded observations in their journal weekly. Student worked fairly well with his/her group and discussed numerous observations/questions Recorded observations weekly
Student did not work well with his/her group and seldom discussed observations/questions. Did not record observations/questions weekly Student did not participate at all with his/her group. Nothing was recorded.
Final Observations/Questions:
Students summarized their observation/ questions they have asked/observed throughout the unit Student demonstrated exceptional deep thinking in their responses to the groups observations/questions Student demonstrated a good amount of deeper thinking in their responses to the group observations/questions
Student demonstrated some thinking about the responses to the group observations/
questions Student did not contribute to the responses to the group observations/
questions
References:
Flava: retrieved from: https://www.takeflava.com
Penzu: retrieved from: https://www.penzu.com
Quinn, C. (2011). Mobile learning: Landscape and Trends. The eLearning Guild Research.
Tapose: retrieved from: https://www.tapose.com
Twiducate: retrieved from: http://www.twiducate.com