ALEX Learning Activity

  

Plants 101

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

You may save this Learning Activity to your hard drive as an .html file by selecting “File”,then “Save As” from your browser’s pull down menu. The file name extension must be .html.
  This learning activity provided by:  
Author: Alisa Ash
Organization:University of North Alabama
  General Activity Information  
Activity ID: 1281
Title:
Plants 101
Digital Tool/Resource:
Voicethread
Web Address – URL:
Overview:

A Voicethread is a media tool that allows users to create a media board. The application allows users to add images, text, recordings, and videos. The Voicethreads can also be shared for other users of Voicethread to view and add comments. Students will use Voicethread to design a media board. Students will add pictures of plant structures such as: root, stem, leaves, and flowers. Students will then add pictures of each plant structure along with a description of the structures function. The Voicethread will be used as an assessment of the students understanding of the plants structures functions.

  Associated Standards and Objectives  
Content Standard(s):
Science
SC2015 (2015)
Grade: 4
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.


NAEP Framework
NAEP Statement::
L4.4: When the environment changes, some plants and animals survive and reproduce; others die or move to new locations.


Unpacked Content
Scientific And Engineering Practices:
Engage in Argument from Evidence
Crosscutting Concepts: Systems and System Models; Structure and Function
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence Of Student Attainment:
Students:
  • Argue from evidence to support that the internal and external structures of plants function to support survival, growth, behavior, and reproduction.
  • Argue from evidence to support that the internal and external structures of animals function to support survival, growth, behavior, and reproduction.
Teacher Vocabulary:
  • argue
  • articulate
  • evidence
  • internal
  • external
  • structure
  • survival
  • function
  • behavior
  • reproduction
Knowledge:
Students know:
  • Internal and External structures serve specific functions within plants and animals.
  • The functions of internal and external structures can support survival, growth, behavior and/or reproduction in plants and animals.
  • Different structures work together as part of a system to support survival, growth, behavior, and/or reproduction.
Skills:
Students are able to:
  • Articulate an explanation from evidence explaining how the internal and external structures of plants and animals function to support survival, growth, behavior, and reproduction.
  • Determine the strengths and weaknesses of the evidence collected, including whether or not it supports a claim about the role of internal and external structures of plants and animals in supporting survival, growth, behavior, and/or reproduction.
  • Use reasoning to connect the relevant and appropriate evidence to support an argument about the function of the internal and external structures of plants and animals.
Understanding:
Students understand that:
  • Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.
AMSTI Resources:
AMSTI Module:
Animal Studies

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.4.9- Identify basic parts of plants and animals.


Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
R5) Locate and curate information from digital sources to answer research questions.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate information from digital sources to answer research questions.
  • curate information to present or share with others.
Teacher Vocabulary:
  • curate
  • keyword
  • search engine
  • database
Knowledge:
Students know:
  • information to research questions can be obtained from digital sources.
  • how to use resources to organize information.
  • how to find resources to present or share with others.
Skills:
Students are able to:
  • create a list of keywords or phrases to enter into a search engine and/or database such as the Alabama Virtual Library.
  • use additional words or punctuation to narrow search such as AND (+), OR, NOT (
  • ), setting date boundaries, or quotation marks ("").
  • organize information.
  • share information by creating a digital resource.
Understanding:
Students understand that:
  • information can be located from a digital source to answer research questions.
  • information can be organzied and shared by creating a digital resource.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce authentic artifacts using digital tools.
  • review and revise authentic artifacts using digital tools.
Teacher Vocabulary:
  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)
Knowledge:
Students know:
  • how to use a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.
Skills:
Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA guidelines.
  • review an authentic artifact to revise with new or additional information.
Understanding:
Students understand that:
  • everyone can be an author, producer, director, etc.
  • using digital tools.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use basic features of digital tools to communciate key ideas and details in a way that informs and/or persuades.
Teacher Vocabulary:
  • digital tools
  • communicate
  • key ideas
  • informs
  • persuades
Knowledge:
Students know:
  • digital tools are available that enable them to inform others.
  • digital tools are available that enable them to persuade others.
Skills:
Students are able to:
  • use basic features such as headings, text, and images to communicate key ideas that inform and/or persuade.
Understanding:
Students understand that:
  • digital tools can be used to communicate by informing and/or persuade others.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
13) Synthesize complex information from multiple sources in different ways to make it more useful and/or relevant.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • synthesize complex information from multiple sources in different ways to make it more useful and/or relevant.
Teacher Vocabulary:
  • synthesize
  • relevant
  • timeline
  • flowcart
  • infographic
Knowledge:
Students know:
  • information from multiple sources can be combined or synthesized.
  • there are multiple was to combine information to communicate with others.
Skills:
Students are able to:
  • synthesize information from multilple sources in a variety of ways to make it more useful such as a flowchart, timeline, infographic, multimedia etc.
Understanding:
Students understand that:
  • information is obtained from multiple sources to better make sense of information.
  • information can be presented in different ways to make it more useful.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
15) Conduct complex keyword searches to produce valid, appropriate results and evaluate results for accuracy, relevance, and appropriateness.

Examples: Search techniques, check for credibility and validity.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • conduct complex keyword searches to produce valid, appropraite results, and evaluate results for accuracy, relevance, and appropriateness.
Teacher Vocabulary:
  • keyword
  • search
  • valid
  • true
  • accuracy/accurate
  • relevance/relevant
Knowledge:
Students know:
  • strategies to conduct complex keyword searches.
  • strategies that evaluate the accuracy of information.
  • not all information online is valid or true.
Skills:
Students are able to:
  • conduct complex keyword searches using quotation marks, OR, NOT, AND, and date boundaries.
  • explain how they know information located online is valid or true.
Understanding:
Students understand that:
  • using complex keywords while searching will deliver best results.
  • not all information online is valid or true.
Learning Objectives:

Students will be able to design a Voicethread that describes the function of a plants’ roots, stem, leaves and flowers.

Students will also collaborate with classmates by sharing their Voicethread on the Voicethread website, so their classmates and teacher can add comments. 

  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

At the end of the plant structures lesson, students will design a Voicethread to describe the function a plants’ roots, stems, leaves, and flowers. The teacher will be using the students’ Voicethread as an assessment of what they have learned.

Students will be able to design a Voicethread that describes their understanding of the plant structures functions.

Students will be able to collaborate with classmates by sharing their Voicethread on the Voicethread website, so their teacher and classmates can add comments.

1. Students will choose photos that represent each plant structure.

2. Students will then add text, recording, or video to describe the function of each of the plant structures. Students will use the information they have learned in the plant structure lesson to add the description.

3. Students will share their Voicethread with their classmates and teacher over the Voicethread website.

4. Students will then add comments to at least one of their classmates Voicethread board. 

Assessment Strategies:

The students’ Voicethread will be used to assess their understanding of the plant structure lesson taught prior to the activity. Students’ Voicethread will be graded by a rubric 


Advanced Preparation:

The students need to have had a lesson on plant structures and plant structures function before this activity/ assessment. The teacher needs to have a Voicethread account. 

The teacher needs to also understand how to use Voicethread. I would recommend watching the how to videos of the Voicethread website. 

The teacher also needs to create an example to share with students and also use the example to show students how to create a Voicethread. 

Students need to create a Voicethread account. 

The teacher needs to also have computers, webcams, or microphone for each student in the small group.
The teacher needs to also show students how to share their Voicethread on the Voicethread website with their classmates.

 

Variation Tips (optional):
 
Notes or Recommendations (optional):

The teacher may want to use the Voicethread activity as a small group activity, so the site does not freeze up when all the students are trying to log on.

The teacher needs to also show students how to upload appropriate pictures to their Voicethread.

The teacher may want to create a classroom folder and save several different plant structure pictures for students to choose from. 

  Keywords and Search Tags  
Keywords and Search Tags: