ALEX Learning Activity

  

Exploring Parts of Plants with Evernote

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

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  This learning activity provided by:  
Author: Catherine Stutts
Organization:University of North Alabama
  General Activity Information  
Activity ID: 1287
Title:
Exploring Parts of Plants with Evernote
Digital Tool/Resource:
Evernote
Web Address – URL:
Overview:
Evernote is an online storage system allowing users to create, search, and present on one workspace. Description provided by evernote.com.
  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.


Science
SC2015 (2015)
Grade: 5
9 ) Construct an illustration to explain how plants use light energy to convert carbon dioxide and water into a storable fuel, carbohydrates, and a waste product, oxygen, during the process of photosynthesis.

Unpacked Content
Scientific And Engineering Practices:
Constructing Explanations and Designing Solutions
Crosscutting Concepts: Energy and Matter
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
Students:
  • Construct and label an illustration that demonstrates the process of photosynthesis and the conversion of carbon dioxide and water into storable fuel, carbohydrates and oxygen.
Teacher Vocabulary:
  • convert
  • carbohydrates
  • waste product
  • photosynthesis
  • carbon dioxide
  • produces
  • oxygen
Knowledge:
Students know:
  • What plants need to survive.
  • Parts of plants and their functions in the process of photosynthesis.
  • The sun is the source of energy.
  • Plants are producers.
Skills:
Students are able to:
  • Construct an illustration to explain the scientific phenomenon of photosynthesis.
Understanding:
Students understand that:
  • Plants are producers of energy through the process of photosynthesis.
AMSTI Resources:
AMSTI Module:
Dynamics of Ecosystems

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.5.9- Using a given model, recognize that plants use light energy to make their own food during the process of photosynthesis.


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: 5
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 standards.
  • 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: 5
16) Use advanced features of digital tools and media-rich resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use advanced features of digital tools and media
  • rich resources .
  • communicate key ideas and details in a way that informs, persuades, and/or entertains.
Teacher Vocabulary:
  • key ideas
  • informs
  • persuades
  • entertains
  • media-rich
  • communicate
  • digital tools
  • collaborate
  • online environment
  • tutorial
Knowledge:
Students know:
  • how to use advanced features of digital tools to inform, persuade, and/or entertain.
Skills:
Students are able to:
  • design communications using advanced features of various digital tools to informs, persuades, and/or entertains.
  • locate and follow directions or tutorials for working with digital tools.
  • use media-rich features such as audio and/or video.
Understanding:
Students understand that:
  • many digital tools are available to communicate key ideas and details.
  • directions or tutorials can be located online to assist with creation.
  • there are multiple ways to communicate the same information.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 5
17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • publish organized information in different ways to make it more useful or relevant.
Teacher Vocabulary:
  • infographic
  • student created website
  • organized information
Knowledge:
Students know:
  • information can be created and published in different ways to make it more useful, easier to understand, or relevant.
  • multiple ways to create and publish information.
Skills:
Students are able to:
  • organize and publish information in different ways such as infographics, student
  • created websites, digital books, audio, video, etc.
Understanding:
Students understand that:
  • information can be organized and published in different ways using images, text, inforgraphs, websites, digital books, etc.
Learning Objectives:

Students will be able to utilize Evernote by creating an alternative report on parts of plants on the school playground.

  Strategies, Preparations and Variations  
Phase:
Activity:

Students will choose a plant from the school playground. Once they have selected the plant, students will identify three parts of the plant, take a picture of each, and provide a description of the function of the parts pictured. Students will demonstrate an understanding of why each part is essential to plant survival.  All of these pictures and facts will be added to an Evernote Notebook.

Assessment Strategies:

In order to assess student understanding of this activity, students will submit their notebook to the instructor. Ensure that the sharing permission is enabled.


Advanced Preparation:

  • Students must have computers or tablets with internet access and cameras.
  • Students should have prior knowledge of the parts and function of parts of plants.
Variation Tips (optional):

Students may also create an audio file on Evernote. Students should read their findings and record themselves presenting via Evernote. A device with a microphone is required in this variation.

Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: