Lisa Ball

http://msballthirdgrade.weebly.com/
EDU-225
8/30/15
Instructor Clark

Raft Task Card

RAFT
Science: Life cycles and food chains

Row 1

ROLE (student)
Demonstrate

AUDIENCE
Listen and watch

knowledge of the food slideshows of a

chain
Row 2

A tadpole

FORMAT
An informative

TOPIC
Have you ever

PowerPoint

thought about the

PowerPoint

animals of the

Your forest friends

An interactive

food chain?
You are a tadpole

dramatic retelling

describing the life

cycle of a frog;
pose questions to
the audience as

Row 3

A shark

Small fish

An interactive

you go.
As a shark, you

speech

are telling the

audience about
what you eat. The
audience will
learn about the

shark food chain.

RAFT Row 1
Objective:
AZ State Standard: Science Standard Concept 4 : Communication. Communicate results of investigations. PO 1.
Communicate investigations and explanations using evidence and appropriate terminology.
ISTE standard: 3. Research and information fluency. B: locate, organize, analyze, evaluate, synthesize, and
ethically use information from a variety of sources and media.

You will be able to inform others how the food chain is organized through a visual PowerPoint
Student Role:
Demonstrate knowledge of the food chain
Audience:
Listen and watch slideshows of a PowerPoint
Format:
An informative PowerPoint
Topic:
Have you ever thought about the animals of the food chain?

Directions:

1. Visit All About the Food Chain to conduct research.

2. Use a journal to record information to use.
3. Use the organized thoughts to create 5 slides in a PowerPoint.
4. Add 1 image and 1 video to the PowerPoint.
5. Cite the web address at the end of the slides.

Resources:
Websites to visit:
The food chain game:

http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm
Producer vs. consumer:
http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/producersconsumers.ht
m
Food cycles:
http://www.geography4kids.com/files/land_foodchain.html

Assessment:
PowerPoint slides will be assessed. Please use information from the websites listed. Remember
to cite the information with a Resources slide.
50 points will be awarded for the PowerPoint.

RAFT Row 2
Objective:
AZ State Standard: Science Standard Concept 4 : Communication. Communicate results of investigations. PO 1.
Communicate investigations and explanations using evidence and appropriate terminology.
ISTE standard: 3. Research and information fluency. B: locate, organize, analyze, evaluate, synthesize, and
ethically use information from a variety of sources and media.

You will be acting as a tadpole to share information on the life cycle of frogs.
Student Role:
A tadpole
Audience:
Your forest friends
Format:
An interactive dramatic retelling
Topic:
You are a tadpole describing the life cycle of a frog; pose questions to the audience as you go.

Directions:
1. Watch Life Cycle of a Frog.
2. In your journal, keep notes from the video.
3. Describe the life cycle, use information from Metamorphosis of Frogs
4. Create 3 questions to ask the audience while you are presenting.
5. Prepare to share your story of a tadpole using your notes and questions.

Resources:
Websites to visit:
All about frogs:
http://www.kiddyhouse.com/Themes/frogs/
Frog life cycle game:
http://www.sheppardsoftware.com/scienceforkids/life_cycle/frog_lifecycle.htm
Life as a frog:
http://www.tooter4kids.com/Frogs/life_cycle_of_frogs.htm

Assessment:
Your presentation will be assessed based on information of the life cycle. Include the entire life
cycle of a frog. Three questions must be asked to the audience to receive full credit.
50 points for information, 25 points for audience participation.

RAFT Row 3
Objective:
AZ State Standard: Science Standard Concept 4 : Communication. Communicate results of investigations. PO 1.
Communicate investigations and explanations using evidence and appropriate terminology.
ISTE standard: 3. Research and information fluency. B: locate, organize, analyze, evaluate, synthesize, and
ethically use information from a variety of sources and media.

You will be able to inform the audience about what a shark eats and where it is on the food chain.

Student Role:
A shark
Audience:
Small fish
Format:
An interactive speech
Topic:
As a shark, you are telling the audience about what you eat. The audience will learn about the
shark food chain.

Directions:

1. Visit What Do Sharks Eat?

2. Use a journal to record information to use.
3. Watch Sharks and the Food Chain
4. Use a journal to record information to use.
5. Prepare a five minute speech using the information recorded.
6. Include 3 questions to ask audience.
7. Share the speech with students, ask questions.
8. Be an enthusiastic shark!

Resources:
Websites to visit:
All about sharks:
http://www.sciencekids.co.nz/sciencefacts/animals/shark.html
Shark videos and games:
http://discoverykids.com/category/sharks/
Map of the ocean food web:
http://kids.britannica.com/comptons/art-90131/Organisms-in-a-community-are-linked-throughwhat-they-eat
Great White Sharks:

http://www.ducksters.com/animals/greatwhiteshark.php

Assessment:
PowerPoint slides will be assessed. Please use information from the websites listed. Remember
to cite the information with a Resources slide. 50 points will be awarded for the PowerPoint.

Section Four: Differentiating Instruction through Technology

Introduction
Technology should be taught alongside academics in the classroom. Finding sources and
credible websites to share with students can be a challenge. The abundance of the internet can be
overwhelming at times. Trusting other teachers for recommendations and doing research will
reveal excellent tools. Integrating technology tools into teaching will ensure an enriching and
inviting classroom that stimulates the needs of all learner types.
Technology to Differentiate Instruction
MyHistory: Creating a timeline can be achieved in a timely and organized manner. Students can
collect data from research on the computer. After they have their notes organized, students can
display information on an image and text-based timeline. This would be an interesting way to
depict a life cycle, food chain, or historical event. Storytelling can also be achieved through a
timeline tool. Students who participate in the digital storytelling experience may also benefit
from learning to critique their own work, as well as the work of others, facilitating social
learning and emotional intelligence (Robin, 224). The ISTE standard that relates best is 1.
Creativity and innovation: b: Create original works as a means of personal or group expression.

Allowing groups to create a timeline together would ensure social and emotional skills are being
developed along with academics.

OpenSim: This tool is described as an open source, modular, extendable platform used to
create simulated 3-dimensional spaces with customizable terrain, weather, and physics
(Campbell, 508). This tool would be beneficial to use with science lessons. Students could create
an environment specifically designed to support life. Habitats can be created to demonstrate
students knowledge of what an animal needs to survive. Specifically, ISTE standard 1
Creativity and innovation: C: Use models and simulations to explore complex systems and
issues will easily correlate to the use of OpenSim. Exploring and using a simulator will allow
students to control their environment and terrain for an animal to survive.

Google Earth, Map, and Sky: This tool depicts imagery that displays pictures of
neighborhoods, the planet, and the solar system. In the classroom, this tool would be easily
accessible because only a projector and computer are necessary. Incorporating this technology
into a lesson would make for an exciting learning experience. A lesson about culture would fit
perfectly with this tool. ISTE standard, 2. Communication and collaboration: c. develop cultural
understanding and global awareness by engaging with learners of other cultures would be
thoroughly intertwined with this tool. Learning about other cultures could be as easy as a click
on Google Earth. Student learning and participation would be higher while using the computer to
display images. Students absorb information to a greater extent in less time when they are
actively engaged by participating in computer-based instruction (Savage, 20).
Pros and Cons

Using technology tools to differentiate learning will ensure a classroom environment that
is stimulating. Students will be surrounded by a multitude of learning tools that welcome their
participation and feedback. Allowing the freedom for students to create their own presentations
will allow students to feel that they have control over their learning. Sharing their presentations
will develop social and emotional skills alongside the needs of curriculum. Cons of such a
stimulating environment can cause distractions for some students. There is a balance to
everything and the balance of a classroom is sensitive. Paying attention to the classroom flow of
the students will let a teacher know when it is time to hold back on attention-grabbing
technology tools.
Concluding Paragraph
In conclusion, students need a variety of tools to stimulate their attention and desire to learn.
Technology is included in their everyday lives at home and with friends. It should also be
included in their classroom learning experience between their peers. With selective usage of
technology tools, students can learn from an environment that welcomes their opinion and
supports their learning.

References:
"ISTE Standards for Students." Standards for Students. Web. 30 Aug. 2015.
Robin, B. R. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century
Classroom. Theory Into Practice, 47(3), 220-228. doi:10.1080/00405840802153916
Campbell, T., Shaing Kwei, W., Hui-Yin, H., Duffy, A. M., & Wolf, P. G. (2010). Learning with
Web Tools, Simulations, and Other Technologies in Science Classrooms. Journal Of
Science Education & Technology, 19(5), 505-511. doi:10.1007/s10956-010-9217-8
Savage, A. J., & Brown, D. S. (2014). Examining Past Studies of The Effects of Classroom
Technology Implementation in Terms of Student Attitude and Academic Achievement.
Global Education Journal, 2014(4), 20-27.