Shelley Sevier1

Lesson Planning
PhotoStory Lesson
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Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)
Science Standards
3.3.4.A – Know that some organisms have similar external characteristics and that similarities and
differences are related to environmental habitats.
Technology Standards
1.B – Create original works as a means of personal or group expression
2.B – Communicate information and ideas effectively to multiple audiences using a variety of media
and formats
5.A – Advocate and practice safe, legal, and responsible use of information and technology
6.A – Understand and use technology systems
Lesson Objective(s)
(Stated in observable and measurable terms)
TSWBAT differentiate between animals and plants that live on land and those that live in the water
TSWBAT successfully navigate and upload photos to PhotoStory
TSWBAT present information they have learned about habitats using PhotoStory
Assessment Plan
(What will be done to determine if lesson objectives have been met?)
Observation of student participation
Assessment of PhotoStory completion

Materials:
List of acceptable websites
Student Log-in information
Pre-Made habitat PhotoStory for student viewing

Inclusion Techniques for Students with Special Needs:

Front row seating
Extra assistance for those who need it
Assistance when completing the computer research and PhotoStory
Enrichment Techniques:
Students will have the opportunity to enhance their PhotoStory as much as they want, and draw on as
many resources as they wish. Students who are finished early will be encouraged to assist other
students find pictures, upload and place them in the PhotoStory. If problems arise, some students may
be placed in groups to help along the process. Assessment will be performed to ensure
understanding among all group members.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL

students have access to and are able to participate in the lesson):
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After evaluation of student absorption, modifications will be made to ensure understanding. Students
will be able to help each other with the PhotoStory project, provided they understand what they are
doing themselves. Any assistance of this sort will be monitored to ensure students are not completing
other’s projects. Students will also be given the opportunity to pair up with a partner to check their
understanding and will receive extra instruction should the need arise.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
Review the classroom lesson from the prior day. Quiz students with the flashcards to help jog their
memory of animal and plant habitats. Have students grab their laptops (or walk them to the computer
lab) and tell them we are going to try a new project with our new knowledge. Show students the pre-
made PhotoStory of habitats and animals explaining that this is what they will be doing. After the initial
shock and awe subside, tell students to log into their computers.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson.
Bulleted statements are preferred)
• Students will open the application PhotoStory
• List the websites in the front of the room on the board so students may reference them while
researching photos (if Internet is not available for kindergarteners, have a wide variety of
photos available for student use).
• Explain to students that they will be researching land and water animals and plants that they
can incorporate into their video. They will have the option of showcasing land animals and
plants, water animals and plants or a combination of land and water plants and animals.
Model, using one of the websites, to show students the proper way to pick a photo, then
upload it to PhotoStory. Once students find pictures, they should save them to their drive
(which they will already be familiar with) and then they may upload them to PhotoStory. Stress
that they only need between 5 and 10 photos for their Story’s. Emphasize that they should
work on obtaining the photos first, then work on editing them within PhotoStory.
• Monitor student usage of computers while they are researching. Be available to help any and
all students with their research and consecutive uploading. After students have gotten the
hang of saving pictures, then uploading, show them the various features of PhotoStory that
they may want to include in their project, such as adding music, changing the image’s look and
other elements. Encourage them to add words at the bottom, whether it is simply ‘land’ or
‘water’ or if they want to add the animals or plants name. Make sure students at least have the
basic understanding of PhotoStory, enough to get the project done right.
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• Use the computer lab technician to assist you in helping the students, especially those who will
need help navigating the websites and uploading the pictures. Students will have a specific
area to upload their completed videos to, (prearranged) and once all students are nearing
completion, they will be informed of where to store these videos.

Guided Practice/Independent Practice/Assessment Activities

Guided Practice: Students will be able to observe the teacher modeling what should be done as far as
researching the plants and animals necessary for their project. The teacher will be available for
assisting students who need extra help.
Independent Practice: Students will be encouraged to add special effects to their video, as soon as
understanding of the basic project is ensured. They will be given free reign over the application, so
they may make their video as they wish, using as many features as they want.
Assessment Activities: Students will be monitored throughout the lesson, checking for comprehension
with the flashcards, the Mini-books and the computer researching and project.

Closure:
Students will have the option of presenting their video to their classmates as well as other
kindergarten classrooms. They will simply have to walk through their video, explaining what they
know about land animals and plants and water animals and plants. The class will review the two (or
more) types of habitats and offer some animals that live in each, explaining why they are different.