Independent Technology Project Plan

Andrea Martin
1. 1

Planning sheet

Description of project: This unit will evolve over a 4-day period. There would be a lesson on learning
physical parts of a plant (stem, roots, leaf, flower) and then another learning the parts of an animal.
Then there would be a lesson comparing both plants and animals. Talking about their environments,
characteristics that help them both live.

What is the purpose of the end product you will create? Create an understanding that both plants
and animals are living organisms that depend on their environment to survive much like people.

What technology will you use? Technology that the kids can create the structure of a plant on and
then again to make a physical characterization of how they are same and different from people?
You tube
Drop and drag leaves
Ink Flow drawing app on the iPad

Intended audience: Kindergarten

Information, materials and resources required: What do you need to know to complete this
project and where can you find the information? (You must document all sources consulted
and used.)
http://www.doe.in.gov/standards
http://bogglesworldesl.com/lessons/animal_parts.htm
simpleplantcolorlabeled.jpg

http://www.mpmschoolsupplies.com/ideas/3112/spring-plant-unit-eating-the-parts-of-a-plant/
https://www.youtube.com/watch?v=giWqEPNLtBo
http://www.katyisd.org/campus/KDE/Documents/Kindergarten/Plant%20and%20Animal%20Characteristics.pdf
Have the kids trace outlines of themselves with a partner; use tape measurers to measure themselves. Put physical
characteristics on the outline (this is only if I touch on comparing people toonot sure I am)

Academic and /or NETS-S and NETS-T standards this project would address:
Content Area:
Science
K.3.1 Observe and draw physical features of common plants and animals.
K.3.2 Describe and compare living animals in terms of shape, texture of body covering, size, weight,
color and the way they move
K.3.3 Describe and compare living plants in terms of growth, parts, shape, size, color, and texture
Technology
Standard 13A: Collect information about everyday products and systems by asking questions
Engineering
Standard 11C: Investigate how things are made and how they can be improved
Mathematics
K.MD1. Describe measurable attributes of objects, such as length or weight. Describe several
measurable attributes of a single object
K.MD.2 Directly compare two objects with a measurable attributes in common, to see which object has
more of/less of the attribute, and describe the difference. Compare the heights of two children and
describe on child as taller/shorter.
Social Studies
K.3.1 Use words related to location, direction, and distance, including here/there, over/under, left/right,
above/below, forward/backward and between

ELA
K.RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or
steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect

Writing
K.W.8 With guidance and support from adults, recall information from experiences or gather information
from provided sources to answer a question

Speaking and Listening

K.SL.5 Add drawing or other visual displays to descriptions as desired to provide additional detail
Language
K.L.5 Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the
categories represent.

Project timeline and learning sequence:

This unit would four days

Assessment that learning happened.

Assessment would happen as the unit moves along. As students present their drawings on Inkflow, assessing
they have the major characteristics