Creative Integration of Technology Tools

As a large group, we were given a lesson objective and summary, randomly assigned a classroom equipment scenario (we lucked out with the "Super Tech" model!), and 4 minutes to brainstorm creative ways to integrate technology into the lesson. As a group, we came up with 119 unique, AWESOME ideas!!

Given live examples of three types of plants, the fourth grade student will be able to correctly compare and contrast physical characteristics of six plant structures (roots, stems, leaves, flowers, fruits, and seeds) with 100% accuracy.

Lesson Summary:
The teacher presents a mini-lecture on the physical characteristics of plant structures. The lecture is accompanied by visual charts (hanging on the board) that define and illustrate characteristics of plant structures. Students take notes during the lecture using a note-taking guide. Next, the teacher models how to make observations of a sample plant and records the observations on a worksheet. The teacher demonstrates the process to compare and contrast the physical characteristics she has observed. The teacher divides the class into groups of four, giving each group three actual plant samples and copies of the worksheet to use as a graphic organizer to compare and contrast plant structures. The students work in groups to complete the worksheet. The teacher debriefs the activity with the whole class.

“Super Tech” Classroom Equipment Scenario:
  • 1-to-1 student computers (30)
  • Internet access (wifi)
  • Teacher laptop (school's)
  • SmartBoard
  • iClickers
  • Document camera
  • Color laser printer/scanner
  • Digital camera
  • Video camera
  • Headphones (class set)

Creative Integration of Technology Tools for this Lesson/Scenario:
  1. “Draw” a picture of a plant structures on art program
  2. A video camera can be used to record clips of students while they are working on comparing and contrasting plant structures, and then be made into a collage of clips.
  3. Combine all the common information that students write on the plant on their computers and point out the less common notes
  4. Create a class wiki to share discoveries
  5. Create a photo blog to share outside of class
  6. Create a plant website for students to access at home with samples of their digital creations for their parents to share
  7. Create a proposal for a community garden based on newly acquired plant knowledge
  8. Create a slide show comparing the pictures; add audio recordings of the student’s description/function of each plant structure
  9. Create word document to write facts accompanied by photos
  10. Document everything on a data spreadsheet with the computer
  11. Examine different views of plant structures or different examples of the same structure online
  12. find a cool website that highlights the concepts you want to teach and show it on smart board, or the students can use a web 2.0 site to learn the concepts
  13. Find a video online about plant structures to show to the class.
  14. Find audio/video clips from experts on the plant structures for students to listen/watch
  15. Find other plants online and compare/contrast different types of plants, but similar structures (is root to root and flower to flower)
  16. Go on a plant tour and take pictures of “the best” plant examples they find to use as examples in their self-created products (maybe the instructional video mentioned below)
  17. Google search plants/origins/facts
  18. have a cross section of a live plant and place it under the doc camera so all students can see while a volunteer points out the different parts
  19. Have a plant identification quiz using iClickers
  20. Have a Venn Diagram on the SmartBoard where the students can come up and compare and contrast plant structures. They can even stick the actual pictures of the structures on the projected Venn Diagram
  21. Have short videos that define and illustrate characteristics of plant structures
  22. Have students create a clicker activity to learn about the different characteristics of each other’s plants
  23. Have students create a mini-instructional video with what they’ve learned and share with another class-youtube videos
  24. Have students create VoiceThread of pictures of plants and talk about different parts of them
  25. Have students take pictures of various parts of plants and then print them out and mix them all up, and then have students sort out the pictures so that each plant has all the parts it needs
  26. Have students upload the photos on to a word processing document and write about the plant characteristics.
  27. Have students use laptops to take notes (practice typing)
  28. Have students video tape each other reciting and pointing to the different parts of a plant that they have popped up on their screen (like an interview)
  29. Instead of writing students can use Fotobabble to produce a creative piece about the plant’s life
  30. Keynote presentation of indigenous plants
  31. Magnifiy photos on photo editing software
  32. Make a mini assessment using SmartBoard and iClickers
  33. Make a mini-movie or infomercial about plant scientists
  34. Make a stop motion film of a plant growing with iMovie (or equivalent)
  35. Make a T-Chart on the computer to compare and contrast their information
  36. Neat chat to talk about observations
  37. Observe parts of plants from around the world as a class using the SmartBoard and the Internet.
  38. Post all graphic organizers on document camera to model further
  39. print off visual aids when describing plant structures
  40. Print out colored posters of each of the plants that are being compared and use them to label.
  41. Project pictures on document camera
  42. Record a podcast to record their results
  43. Record data on a spreadsheet
  44. Set up a video camera to catch the growth cycle of a plant; make a movie and speed up the process
  45. Skype with a botanist or professional
  46. SmartBoard projection of plant – students touch/identify parts
  47. Students can choose any plant and create a diagram labeling the different parts of the plant and can then show their plant diagram under the document camera
  48. Students can create a brochure of a place they would like to visit and include images of plants they might see and print them in color
  49. Students can create a video of how the different parts of a plant develop
  50. Students can design experiments relating to parts of a plant and share them via the Internet (skype, weToku, blogs, etc) with other classes
  51. Students can record themselves on video about their observations
  52. students can take a tour and observe
  53. Students can take pictures of the plant parts, put them in Fotobabble and voice the differences. Students can view other students Fototbabbles and document one similarity and one difference.
  54. Students can upload images of their drawings of the plants into a slideshow.
  55. Students can use camera to record observations while out in the wilderness instead of writing down on paper and pencil.
  56. Students can use proscope to take a closer look at the plant samples.
  57. Students can use Vokis to orally explain what they learned
  58. Students could create educational videos on how to observe plants, or parts of a plant
  59. students could create videos describing their findings while playing the part of ‘scientist’
  60. Students could do their own research, instead of the teacher doing the mini-lecture.
  61. Students could have an online discussion in Edmodo
  62. Students could use video camera in their group to talk about the differences they find in the plants
  63. Students create a Glogster poster about their findings to present to the class and use the laser pointer and SmartBoard to interact with the SmartBoard presentation
  64. Students post notes, ideas, observations on a wiki for their group.
  65. Students record their group ideas on SmartBoard for the rest of the class to see.
  66. Students take notes or audio record on their computer
  67. Students take pictures of different parts of the plant with digital camera
  68. Students would be able to communicate with each other as soon as they are ready through a live chat, this could be in small groups or whole group.
  69. take pictures, print large color photos and create a bulletin board labeling the different parts
  70. Teacher can also use clickers to debrief with the students.
  71. Teacher can take the pictures that students made and turn it into a slide show for the students on the SmartBoard.
  72. Teacher can use clickers to ask questions about the characteristics of the plants, roots, stems, leaves and so on by using multiple choice.
  73. Teacher could bring up large photos to accompany her lecture using doc cam, SmartBoard, or powerpoint presentation.
  74. Teacher could use random draw generator to separate the class into groups of 4.
  75. Teacher could use the document camera to show the different plants to the students
  76. The document camera can be used to show student work
  77. The mini lesson can be supplemented by a video tutorial.
  78. The notes being taken by the students could be done so on computers.
  79. The notetaking can happen on the SMART board using the teacher’s computer (with a prepared lesson notebook file) and can be done as a whole class with individuals and small groups using the board- then print.
  80. The Smithsonian has an app that allows you to take a photo of a plant and send it to them for identification- Have students use the resource to extend to plants that they don’t know.
  81. The students can find additional information about their plant samples on the Internet
  82. The students can look up how the different parts of a plant look on different plants and create a presentation
  83. The students can print off pictures and make posters and present them to the class
  84. The students can share their findings on the SmartBoard once they are done
  85. The students can use the headphones to plug in and listen to other students observations
  86. The students can use the Internet to research more about the plants.
  87. The students can use the Word document to describe the plants integrating with a writing activity.
  88. The students can video tape the plants and voice over their comparisons to present to the class.
  89. The students can work with students from other schools/countries and use social networking sites to share ideas and discoveries.
  90. The students could look up different types of plants at their school on the internet; the students can take pictures of those plants and upload them to their very own computers; they came make a movie about their plants that they found
  91. The students could make a Venn diagram on the computer
  92. The students could record their observations on a worksheet on the computer
  93. The students could use their pictures on the SmartBoard to show other students what they found different about the plants
  94. The teacher can use his/her laptop to introduce the unit; show a video using laptop and projector
  95. The teacher can use the SmartBoard to demonstrate what she wants out of the lesson
  96. The teacher could have made her modeling beforehand for the students to watch, and rewatch if needed.
  97. The visual charts could be on a SmartBoard
  98. There are pictures available online of these plants that may be different from those used in class. Good for the students to see some variety.
  99. They can listen to plant scientists on the computer with their headphones
  100. They can record a dance.
  101. Tour of forest and plants. Research about foliage through websites and google search. Students can do a Google search story and participate in group activities that will allow them to get a better understanding of the content and material.
  102. Use a plant simulation program (I know they have one about conditions for growing plants) to help students visualize/dissect all of the structures (especially if extending into plant cells). Also, if extending to plant cells – use a proscope to get close.
  103. Use a story-making program and kids can record narration describing differences and similarities.
  104. Use to create a diagram to compare and contrast.
  105. Use computers to record their data
  106. Use headphones to listen to different books or other things that may talk about the plants
  107. Use Internet to look up the different plants
  108. Use Jing to take snapshots of online picture and information
  109. Use microscopes to dig deep into the cellular makeup of the plants
  110. Use the CPS clickers to have students respond to comprehension questions throughout the lesson instead of a worksheet. This way the teacher has real-time data on what the students are learning and can adjust during the lesson.
  111. Use the smart board and a plant growing simulator to simulate a plant growing and what it needs to be most efficient.
  112. Use the SmartBoard for vocabulary games that deal with plant words such as photosynthesis and sunlight, etc
  113. Use the teacher laptop to create a template of a chart to organize what students need to learn.
  114. Using the smart board create interactive model of each type of plant that includes actual student images and audio recordings showing that the students under…..
  115. Utilize Explore Learning’s Gizmos to learn more about plant structures
  116. watch “magic school bus” on plants
  117. WebQuests on plans
  118. wiki – field guide
  119. you can use i-clickers with important concept questions as a quick way to assess student understanding of your mini-lesson before they start