Identify plant parts 

Debbie Pfeifer
2sd grade/Science


Technology Objectives Addressed:

  Students will:

     write simple sentences using a word processor. 

     import graphics into a document.

     proofread documents for punctuation and grammar errors.

Activity Description

  What was the process that your students went through to complete this lesson? students were required, on paper, to diagram the plant they were growing, identify the plant, and describe their plant. Teacher then modeled an example using the SMARTBoard and projector. Students used Apple Works paint to transcribe the information and insert the digital picture of their plant. Students were required to save their document to the Server in the "Plants" folder. 

How did you monitor student progress? Teacher observation

Was there a template or an example that students were expected to follow? Yes, the teacher generated one as demonstrated on the SMARTBoard. 

How much time did you dedicate to this project? 

  Total: 2 days

  Daily: (approximate) 1hr.

How was the final product presented?

Students presented their project to the class on the SMARTBoard, with the class using the scoring rubric to evaluate their project. 

Who was the audience for the final product? Students


Learning Issues

 What prior knowledge was required on the part of the students in order for them to be successful in this project? Students needed to know how to open a paint document, insert a graphic, change the font and size of text, and save to the server.  Students also needed to have previous knowledge concerning parts of a plant. 


Resource Management

 What was the student to computer ratio? 6:1

How did you schedule your students' computer time? Two - one hour blocks of class time-scheduled as one of four centers.  We finished the remainder during Accelerated Reader.

What was the location of the computers and other technology equipment used by students? In the classroom.

How would you suggest beginning teachers obtain computer resources for their students? (Knowing some of your strategies would be valuable for our presevice teachers).


Be willing to ask for any outdated equipment that others don't want and take any equipment offered.


Rate the level of access for students to use computers/other technologies as they needed- low


Rate the level of supervision required for students during the project, specifically for computer and other technology use - medium



  What hardware was required for your project?

  IMacs, SmartBoard / Projector

What software was required for your project?


Anything else?

Digital Camera



  What kind of assessment did you use for this project?

When students presented their assignment, as a class we evaluated them using the Scoring Guide(Rubric).

What categories did you assess?(I.E.: content, screen design, depth/breadth, etc.)




How does the product that you submitted compare with other students' products for this same project?

Most students' projects are comparable to those submitted.

What did you like best about this project?

The students were able to show what they'd learned (content-wise and technology-wise ) and helped evaluate themselves and others.


What did the students like best about this project?

Their identification of plant parts was of the plant that they grew.

Rank the level of student involvement in the project-high

Rank the level of student involvement in this project-high

Would you teach this lesson again?

Yes, absolutely.










Plant Identification Scoring Guide

The student identified the:







Each sentence:

Makes sense

Begins with a capital letter

Has the correct punctuation

Has most words spelled correctly

The document is named and saved to the "Plants" folder on the Server.


10, 9 checks = A

8 checks = B

7 checks = C

6 checks = D

5, 4, 3,2,1 checks = F