Evaluation+Questions

toc =Evaluation Questions= Please review the site we have chosen as you address these five questions. As you prepare your responses, please plan to have them posted by Friday night, as I need more time to write the comprehensive post than I have when posted by Sunday afternoon or evening.

If you are posting on the wiki only, please include your name.

Why did you choose this project?

 * I liked this project because it is simple to execute and it promotes communication with students in other parts of the country or world. I would choose to do this project with my 3rd grade classes. The only drawback is that I only see the 3rd graders once a week. So, I might have to “steal” some of their homeroom time (or get the homeroom teachers to buy into supporting the project also) to get more regular feedback from them.

> b.Connects the students’ learning to a real world experience – Planting (Very popular to plant during the spring time in Georgia). > c.The project has a clear set of directions and expectations for a first time project. > d.Timeline is very doable. > e.Collaboration can be controlled by the teacher.
 * a.Integrates all four disciplines.
 * I like the elegant simplicity of the project. The basic premise could not be easier to understand. However, the extensions to this project are limited only by our imaginations.


 * It seemed to fit the most grade levels and content areas. I think it would be easy to incorporate into any class. Not very time consuming, could easily be added to other daily activities.

How, specifically, will this activity meet your learning objectives?
> o scientific observation and measurement skills, as they record plant growth information, temperature, or general weather conditions. > o computer skills as they create charts and graphs using MS Excel > o written communication skills as they would have to write responses to the other groups to share how their plants are growing. > o geography skills as they determine the latitude and longitude of our location, find the different countries on a map, and discuss the differences in their climates or seasons.
 * I do not have any state mandated standards but it would cover various 3rd grade learning objectives:

> Science – Students will identify the necessary elements that plants need to grow. Students will hypothesis > Technology – Students will develop critical literacy skills.
 * Math – Students will collect, record, and interpret data.


 * Math (middle grades)
 * Fractions and measurement - students could create word problems for each other using the heights of their plants measured in inches.
 * Coordinate graphing - graph the height of the plants over time, temperature over growth rate, etc.
 * Slope - find the slope of the graph of height over time, compare slopes for different students' graphs. How does the rate of growth compare from one geographic area to another?
 * Measurement - convert height of plant from metric to customary and vice versa
 * Geometry - find the area of a petal or leaf


 * I use 2 objective sources 1 for my content, the other for the standardized test I am responsible for.
 * WV, Algebra learning objectives include: graphing, slope, and gathering, charting and comparing data
 * WV 10th grade WESTEST include: graphing, slope, temperature conversions, metric, English conversions

What do you feel are the strengths of the project?

 * The main strength of this project is the communication portion. The students would be really motivated to read web site and see what other classes might have written about their plants and then create a response based on the changes that occurred with their plants since the last correspondence.

> b.Age levels – addresses all ages. > c.Multitude of resources are linked to the project.
 * a.Collaboration – Promotes interaction among classmates as well as students around the world with an online forum. Uses iLearn - safe and facilitated by the teacher.


 * Easy to implement, low cost, easy to maintain, does not require large chunks of class time to complete, easily adapted to each teacher's individual situation, connects to all subject areas


 * Easily adapted for grade/content. Can be a very involved project or minimally involved, depending on needs of class. Could be done any time during the year, not just in November as stated. Has appeal factors for majority of students.

In what ways does this project reflect Bloom's principles?
How will teachers provide students with ample opportunities for meaningful feedback (Habits of Mind)?

> > I can provide the students with opportunities for meaningful feedback by encouraging that their communication be clear and precise and that they ask probing questions if they do not understand what others might have written. Also, I would encourage them to be flexible and understanding when other’s written communication might not be perfect as English is not their primary language.
 * This project makes it easy to include all levels of Bloom’s taxonomy. With each communication, you would ask the students to evaluate the conditions around them and to document them. They could be asked to compare and contrast previous data with current data and how their data compares to other location’s data. They can be asked to predict whose daffodils might bloom first and the reasons why. If they see a particular pattern forming, they can discuss the elements necessary for plant growth and the ones taking a primary role in the early blooming areas.

> i.Knowledge & comprehension – Students follow procedures to plant tulips explaining their process. > ii.Application & Analysis – Students make hypotheses regarding bloom date and collect & analyze data. > iii.Synthesis & Evaluation – Students formulate responses, comparing data from various sources. > > b.Habits of Mind: > i. Persistence – use systematic approach to analyze the data from many sources. > ii.Precision of Language & Thought – students share information in the collaboration center. > iii.Promotes flexibility of thinking – students explore different results from classes all over the world. > iv.Using all senses – Students plant tulips (touch), wait and watch for growth, and are able to smell the fragrance of the > flowers. Tasting is out! > v.Creativity – Students have many opportunities to engage in various extended art activities. Pictures, poetry, journaling, etc. > > c.Meaningful feedback - Collaboration within the forum gives students opportunities to share and receive feedback > > d.Learning Styles addressed > i.ST – hand- on activity with step by step instructions > ii.NT – project that requires collecting, organizing, and evaluating data. > iii.SF - project has a group setting & collaborates with other students. > iv.NF – project is a “real world experience” and offers creative extensions. > > e.Multiple Intelligences addressed > i.Verbal linguistic – collaborative discussions > ii.Logical Mathematical – collect & analyze data > iii.Spatial – graph & chart data > iv.Bodily Kinesthetic – hands-on project (planting) > v.Musical – help me with this one Jayne! > vi.Interpersonal – cooperative learning > vii.Intrapersonal - journal writing opportunities > viii.Naturalist – It’s all about planting!
 * a.Bloom’s principles:


 * Surely Cece has covered this section completely!!! ~ Jeanne :-)

Are there any constraints you will need to address?

 * The constraints seem to be minor at this time. An email address would have to be set up for the project but that can be easily done (is one really necessary?). Setting aside the time is a bit of a constraint but I think that the students would be interested enough that they would quickly complete other tasks in order to spend time on this task. I like that fact that the information required is easy to collect and record. It can be even rotated among the students where one day group 1 comments on the land and the next time on the weather and the next time on the plant growth, so that each child feels that they have a part in each communication.

> b.Having only the one start time in November – it might not fall into the curriculum scope and sequence.
 * a.Individual/group computer time to interact with other students around the globe.


 * I am not an expert on bulb planting. Will there be a winter season where nothing is happening to the bulb that students can see?


 * I do not have a "green thumb" so the first constraint is if I don't kill the plants. The second and more important is finding enough computer time. The third is if you choose not to plant in November finding other classes to collaborate with.