All About Agricultire!

Target: 5th grade science!

Standard: 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

  • Human activities in agriculture, industry and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments.

Direct Link to Book


This lesson is the first in a unit all about human impact on the environment! This first lesson is specifically about human impact on our land. Once the teacher introduces the goals for the lesson, they will allow students access to this interactive science notebook that all students will download as a copy to edit! The teacher will provide students time to start working on steps 1-4 independently. When all students are ready to move to step 5, the teacher will begin the apple demonstration and students will fill in the pie chart! Once the demonstration is over, students will collaborate to answer step 5. Once all students finish and the time is up, students will complete an exit ticket by answering the question on the last page!

Instructional goal:

While completing this lesson, I want students to have a clear spot for all of their information and an example of what a clear, concise notebook should look like. I want students to be able to independently follow the steps and work on steps 1-4 by themselves (unless they have specific needs where this cannot happen – then the teacher will create an alternate plan where they can work with one buddy). Students should be able to take notes, create a hypothesis, and be critical thinkers!

Why BookCreator?

I really loved learning how to use BookCreator this semester. In my current field experience class, I notice that students do a lot of work (note-taking, assignments, etc.) on various apps, but it is all so inconsistent and disorganized. I also notice that the students really struggle to format all of the things that they need to do in a way that is helpful for them in the future to look back on, or even to complete later. I chose to use BookCreator to create a science journal for students so that they have a clear place to put all of their work, and everything that we do that day is all there for them. I think that this is also great because it provides a lot of resources for students who are absent that day, and the teacher only has to show a video of the apple demonstration to them and alter the group conversation. I love how you can embed different materials into this website so that the teacher does not have to scramble to print out and pass out tons of worksheets!

Writing and Revising Opinion Pieces

Opinion picture by Steve Johnson on Unsplash

This lesson is for second-grade students to practice forming, defending, revising, and publishing their opinions in writing.


Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

First, the teacher will read aloud a text on opinions. In order to highlight how the letters communicate effective option pieces on why Alex believes he should get an Iguana and why his mom believes he should not have one, students will collaboratively fill out the following Jamboard to find opinion piece tools.

A few other options for opinion picture books include:

  • I Will Never Not Ever Eat a Tomato
  • I Don’t Want to be a Frog
  • The Day the Crayons Quit
  • The True Story of the Three Little Pigs
  • The Perfect Pet
  • Don’t Let the Pigeon Drive the Bus
  • Click, Clack, Moo Cows that Type

Then, students will fill out the following Google Form to see where they stand on statements and start generating ideas on what they would like to write their opinion piece on. Students will rate their opinion on a 1 to 5 scale of strongly disagree or strongly agree. Places, where they mark either a 1 or a 5, are places where they are encouraged to write about (or pick their own opinion statement to work on). The Form’s questions are not meant to be a comprehensive list of opinions to write on, but rather a starting point for students to pick what is important to them.

Then, students will work with Google Docs to write their first draft of their opinion piece. Clicking on the Google Doc below will have students make a copy of the page so each student is able to edit and add their work for their first draft. Students should use the example sentence starters/ transitions gathered on the Jamboard or ones that the teacher will present below:

Example sentence starters:

  • I feel…
  • I think…
  • I belive…
  • I think ______ is better than _____.
  • The worst part about _____ is _______.
  • The best part about _____ is ______.

Example transitions:

  • First,
  • Next,
  • For example,
  • Most importantly,
  • Additionally,
  • For instance,
  • In other words,
  • In conclusion,
  • Finally,
  • To summarize

Then, students will share their work with another student in the class via Google Docs who will peer edit their work to ensure their argument and evidence are clear and convincing.

Finally, students will publish their piece on Book Creator making sure that they have a page with their topic sentence, a page per piece of evidence, and one for their conclusion with any pictures, videos, or drawings they prefer to back up their claim.

See the source image

Final Project – Student Led Conferences

For my final project, I have created a lesson for second grade students. In this lesson, students will construct an Adobe Spark Video to share with their parent or guardians for student led conferences.

The instructional goal for this lesson is for students to create an Adobe Spark video including personal work. Students will include reading, writing, and math samples along with their responses to two questions. Prompts include: Why did you choose this piece of work? & What did you learn while doing this work? Students may answer the questions within their Adobe Spark Video or have written responses prepared to share.

I chose to use Adobe Spark Video as the platform for this project because students can present their work in an organized and quick way. As seen from the example below Adobe Spark Video allows you to add photos, text, customize the music and more. Adobe Spark Video also offers many templates for students to start from and is easy to navigate for first time users and students.

I hope these videos are viewed by parents and seen as a celebration and reflection of their students’ work. This assignment is a culturally relevant teaching practice and enables relationship building among students, parents, and teachers.

Featured Image by: Adonyig Edits by: Braelyn Higdon

Final Project – 1st Grade Skeletal System Mini-Unit

For my final project, I decided to use Google Sites to create a website that will allow me to communicate with students and parents or guardians as we are distance learning. On the website, I will post a weekly science lesson. This week’s lesson is on the skeletal system where students will become bone experts and will be able to answer the question: “why do humans need bones?”

My target audience is for my students who are in first grade and I wanted to make sure that the website is easy to use and easily accessible.

I used EdPuzzle for an interactive read aloud using a book called “Inside Your Outside” by Dr. Seuss. EdPuzzle is easy to use and makes videos more engaging.

Using Padlet, I had my 1st graders share a fact about bones after they went online and did some research. Padlet provides students with the opportunity to tell the whole class what they have discovered while researching and what they have learned. Padlet can be used in a classroom to encourage students to share their ideas and have a voice. It gives students who are quiet or shy, the opportunity to feel comfortable sharing their opinions and contributing to the class. Padlet allows for all students to be able to see what their classmates are thinking but also provides independent work time. I like Padlet and think it is a great tool for students and teachers and could be used for such a wide variety of activities in the classroom.

Final Project – Who are you??

For my final project I decided to use Book Creator to create an introduction activity for the beginning of the year. I wanted this to be a type of get to know you activity for students to share whatever information about themselves they wanted with me. My example was designed for lower level elementary, most likely grades 2-3 but for my specific class I would have done it in second grade. I would do this activity in class, showing my book as an example and then walking the students through how I made my book and how the website works.

More specifically wanted to use this platform because I think that it gives students a way to really personalize their books with pictures, colors, different text and other graphics. I really liked how easy it is to import pictures from your own computer, and to choose different options to really personalize their books. I decided not to create any required things they have to put in there, but rather let them choose what they felt was most necessary to share and what they wanted me to know the most. I would give the students a list of different ideas as well as a limit of 8 pages. I really like how easy it is to use this website and the many options it has.

Final Project- 4th Grade Personal Narratives

cartoon monitor with a document open

For my final project, I wanted to do something for an older set of kids than what I usually do just to see how it feels (it was fun). I remember writing my own personal narrative in 4th grade and really enjoying it, so I decided to create a Google Site all about that. The site has four pages for each step of the process: Brainstorming, Rough Draft, Editing, and Final Draft. I inserted various google docs, youtube videos, images, and used Edpuzzle to edit a video as support and guidance for what to do in each of these steps. I ended up finding some great resources for worksheets that help students plan out what they want to say. Ideally, students would spend one day brainstorming, two or three days writing, two days editing, and one day on the final draft. By then final day, students will have written a complete personal narrative that not only is well sequenced and edited, but that they are proud of too! Here are the standards I am basing the lesson off of:

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Featured Image by 200 Degrees from Pixabay

Final project—A Supplemental Activity

For my final project I decided to create an online supplement Science activity for 1st graders. The point of this activity is to provide families with the tools and instruction they would need in order to do this lesson with their student(s). The learning target of this lesson is: TWL be able to answer the question, why can you only see stars at night? By watching and discussing key ideas they notice throughout a video. I have used edpuzzle to embed an instructional video with questions and notes that the learner needs to focus on in order to get the answer to their activity question.

With distance learning being the new thing, and many parents not having any idea what to do or how to teach their child, I have created my final project to serve as a simplified lesson plan, that parents of any student should be able to follow. By using google sites as my main technology, I was able to either link, embed or include everything a parent would need to complete this lesson with their student, making the daunting task of teaching their student a little less scary by having everything in one place, neat and organized.

featured image: Pixabay

All About Me Book Lesson

I chose to use a Google website and then added other technologies within the site for the content for my lesson. My lesson is about a ELA lesson where students will make a book called All About Me Book. My goal was to create a site that is user friendly and easy for my students to access the information at the pace they need to. I also wanted my Final Project to be creation that was easy for me to access and teach with. I like that all of my content would be in one place. I think it would be very easy for students to work on this assignment at their own pace. I also like that I could just use this to help direct my students rather than having all of my materials being everywhere. So I created a website that includes all of the materials to create successful writing lesson.

My target audience is for my students who would be in 1st grade. This lesson would be taught at the beginning of the school year because it can serve as a writing lesson but also as class bonding. This site would also be for guardians and parents but the actual activity would be for my first graders. The families can go on it to help them with what their kids are working on if they have questions. I will use and read the book I created on Book Creator that is all about me on the first so the students will be able to get to know. The students will be given access to copies that are blank of the final product that I created through Book Creator to make an All About Me Book. I also used Padlet to help students with each page. The Padlet creation takes students through each page and tells them what to include in this page as well as an example. I also like this lesson because I will be able to get a basic idea of my students writing. I will be able to see if they were able to meet the ELA Standards in Kindergarten.

My target audience is for my students who would be in 1st grade. This lesson would be taught at the beginning of the school year because it can serve as a writing lesson but also as class bonding. This site would also be for guardians and parents but the actual activity would be for my first graders. The families can go on it to help them with what their kids are working on if they have questions.I will use and read the book I created on Book Creator that is all about me on the first so the students will be able to get to know me as well.

The students will be given access to copies that are blank of the final product that I created through Book Creator to make an All About Me Book. I also used Padlet to help students with each page. The Padlet creation takes students through each page and tells them what to include in this page as well as an example. I also like this lesson because I will be able to get a basic idea of my students writing. I will be able to see if they were able to meet the ELA Standards in Kindergarten.

Made with Padlet

Books and Bridges, Oh My!

Target Audience: 3rd Grade

Goal: Students will be able to examine bridges from around the world and share their research by creating a virtual book. Students can then showcase their work to their parents, peers, and my future students!

Part of the Portland Public School curriculum for third grade is a unit about the bridges within Portland. I believe it is important for students to learn about their local area, however, I believe it is critical for students to be exposed to other places in the world, too. For this project, I would like my students to explore the world through their knowledge of bridges. There are three parts to this assignment:

  1. Students will create a mind map using Popplet. Their mind maps will be about various bridges across the world. I will give them some “inspirational bridges” that they are more than welcome to research (i.e. the Golden Gate Bridge, Brooklyn Bridge, etc.), but they can also find a bridge of their own to do more research on. Their mind maps will include:
    1. The location of the bridge
    2. A brief history of the bridge
    3. The type of bridge (i.e. truss, arch, suspension, etc.)
    4. Fun facts
    5. Why they chose the specific bridge.
  2. Students will then create a book using BookCreator about their bridge with the use of their mind maps. Their mind maps will act as their writing outline, so they can easily organize their ideas as they wish. The book will include all of the elements that make up the mind maps, however, they do not need to use all of the details that they have in the mind map (reference my examples to see what I mean!). The students may also add an “about the author” section at the end of the book and write about where they’re from, how old they are, and what they learned from their research. After students create their books, our class will have an entire library of bridges that we can use for the rest of the school year and the years to come! 
  3. Students will fill out a Google Form to provide some feedback for me! 
Created with Popplet

Created with Popplet

Final Project: Tell Me About It

For my final project, I have decided to create a lesson to teach third grade students about opinion writing. A major standard for third grade writing is about building their opinion writing skills.

CCSS.ELA-LITERACY.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.

CCSS.ELA-LITERACY.W.3.1.B Provide reasons that support the opinion. 

My goal for this lesson is to have students practice brainstorming for their opinion writing paper and in the end write a paper around their opinion with reason. I will first  utilize Edpuzzle to show them a video of what opinion writing is and what the structure of their paper should look like.


Next, they will begin the brainstorming process. I will have them brainstorm some ideas that they would want to write about. We would spend some time during class to help them brainstorm ideas and reasons that relate to their opinion. I will send them a google document of some ideas that they can write about but they will have to create their own reason for their viewpoint. Of course, they are free to choose their own opinion topic.

Google Document

Whenever the students are ready, they will fill out a google form which asks them to provide me with what they might want to write about. The questions will help me gain a better sense of what the students know and what they might need help on. It will also give me a sense of what topics they might write about and I can help them revise if necessary.

Google form:

Then after, students will have time to use to create a mind map of the information that they will have had to research about their topic. I have create an example of one for my topic and I will provide them with a blank template so they can easily fill in their own information.

Mind map Guide:

Finally, they will present their final draft by creating a short adobe spark video. This platform is easy to use and customizable . Students will be able to add enough writing to the video that will help me understand their opinion.

Here is my example:

Photo by hannah grace on Unsplash

Living a Healthy Lifestyle

For my final project, I created a lesson for fourth grade students. This lesson is part of a larger unit on nutrition and living a healthy lifestyle. My instructional goal for this lesson is for students to work collaboratively to gather information and display it in a creative way. Two ways that they will achieve this goal it to: 1. To investigate what makes a healthy lifestyle through looking at the resources on Wakelet and 2. To compose an acrostic poem, with the word nutrition or lifestyle, using relevant information from their research. For this lesson, students will be working in pairs, so they can discuss what they are learning and how to best demonstrate that through an acrostic poem. There should be computers or ipads available for each of the pairs to have one or, ideally, each student should have one device because on students will be able to share their Adobe Spark page with each other to edit at the same time.

Students will first be looking at a Wakelet that I created with resources around living a healthy lifestyle. They will be collecting information that they think is most important to know when creating their acrostic poem. This will support the students instructional goal because students will be looking at multiple resources and making decisions as to what they wish to include.


Students will show their knowledge, that they gained from looking through the Wakelet, they then will be creating an acrostic poem. An acrostic poem is a poem that a certain feature, in this case the first letter fro every line, will spell out a message or a word. Students can follow my example, by creating one based on and to spell the word nutrition, or they can create a poem using the word lifestyle. This supports my instructional goal because students will have to incorporate information from the Wakelet. Also, students will be working collaboratively in pairs to create their own Adobe Spark page, arranged in whatever way they please, as long as it gets the message across as a type of acrostic poem. If all students have access to laptops, then students can share editing their documents.

Students can share these poems as a presentation in front of the class on the projector, so they can all see what their classmates came up with. This lesson can also be implemented as an outside of school collaborative project, as most students doing distance learning currently. To share students’ poems online, I can put everyone’s work into a folder to share it with the class.

Featured Image by ja ma

Final Project – A get to know you activity

My goal for this project was to create a get to know you tool that would allow students to share information about themselves while also being creative and customizing their presentation. Specifically, I wanted students to be able to create a timeline of their life and be able to include their own pictures, pictures from the internet, videos, gifs, or any website. This presentation was created with my 7th grade class in mind, however, this project could be used with any group of people older than 4th grade and into adulthood.

I used Padlet to create this timeline because of how much a user can customize their timeline. Students can add a custom background image, upload their own personal images or choose images from google, and link to any website or video on youtube. I loved how easy this program was to use, which will allow students to easily create their timelines. I also loved how users were able to link to a website, which allowed me to link to my classroom website. I also loved how I was able to add gifs to the timeline, which was a fun addition that I have never seen on a timeline before.

Made with Padlet