This document provides an outline for a 6-day technology integration unit plan where middle school students will create mini gardening tutorials using the Educreations interactive whiteboard application. Students will research gardening topics, take photos, write scripts, and develop storyboards before recording their tutorials. They will then share their finished tutorials online and develop quiz questions covering all topics. The unit goals are for students to demonstrate mastery of their gardening topics as well as iPad and Educreations skills.

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Technology Integration Unit Outline
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Name: Karen Fleming
Project Title: Creating Mini Garden Tutorial using Educreations.
Project Subject: Elective class, a Garden/Poultry/Technology/Woodworking class
Grade Level(s): Middle school-seventh and eighth graders
Essential Question: How do researching, collaboration, planning and creating a mini tutorial
help students to understand and retain information various aspects of
gardening better?
Assignment Summary: Students will first learn the basics of the interactive whiteboard
Summary: application, Educreations. They then will work with a partner and select a
garden related topic. Students will receive a list of possible tutorial topics
related to what they will do during the class. Students will review strategies
to divide responsibilities in creating their tutorial. These topics cover a
number of things students will need to know to successfully participate in a
wide range of activities associated with this elective. The students will
apply what they have learned by creating a tutorial using Educreations and
share it with the class. Students will add their final tutorial to Edmodo where
their classmates will be able to see the finished product. Their classmates
will also be able to ask questions and give feedback. The teams will also
create quiz questions based on their tutorials, which, will be submitted. The
final quiz will be a selection of two questions from each team.
Approximate Length of Unit (days, weeks)
6 Days (Five 90 minute blocks and one 35 minute blocks)
Goals: Students master specific garden/poultry related topic. They are able to succinctly and
accurately share their mastery with students in the class. Students will be able to turn in supporting
documentation for their topic including a storyboard that clearly outlines what their tutorial
presentation will include. These documents would make it possible for another person to make a
similar tutorial presentation, just with their notes. In addition to the subject students will demonstrate
mastery using iPad technology, a stylus and Educreations.
Objectives: To know and apply the essential standards 5 a – d, g
Students will be able to:
Identify the most important aspects of their chosen topic.
Use correct vocabulary that is appropriate for topic chosen
Use photographs they take or find on the internet and place them in their tutorial to support
what is said and written.
Use a script they have created to coordinate with their photographs.
Speak clearly so that their presentation can be understood to at least 90% of the class.
Scaffolding questions
1. How is my chosen garden topic related to what we are doing on our campus?
2. What are resources that can be used to help access accurate data?
3. How and when should we take pictures?
4. What does a script need to have in it?

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5. What are the basic things that Educreations can do?
6. What would be good quiz questions to ask about the topic based on the tutorial created?
Lesson Plan Sequence of Events – give day-to-day details:
Day one: 35 min block
Students will log in to Edmodo where they will watch two short clips made with Educreations. The
first clip shows the basic features of Educreations. There are 4 questions that relate back to what the
students watch so that there is some accountability. Those questions include two multiple choice and
two short answer. In addition students will have three questions to answer after watching the second
clip. The second Educreations clip explains the steps and overview of what is expected for their mini
tutorial. Students will receive a packet that includes the extensive rubric covering time used in class to
presentation preparation and final product assessment. They will have a list of topics to choose from
in the packet as well as blank storyboard pages. Once finished with the Edmodo assignments, student
will use remaining class time searching the internet for supporting information on their chosen topic.
Day two: 90 min. block
Students will submit their topic choice and partner for this tutorial project via Edmodo. They will
have access to books in class as well as 30 minutes in the computer lab to continue their research. A
reporter for their team will document specific information that may be used in their final tutorial.
They will also need to either save copies of pictures located on the internet to their dropbox folder or
to the teacher’s Drop it to me site and folder. For ease with this project I will be asking students to use
Drop it to me as I only have one iPad at this time and having one location for all photos will make the
project run more smoothly. The Drop it to me is web based and students will need to know the
following:
1. Students will go to www.dropitto.me/msfleming and password is hmsdragon
2. In the password box on this page the STUDENT puts in the hmsdragon password set up as the
UPLOAD PASSWORD.
3. The student then finds the document they want to send you by browsing the computer they are
on. Clicks OPEN. And then Upload.
4. I will get an email notification that the student has uploaded something to your Dropbox
account.
5. You then go to your DROPBOX ACCOUNT and the document will be there in a file titled
“Dropittome”
6. The students DO NOT have access to it once it has been uploaded.
7. Students will need to save their photos with their name or other clarifying title so they will be
able to find them easily in dropbox
Students will also have access to a classroom camera for taking photos on campus of items related to
their topic.
Day 3: 30 min. block
This will be the last class period devoted to gathering information and pictures using the computer lab.
Students will be reminded to save pictures to Drop it to me.
Day 4: 90 min block
Students will use time to create the script. They will identify who will read what part. They will also
need to draw out a careful plan on the storyboard template(s). They will want to align the script they
write with the storyboard frames so that their transitions will be smooth and creating the document

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will move swiftly. Students will practice what they want to say and refine their tutorial script.
Day 5-9: varying blocks
Students will use the tablets and the Educreations app and create their garden tutorial. They may have
to do more than one take. Since there is not a 1:1 ratio of tablets to students, this task will be spread
out over several class periods. There will be at least two student partnerships expected to complete
their tutorial during a class period. The other students will be working outside in the vegetable
gardens or on their HMS service project areas. The students who are creating their tutorials will be
using the prep/storage room between the two science classrooms with doors closed to alleviate outside
sound distractions and possible unwanted noise additions to their Educreations tutorial.
Day 5-9: varying blocks
Students will submit their completed Educreations tutorials on Edmodo. They will submit all
supporting documents from their research including their script and their storyboard(s). They will be
required to submit 3-4 well-written questions, either multiple choice or true or false questions. They
may include only one short answer question. All their questions will include the answer key. The
submitted questions will be posted by me on Edmodo and will be used for the final quiz covering all
the topics presented. Once all the presentations have been posted students will be allowed to give
feedback using the student rubric.
Key Websites Used: The key websites include:
Educreations.com
YouTube
Accommodations for Differentiated Instruction
Resource Student: Resource students often work best when allowed to process their thoughts
and work on the computer. I would place my resource students next to a
reliable student that he/she could rely upon for support if needed
Gifted Student: Gifted students could go beyond the scope of this assignment to work at
home and possibly work on their own or other interactive whiteboard
application/software such as ShowMe, GroupBoard, Dabbleboard,
Scriblink, and Whiteboard.
Content Standards: Investigation and Experimentation
7th grade Life Science
7. Scientific progress is made by asking meaningful questions and
conducting careful investigations.
As a basis for understanding this concept, and to address the content the
other three strands, students should develop their own questions and perform
investigations. Students will:
a. select and use appropriate tools and technology (including calculators,
computers, balances, spring scales, microscopes, and binoculars) to perform
tests, collect data, and display data.
b. utilize a variety of print and electronic resources (including the World Wide

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Web) to collect information as evidence as part of a research project.
c. communicate the logical connection among hypothesis, science concepts,
tests conducted, data collected, and conclusions drawn from the scientific
evidence.
d. construct scale models, maps and appropriately labeled diagrams to
communicate scientific knowledge (e.g., motion of Earth's plates and cell
structure).
e. communicate the steps and results from an investigation in written reports
and verbal presentations.
Career Technical Education Framework for California Public
Schools
Grades Seven Through Twelve
CTE Framework
Agriculture and Natural Resources Industry Sector (p. 159-192)
ISTE Standards
The following ISTE standards are also met through this unit.
ITSE Technology Standards met:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge,
and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or
processes
b. Create original works as a means of personal or group
expression
2. Communication and Collaboration
Students use digital media and environments to communicate and
work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or
others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple
audiences using a variety of media and formats
c. Develop cultural understanding and global awareness by
engaging with learners of other cultures
d. Contribute to project teams to produce original works or solve
problems

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Research and Information Fluency
Students apply digital tools to gather, evaluate, and use
information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically
use information from a variety of sources and media
c. Evaluate and select information sources and digital tools based
on the appropriateness to specific tasks
5. Digital Citizenship
Students understand human, cultural, and societal issues related
to technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of
information and technology
b. Exhibit a positive attitude toward using technology that
supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology
concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
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