Characteristic of Learning: Active

Level of Technology Infusion into the Curriculum: Entry

Lesson Title: Secrets of Desert Plants

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Grade Level: 9-10

Classroom Configuration:

Whole group instruction, using an iPod or teacher computer.

Arizona State Content Standards

  • Science
    • Strand 4: Life Science
      • Concept 5: Matter, Energy, and Organization in Living Systems(Including Human Systems) Understand the organization of living systems, and the role of energy within those systems.
        • PO 1: Compare the processes of photosynthesis and cellular respiration in terms of energy flow, reactants, and products
        • PO 2: Describe the role of organic and inorganic chemicals (e.g., carbohydrates, proteins, lipids, nucleic acids, water, ATP) important to living things.
        • PO 3: Diagram the following bio-geochemical cycles in an ecosystem: water, carbon, nitrogen.
        • PO 4: Diagram the energy flow in an ecosystem through a food chain.
        • PO 5: Describe the levels of organization of living things from cells, through tissues, organs, organ systems, organisms, populations, and communities to ecosystems.

Arizona Common Core Standards: ELA

Research to Build and Present Knowledge


Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Arizona Educational Technology Standards(2009)

  • Strand 3: Research and Information Literacy;
    • Concept 2: Processing
      • PO 2: Defend the authority of primary and/or secondary sources used in research
      • PO 3: Evaluate information identifying facts, opinions, bias, inaccurate and misleading information by analyzing multiple sources


  • Students will listen to podcast and analyze the accuracy of the facts stated within.


(This could be used as an anticipatory set or as a mid-unit check for understanding.)

  • Students listen to this podcast as a whole group from either an iPod with speakers, or iTunes U on a computer with speakers.
  • Students take notes on main topics, listening for accuracy.
  • After podcast, teacher fosters discussion around topics, content-related, to verify or defend claims of the podcast creator/host, based on past instruction or prior knowledge.


  • Computer or iPod
  • iTunesU
  • iTunesU podcast: Ask a Biologist: Episode 40: Secrets of Desert Plants + Transcript
  • Speakers
  • Paper for note-taking/pencil or pen


  • Anecdotal by teacher during discussion, checking for understanding
  • Ticket out (5 question quiz) to check for understanding of main concepts raised in the podcast.
  • Using the Script of the podcast, students can find 5 facts within the script, and 5 opinions, highlighting them in different colors (facts in yellow, opinions in orange).


Technology Integration Matrix





Goal Directed