Characteristic of Learning: Active

Level of Technology Infusion Into the Curriculum: Infusion

Lesson Title: Life of Pants

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Grade Level: 3

Classroom Configuration

Whole group instruction, using a projector and / or interactive white board; and,

Small group, using classroom computers, laptops or mobile devices as rotating stations

Arizona State Content Standards

  • Science
    • Strand 4: Life Science
      • Concept 1: Characteristics of Organisms: Understand that basic structures in plants and animals serve a function.
        • PO 1: Describe the function of the following plant structures:
          • roots – absorb nutrients
          • stems – provide support
          • leaves – synthesize food
          • flowers – attract pollinators and produce seeds
      • Concept 2: Life Cycles: Understand the life cycles of plants and animals.
        • PO 1: Compare life cycles of various plants (e.g., conifers, flowering plants, ferns).
        • PO 2: Explain how growth, death, and decay are part of the plant life cycle.
      • Concept 4: Diversity, Adaptation and Behavior: Identify plant and animal adaptations.
        • PO 1: Identify adaptations of plants and animals that allow them to live in specific environments.
        • PO 2: Describe ways that species adapt when introduced into new environments.
        • PO 3: Cite examples of how a species' inability to adapt to changing conditions in the ecosystem led to the extinction of that species.

Arizona Common Core Standards: ELA

Comprehension and Collaboration


Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

d. Explain their own ideas and understanding in light of the discussion.

Presentation of Knowledge and Ideas


Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.


Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Text Types and Purposes


With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

Research to Build and Present Knowledge


Conduct short research projects that build knowledge about a topic.


Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Range of Writing


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.

Key Ideas and Details


Described the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Craft and Structure


Use text features and search tool (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.



Arizona Educational Technology Standards (2009)

Strand 1: Creativity and Innovation

    • Concept 1: Knowledge and Ideas
    • PO 1: Evaluate information to generate ideas and processes.
  • Concept 4: Original Works
    • PO 1: Use digital creativity tools to create original works.
    • PO 2: Use digital collaborative tools to analyze information to produce original works.

Strand 2: Communication and collaboration

  • Concept 2: Digital Solutions. Contribute to project teams to produce original works or solve problems.
    • PO 1: Contribute to a cooperative learning project and demonstrate effective group behaviors while using digital collaborative resources.

Strand 3: Research and Information Literacy

  • Concept 2: Processing: Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media.
    • PO 4: Organize information into major topics and create a list of ideas.
    • PO 5: Follow copyright laws when using text and media, obtain permission to use the work of others, and cite resources appropriately.


Students will learn about the life cycles of plants and adaptations through research.

Students will engage in creatively narrating video segments.


  • The teacher will engage students in a brainstorm of what they know about the life cycles of plants, parts of plants, and how they live in the environment (adaptations) using mindmapping software such as or Free Mind, and the projector.
  • Next, they will discuss what they want to investigate related to these tow topics.
  • Through this brainstorm, students will develop several guiding questions for their investigations
  • Students will be separated into the following groups, based on their interest:
    • Parts of a plant
    • Seeds
    • Plant needs
    • Plant habitats
    • Plant adaptations
  • Using search engines such as Sweet Search, Bing, Kids Click, Ask Kids, Yahoo kids students conduct research on the topics above.
  • Students will watch the corresponding video segments of the Discovery Education Video:
  • How Plants Grow.
  • Each group will narrate a segment of the video.
    • After watching the video segments, the groups can begin to create their scripts, telling the story of that segment.
    • Using headsets and microphones, or iPods/iPads and voice recorders, the students will record the narration using Audacity, or Recordmp3 (
    • Students will import the video clip into video editing software, and either extract the audio or turn the volume off. (Depending on the software used)
    • Students will import the new audio file into the video software and sync it with the video.
  • Students will share out, watching and learning from the presentations.



Teachers can assess the project using a rubric created by Students can self-assess using rubrics from

Technology Integration Matrix





Goal Directed