Module 5: Final Engaged Learning Project
ITEC 7400
Sandra Bennett
July 17, 2013
Title of Project: Nature Trail Ecology – A Nature Trail for the Visually Impaired
Subject(s):
Life Science
Grade Level(s): 7th Grade
Abstract:
This Engaged Learning project will support our 7th grade Ecology Unit, in which students will learn the biotic
and abiotic features of an ecosystem. They will become Ecologists as they explore the biotic and abiotic
features of a nearby nature trail, to determine what biotic and abiotic features exist there, and how these
features are interdependent within that ecosystem.
Through this process, the students will develop brochures and podcast guides for young blind students in
conjunction with braille signage that can be used to explore the same nature trail. The brochures will have
duplicates done in braille to highlight the trail’s features and it will include podcast instructions. The
students will also identify and recommend changes that would be needed along the trail to accommodate
students who are visually impaired, so that these students, too, can experience and enjoy the biotic and
abiotic features of the trail to its fullest.
Learner Description/Context:
The learners are 7th grade Life Science students. They would research via web-based resources to develop
foundational ecosystem knowledge. They would visit the trail, identify and classify what they observe as
biotic and abiotic and record their observations. They would use digital probing devices and iPads to chart
temperature readings and other abiotic factors along the trail. As they make observations, they will
consider the perspectives of the visually impaired. For example, they will consider how the visually impaired
can enjoy the trail with their limitations and what could possibly be done to increase their learning and
enjoyment. The students will experience portions of the same trail while blindfolded.
While we have no current visually impaired students in our school, we will work with our contact (one of our
outside experts) from the Center for the Visually Impaired (CVI) in Atlanta, to assist us in identifying one or
more students or children in our area who would benefit from and enjoy the nature trail if it accommodated
the visually impaired. The CVI as well as the Georgia Counsel of the Blind (an additional expert), will assist in
identifying needed trail accommodations and providing additional needed resources and information
required for the project. Additionally, a high school student in another part of the county, Evan Barnard, has
had experience in accommodating an existing trail for the blind, and he has agreed to work with us. Once we
have made connections with one or more visually impaired children, students or adults, the students will
have them test the trail and the students will seek their ideas and input.
The learning experience will take place on a nature trail close to the school, the Alpharetta Big Creek
Greenway. The length of the trail is eight miles one way, but has a 1.5 mile loop. Birds and mammals, flora
and fauna can be seen along the tail.
The students will be learning the features of an ecosystem in their own community while hopefully gaining
appreciation for what they experience from another’s perspective, which will result in a strengthened
learning experience. The product they design will actually benefit those in the community who are visually
impaired, which will increase the authenticity of their work.
Jo Williamson, Ph.D., Kennesaw State University
Module 5: Final Engaged Learning Project
ITEC 7400
Sandra Bennett
July 17, 2013
Local Resources & Contacts for Visual Impaired:
Center for the Visually Impaired (CVI), Ms. Lara Tillery
Georgia Counsel of the Blind (GCB), Mr. Brent Reynolds
Mr. Evan Barnard, student with trail accommodation experience
Time Frame:
The project should take ten to twelve days, and would follow this tentative schedule of activity:
 Days 1 and 2 – Hook and discuss objectives and begin with the exploration of online resources;
Foundational knowledge established
 Days 2 and 3 – Observations along the trail and documented
 Day 4 – Blindfolded experience along the trail and reflection
 Days 5 and 6 – Identify and document accommodations needed for visually impaired along the trail as
recommendations
 Days 7, 8 and 9 – Work in teams to prepare the brochure and podcasts
 Days 10 and 11 – Prepare the presentation and make necessary arrangements for presentation
 Day 12 – Provide feedback on the project; Reflection activity on their learning experiences
 Next Steps: Students will arrange a presentation to members of the Georgia Counsel of the Blind and the
Center for the Visually Impaired. They will partner with these and others in the community to identify
funding sources for their project ideas. They will collaborate with experts and others in the community to
advertise and promote the trail with accommodations.
Standards Assessed:
S7CS4 - Students will have the computation and estimation skills necessary for analyzing data and following scientific
explanations
S7CS4- Students will use tools and instruments for observing, measuring and manipulating equipment and materials in
scientific activities
S7CS6 - Students will communicate scientific ideas and activities clearly
S7CS10 Students will enhance reading by building vocabulary knowledge and exploring life experiences related to
subject area content.
S7L1 - Students will investigate the diversity of living organisms and how they can be compared scientifically
S7L4 - Students will examine the dependence of organisms on one another and their environment.
NEST-T:
1. Facilitate and inspire student learning and creativity
1b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
1c. Promote student reflection using collaborative tools to reveal and clarify student’s conceptual understanding
and
thinking, planning, and creative processes.
2d. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student
learning and creativity.
NEST-S:
1. Students demonstrate creative thinking, construct knowledge and develop innovative products and processes
using technology.
1b. Students create original works as a means of personal or group expression
2a. Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments
and media.
2d. Students contribute to project teams to produce original works or solve problems.
4b. Students plan and manage activities to develop a solution or complete a project.
4d. Students use multiple processes and diverse perspectives to explore alternative solutions.
Jo Williamson, Ph.D., Kennesaw State University
Module 5: Final Engaged Learning Project
ITEC 7400
Sandra Bennett
July 17, 2013
Learner Objectives:
In addition to the standards above, the students will:
1. identify and classify biotic and abiotic features of the trail’s ecosystem
2. record data on abiotic factors (such as humidity and temperature), construct and analyze charts.
3. identify relationships between the biotic and abiotic features.
4. identify accommodations needed for the visually impaired to fully experience the trail.
5. produce a series of podcasts that describe and record what they experience along the trail for the
visually impaired.
6. post the series of podcasts to iTunes in order that may be easily be accessed by an iPod, iPhone or
iPad.
7. present their accommodation ideas and generate funding sources
The “hook” or Introduction:
The students will be blindfolded and will take a quick tour of an area outside next to the Science lab,
and they will be asked to identify some of the features as best as they can. Once back in the room,
they will reflect on their experiences. For example, they will discuss what they were able to identify
and the difficulties they experienced, and I will then introduce their project. We will discuss the
purpose, objectives, task and process.
The Process:
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Blindfolded “hook” experience
Discuss objectives and begin with the exploration of online resources; Foundational knowledge
established
The students will be organized into groups and roles and responsibilities will be assigned.
Have the students make observations along the trail using digital probeware and documented their
findings; Record data in charts and graphs
The students identify and classify biotic and abiotic features seen along the trail; they prepare a
report on the trail’s biotic and abiotic features and how they are related
The students will experience a portion of the trail blindfolded. The students identify and document
accommodations needed for visually impaired along the trail
The students will create a series of podcasts that will include descriptions of points of interests along
the tail. They will upload them to iTunes for ease of sharing. They will also create a brochure on
points of interest for those with sight, and will have duplicates done in braille. The brochure will
contain instructions for the podcast.
The students will prepare a presentation and will make necessary arrangements for it. They will
recommend needed accommodations to the trail, and will include recommended trail signage for
braille translation.
Provide feedback on the project; Reflection activity on their learning experiences
The Product:
What is the end-product the students will produce?
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A typed paper on the biotic and abiotic features of the trail and their relationships.
A series of podcasts explaining points of interest along the trail which will be used by students and
/or other children who live in our community.
Jo Williamson, Ph.D., Kennesaw State University
Module 5: Final Engaged Learning Project
ITEC 7400
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Sandra Bennett
July 17, 2013
A brochure that highlights points of interest along the trail and provides instructions in braille. The
students will oversee having duplicates of the brochure done in braille.
A typed and illustrated proposal for trail accommodations for the visually impaired.
Recommended signage needed and the cost of brail translation and construction
A presentation to the Georgia Counsel of the Blind and the Center for the Visually Impaired, and
potentially others in the community who may provide funding
Who will use/care about the product? Children and their parents from our community who enjoy and use
the trail, in particular those who are seeing impaired or blind. Also, the students themselves will care more
about and use the trail because they will have played a role in its improvements.
Why will the product be meaningful to students?
It will be meaningful because not only will they be learning more about an ecosystem close to the school
that they currently know and enjoy, but they will be participating in making meaningful accommodations for
the visually impaired to enjoy it as well.
How is technology integrated within this product?
 Web-based research
 Use of portable, digital probing devices and iPads (to chart temperature changes, humidity, moisture
of the soil and other abiotic factors along the trail)
 iPad for digital photography and video
 Podcasting software (iPad “On Air”) and presentation software for presentation
 Publisher software for the brochure
 Spreadsheet to calculate and share costs for signage.
How will you assess the product?
 Teacher observation and feedback on performance throughout the entire learning process
 Charts and graphs on abiotic features
 Report on abiotic and biotic features of the ecosystem and their relationship; graded via rubric
 Rubrics for their podcasts, brochure, proposal and presentation will be designed describing
exemplary performance
Technology use:
The following technologies are critical to the product:
Laptops
With software: Word, Excel, PowerPoint and
Publisher
Web research, report, proposal and brochure
iPads (6-8)
With software: DataHub app (retrieves and graphs
data from probing devices); On Air app or
Audacity on laptops
Data collection/ display, photography, podcasting,
Digital probing devices – Ward’s DataHub
Data collection
Jo Williamson, Ph.D., Kennesaw State University
Module 5: Final Engaged Learning Project
ITEC 7400
Sandra Bennett
July 17, 2013
How does the proposed technology used in this learning experience support the indicators of engaged
learning?
The proposed technology will support the indicators of engaged learning in the following ways:
• Students will be participating in student directed activities as they use the technology
• They will be designing a meaningful and authentic product(s) with the technology
• They will use the technology to accomplishing work that is culturally responsive (for those with
disabilities)
 As they use the technology they will be working as student explorers, and solving a problem
 They will be collaborating in small groups using the technology for data gathering and product
completion.
Project References and supporting material
"Walking the Trails." Awesome Alpharetta, GA. N.p., 2012. Web. 3 July 2013.
<http://www.awesomealpharetta.com/Pages/ContentPage.aspx?ContentName=hiking>.
"Alpharetta Trails." AllTrails.com. All Trails, Inc., 2012. Web. 3 July 2013.
<http://alltrails.com/us/georgia/alpharetta>.
"Interactions of Living Things." Holt Science & Technology, Georgia, Life Science. 07th ed. Geneva, IL: Holt
McDougal, 2007. 478-97. Print.
Lacoma, Tyler. "Biotic Factors in Ecosystems | EHow." EHow. Demand Media, 29 June 2009. Web. 10 July
2013. <http://www.ehow.com/about_5135640_biotic-factors-ecosystems.html>.
"Abiotic and Biotic Factors - Freshwater Ecology." Abiotic and Biotic Factors. Biology Online, 2000. Web. 3
July 2013. <http://www.biology-online.org/6/3_abiotic_factors.htm>.
Materials used to develop this learning experience:
1. Textbook for foundational information:
"Interactions of Living Things." Holt Science & Technology, Georgia, Life Science. 07th ed. Geneva, IL:
Holt McDougal, 2007. 478-97. Print.
2. Information on trails in our area:
"Alpharetta Trails." AllTrails.com. All Trails,Inc., 2012. Web. 3 July 2013.
<http://alltrails.com/us/georgia/alpharetta>.
"Walking the Trails." Awesome Alpharetta, GA. N.p., 2012. Web. 3 July 2013.
<http://www.awesomealpharetta.com/Pages/ContentPage.aspx?ContentName=hiking>.
Supporting materials that the instructor would need to implement the lesson:
1. Portable digital probing devices, or decide on another methods for field data collection
2. iPads - One per group (6-8)
Jo Williamson, Ph.D., Kennesaw State University
Module 5: Final Engaged Learning Project
ITEC 7400
Sandra Bennett
July 17, 2013
3. Obtain software:
On-Air (iPad) or Audacity for podcasting
DataHub Probeware software – or the software that comes with teacher’s probing devices
4. The instructor would need to investigate hiking trails in his/ her community (Google.com)
5. Community Resources related to the Blind—For example, Georgia Counsel of the Blind and the
Center for the Visually Impaired:
"Georgia Council of the Blind: The Purpose." Georgia Council of the Blind. GCB, 2013. Web. 3 July
2013. <http://www.georgiacounciloftheblind.org/>.
"The Center for the Visually Impaired." Center for the Visually Impaired. N.p., 2012. Web. 2 July
2013. <http://www.cviga.org/>.
6. Probing devices that are portable, or decide on another method for data collection
What would need to be made:
 Group assignments and responsibilities
 Rubrics for assessment
What modifications I have made since submitting the idea for feedback:
1. Using the blindfolding activity as a “hook”
2. Assigning roles and responsibilities to students within their groups
3. Podcasts will be used to describe and record what the students are seeing for the visually impaired
4. Brochures created to highlight trail features and provide podcast instructions; having duplicates
made in braille.
5. Student feedback and reflection was added at the end of the lesson
Which indicators of Engaged Learning will be his in the lesson and why?
Engaged Learning Indicator high in the Lesson
Standards based
Authentic / Meaningful
Student Directed
Culturally Responsive
Collaborative
Why it is high in the lesson
Addresses state and district science content standards
and National Educational Technology Standards.
Work involves a hiking trail in their community that they
know and enjoy; their work will benefit the blind.
Project requires students to take responsibility and
make decisions related to their own learning and the
finished products.
Students will be developing knowledge of the needs of
the visually impaired and will be making enhancements
to the trail to accommodate them.
Students must co-construct knowledge with others; they
will understand multiple perspectives and will learn to
respect diversity.
Which indicators would you like to strengthen?
While the project is complete at this point, there may be indicators to strengthen once the project has been
used with my classes.
Jo Williamson, Ph.D., Kennesaw State University
Module 5: Final Engaged Learning Project
ITEC 7400
Sandra Bennett
July 17, 2013
What LoTi level do you think this lesson would be and Why?
I believe this project should reach a level 5. It may become a 6 if we have unlimited 1:1 use of iPads, but that
is uncertain at this point.
• Using multiple technologies such as laptops, portable probing devices and iPads (to chart temperature
changes, humidity, moisture of the soil and other abiotic factors along the trail); iPad for digital
photography, podcasting and displaying probeware data; presentation software for presentation
• Using higher-order thinking in creativity and problem solving
• Learning with a real-world application
• Learning while collaborating with one another as well as with experts outside the classroom
What help would you like to receive from us?
I believe that it is completed at this point, and I would like to thank the instructor and classmates for their
valuable feedback
Jo Williamson, Ph.D., Kennesaw State University