Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Tracking migration of insects

Content Area: Science
Grade Level(s): 3rd
Content Standard Addressed:
S3L1. Obtain, evaluate, and communicate information about the similarities and differences
between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains,
Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.
a. Ask questions to differentiate between plants, animals, and habitats found within Georgia’s
geographic regions.
b. Construct an explanation of how external features and adaptations (camouflage, hibernation,
migration, mimicry) of animals allow them to survive in their habitat.
c. Use evidence to construct an explanation of why some organisms can thrive in one habitat and
not in another.
Technology Standard Addressed:
Knowledge Constructor and creative communicator
Selected Online Project/Collaboration Site/Publishing Opportunity: Journey North

URL(s) to support the lesson: http://www.learner.org/jnorth/

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom:
I would incorporate online projects, collaboration sites, and publishing opportunities by utilizing them as
strategies for a flipped classroom. Students can learn the content during class and can express their
comprehension by doing an online project. Additionally, I would use collaboration sites for activities needing
feedback, peer editing, and group collaboration. Students can collaborate with each other while working at
home and in the classroom.
Lastly, I would utilize publishing opportunities to encourage students to create exemplary work. If students
know that someone else beyond their teacher is viewing their work, they will be motivated to display their
learning effectively and creative. I would also use it as an opportunity to share their work with the community
to display the resources provided by the school and the county.
What technologies would be required to implement this proposed learning activity in a classroom?
The technologies necessary for this lesson are computers and at-home internet access for students.
Describe how the following features are addressed in this learning experience (note: all of them may not be
addressed in the project, but most should be if you are reaching a high LoTi Level).
a. Collaboration with peers, near-peers, mentors outside their classroom and often beyond their
school:
Students can receive peer feedback and share their findings with scientists approved by the website.
b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project):
Students will conduct research through the website and other sources then synthesize their information to
share it with peers and scientists. Students will do this through creative methods such as charts, scientist
recordings, and poster/web design.
c. Higher-order thinking: Students will reach the top levels of Bloom’s taxonomy by evaluating their data
and creating ways to communicate that information.
d. Students publishing their original work to others who will use/care about their product: Students can
share their data with government officials advocating for the wellbeing of animals in the environment.

Spring 2018_SJB
 Online Projects, Collaboration Sites and Publishing Opportunities
Additionally, students can present their information through web design, poster making, and
publishing it on the Journey North website.

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☒ Level 4: Integration
☒ Level 5: Expansion ☒ Level 6: Refinement

Universal Design for Learning (UDL): The website and lesson meet the UDL framework by providing visual
information. Although I haven’t found a tool that allows customization of the display of information, there are
videos and other images provided to display information. Next, the website encourages options for physical
activities by influencing students to explore the outdoors. Lastly, the activity engages students by being
relevant, valuable, and allows for collaboration.
Lesson idea implementation and Internet Safety Policies:
During this lesson, I would allow students to communicate solely with teachers, classroom peers, and
approved scientists. I would encourage students to only communicate with others during school time. If
students want to work on this website at home, I would send a letter home to parents explaining the
assignment and encouraging them to monitor their interactions with others.

Reflective Practice: After students have gathered their data and have presented it to their classmates,
students can design creative ways to display it to other peers in the school. Also, along with analyzing the
habitats of animals in Georgia, students can analyze how other animals would react or thrive in our
environment.

Spring 2018_SJB