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Online Projects, Collaboration Sites, and Publishing Opportunities

Name: Natalie Burns

Grade Level: 2
Content Area: Science
Standards Addressed: S2L1. Students will investigate the life cycles of different
living organisms.
a. Determine the sequence of the life cycle of common animals in your area: a
mammal such as a cat or dog or classroom pet, a bird such as a chicken, an
amphibian such as a frog, and an insect such as a butterfly.
Title of Online Project/Collaboration Site/Publishing Opportunity:
URL of Online Project/Collaboration Site/Publishing Opportunity:
Describe how you would use the Online Project/Collaboration
Site/Publishing Opportunity in your classroom: In my classroom, this
collaboration site, BugScope, will be used to discuss the lifecycle of an insect.
Prior to using this tool, students will have participated in at least three days
instruction on the lifecycle of an insect, as well as the different parts of an insect.
Students will then go outside and collect specimens of insects using bug
observation boxes. As a class, we will send our insects to the professors at
BugScope and wait for our scheduled date to view our insects using the
microscope and collaborating with the scientists via video chat. In summary,
students will post their findings and observations of their insects on our class
What technologies would be required to implement this proposed
learning activity in a classroom?
- Smart or Promethean board
- Computer
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 will be discussing with
scientists outside the classroom in a completely different part of the
country. They will be able to ask questions and interact with
b. Student-centered learning and knowledge creation (collecting original
data and or producing original products as a result of engaging in the
project): Students collect their own specimens and send them in.
c. Higher-order thinking: Students must think like professionals as they
are navigating the online access to the microscope while asking
higher order thinking questions to the scientists via video chat.
d. Students publishing their original work to others who will use/care
about their product: After completing this activity, students will post
their findings on the class website for all to see.

Blooms Level of Critical Thinking Required (check all that apply):

What Level of Technology Implementation best describes this learning
activity and Why? LoTi Level 5 is reached with this activity as students are
sharing their findings not only with the scientists outside of the classroom but
with viewers of our class website. The students have taken on adult and
professional roles as they gathered their own data and specimens and collaborate
with peers and mentors outside of the classroom. Products of this activity are
meaningful to the students as they have completed all of the tasks on their own,
assuming a professional role.
How could you implement this proposed learning experience and still
comply with your districts Internet Safety and Student Privacy policies?
Consulting with parents and administration is essential in planning an activity like
this. Communicating my expectations to the administration and adhering to their
expectations should help keep student privacy. Students will also be educated and
not permitted to share any personal information. The outside source will also not
be permitted to record any audio from our interaction. If a parent does not permit
his or her child to be seen on camera, fun masks may be used while conversing
with the scientists on video chat. I will monitor every interaction between my
students and any outside sources during this activity.