Online Projects, Collaboration Sites, and Publishing Opportunities

Lesson Idea Template

Name: Ashley Shook

Grade Level: 3rd Grade
Content Area: Science
Standards 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.
b. Construct an explanation of how external features and adaptations (camouflage, hibernation,
migration, mimicry) of animals allow them to survive in their habitat.
Title of Online Project/Collaboration Site/Publishing Opportunity: Nature Mapping Program
URL of Online Project/Collaboration Site/Publishing Opportunity:
http://naturemappingfoundation.org/natmap/
Describe how you would use the Online Project/Collaboration Site/Publishing Opportunity in
your classroom:
Nature Mapping Program would be an excellent source for the standard above. I would let all of
the students get on the website and use it to resource a specific animal or habitat or let them pick
one to explore. The Program has a wide variety of animals to choose and once you click on it, it
shows you the habitat for that animal and everything about that animal on the page. I would then
allow the students to make a poster explaining the animal and its importance in its habitat. I
want them to go beyond the standard and talk about more than just the animals and their
characteristics but why that is relevant and important. What would happen if they were gone
from that habitat? This is an amazing tool to utilize when teaching the 3rd grade standard above.
What technologies would be required to implement this proposed learning activity in a
classroom?
We would need computers or IPad for all the students or at least have of them to share.
Describe how the following features are addressed in this learning experience:
a. Collaboration with peers, near-peers, mentors outside their classroom and often
beyond their school: The program can be done by themselves or with peers. They
can go online outside of class and research the different animals and habitats with
their families.
b. Student-centered learning and knowledge creation (collecting original data and or
producing original products as a result of engaging in the project): The students
would make posters about their animal and what they learned from the Nature
Mapping Program. They would then take that information and explain how the
world would be effected if that animal or habitat were destroyed.
c. Higher-order thinking: Higher order thinking will occur when the students take
the information about an animal and apply it and write why that information is
important and why others should care about it.
d. Students publishing their original work to others who will use/care about their
product: Students can use the information they gather and put it on a poster
explaining the animal and a habitat and why it is important for others to know
about that habitat and how to take care of it.

1
Blooms Level of Critical Thinking Required (check all that apply):
See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating Creating
What Level of Technology Implementation best describes this learning activity and Why? I would
say that this program and activity is a Level of Technology 4. I would say it is a level 4 because
the students are using the technology to find information and then they are taking that
information and creating a poster on what they learned and why it matters and should matter to
others.
How could you implement this proposed learning experience and still comply with your districts
Internet Safety and Student Privacy policies? I will not allow any of the students to put in their
personal information and make sure that the site is safe and kid friendly. I will send home
instructions about the site so, parents can feel safe and know how the site works.