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Online Projects, Collaboration Sites, and Publishing Opportunities

Lesson Idea Template

Name: Monarch Butterflies


Grade Level: second
Content Area: Science
Standards Addressed:

S2L1. Obtain, evaluate, and communicate information about the life cycles of different living
organisms.

Title of Online Project/Collaboration Site/Publishing Opportunity: Journey North


URL of Online Project/Collaboration Site/Publishing Opportunity:
https://journeynorth.org/monarchs/educators

Describe how you would use the Online Project/Collaboration Site/Publishing Opportunity in
your classroom:

While using the Journey North online project the students will track the monarch butterflies
migration throughout the year. The students will use the journal entry provided on Journey
North to help tie together the corresponding news updates with additional resources, including
photo galleries, slideshows, maps, and articles. As the migration of the monarch butterflies
progresses from March through June, the students can predict the path the monarchs travel and
map their journey north. Over the season, the journal becomes a workplace where students
explore ever-changing events, record compelling questions, formulate hypotheses, and
document discoveries. The students can report their data to a central online database that
connects students from all over the world, and gives the students the ability to look at their own
data and others.

What technologies would be required to implement this proposed learning activity in a


classroom? Computer, Ipad, or laptop
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: The students use the information they gather together form
the website to collaborate and learn about migration as well as partnering with
scientists and other schools by posting their finding.
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
are collecting data and writing in their journals to track the progress and share
their findings. To add to this project the students could create an online timeline to
track the progress of the butterflies to share with others.
c. Higher-order thinking: The students are having to gather, evaluate, analyze, and
create through their findings.

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d. Students publishing their original work to others who will use/care about their
product: The students are publishing their work to other including schools and
scientists who will use and care bout the data.

Bloom’s 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? Level
Four- The students are collaborating with others inside and out of their school, and sharing their
product with others who find it useful.
How could you implement this proposed learning experience and still comply with your district’s
Internet Safety and Student Privacy policies? Journey North is designed for educators and kids to
use them. Getting permission from your principal, and parents is a good ides since they will be
using the internet. Never letting students put their first and last names to things they post and
share is also necessary for students safety, the students could use a fun fake name instead.