Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Life Cycle of a Plant

Content Area: Science
Grade Level(s): 2
Content Standard Addressed: S2L1. Obtain, evaluate, and communicate information about the life
cycles of different living organisms.

Technology Standard Addressed: Knowledge Constructor

Selected Online Project/Collaboration Site/Publishing Opportunity: Planting Science

URL(s) to support the lesson: https://plantingscience.org

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom (Minimum 2 paragraph overview):

Using an online learning site where students can collaborate and publish work takes the learning to a whole
other level. It has them working in the role of a researcher and makes them take their learning more
professionally. Planting Science is a free online site that allows students to interact and collaborate wit real
scientists while working on their project.

I would have my students working with a partner and each group will pick a plant to research and discuss the
life cycle of. They will have to create some sort of visual presentation over it to share with the class and
publish. They will use planting science as a resource for research and insight into the plant they have chosen.
This will take the learning higher in bloom’s taxonomy level and in LoTi levels as they will be creating and
sharing their work with people beyond their school.

What technologies would be required to implement this proposed learning activity in a classroom?
Computers/iPad’s, smart board projector

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 collaborating with the professionals on planting science and they will also be
publishing their work for those outside of their school to see.

b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): Students have the freedom to choose their plant, and
how they want to create an original presentation to share their findings.

c. Higher-order thinking: Students will have to be researching, analyzing, and evaluating information
throughout the process of this project.

d. Students publishing their original work to others who will use/care about their product: Students will
share their work on a published site for others to view.

Bloom’s Taxonomy Level(s):

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

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 Online Projects, Collaboration Sites and Publishing Opportunities
Levels of Technology Integration (LoTi Level): (Select the best level)
☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☒ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): Students have the freedom to present their findings however they see
best fit. So if they need to use visuals, recordings, etc. they have that option. I will also provide examples and
ideas to get them started.

Lesson idea implementation and Internet Safety Policies: Planting science is a secure site that is used widely
across schools and complies with COPPA. Students will also be told to not share any personal information
online or in their presentations.

Reflective Practice: I think this lesson is very engaging and meaningful as students are creating and sharing
their learning. I would also be sure students get the opportunity to share their projects with their classmates
as well so they can actually talk about their presentation and show it in person.

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