Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Weather Patterns

Content Area: Science
Grade Level(s): 1st Grade
Content Standard Addressed:
S1E1: Obtain, evaluate, and communicate weather data to identify weather patterns.
c. Plan and carry out investigations on current weather conditions by observing, measuring with simple
weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature,
precipitation, sky conditions, and weather events) in a periodic journal, on a calendar, and graphically.
Technology Standard Addressed:
2b: Students engage in positive, safe, legal and ethical behavior when using technology, including social
interactions online or when using networked devices.
Selected Online Project/Collaboration Site/Publishing Opportunity:
Journey North
URL(s) to support the lesson:

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom:
The standard being addressed is to observe and measure weather conditions. Over a period of time, my class
will observe and record local weather conditions. We will record our observations together as a whole. We
will use the website, JourneyNorth to gather information on weather conditions across the country that other
students and scientists have recorded. We will combine all the data we collect and produce a summary of
what we have learned.
What technologies would be required to implement this proposed learning activity in a classroom?
In order to implement the proposed learning activity using the website JourneyNorth, we will need access to
a 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: The website JourneyNorth allows for students, teachers, and scientists all over the world to
collect and record data based on observations.
b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): JourneyNorth allows for students to publish their data
on the website so others can see and use it as well.
c. Higher-order thinking: Students are analyzing data published by others as well as data they collect and
publish as well.
d. Students publishing their original work to others who will use/care about their product: The entire
purpose of JourneyNorth is to collect and publish data on a specific subject that others may use as
well. When students publish their work, others who care about and wish to use the data published can
find and use the results as well.
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 technology tool I selected for this lesson idea, JourneyNorth, will support all of my students. This lesson
idea follows the representation, action/expression, and engagement frameworks. The content is being
presented through multiple media forms, is allows students to choose how they represent the data they

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 Online Projects, Collaboration Sites and Publishing Opportunities
collected, and the globally interactive component will keep the students engaged throughout the lesson. This
lesson will enhance the learning experience for all students in the classroom because of its interactive
components. When the students publish their work onto the website, JourneyNorth, they are making data
available to anyone who chooses to look at or use it.
Lesson idea implementation and Internet Safety Policies: When using the website, JourneyNorth, I will make
sure that my students do not give out or use any of their personal information at all so that their identity is
kept anonymous.
Reflective Practice: To extend beyond this project, I would have my students collect data on another unit of
study and have them publish their data onto JourneyNorth. After each student publishes their work, we could
combine the data collected and use it as a whole when discussing the subject matter is supports.

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