Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Scientists here, scientists there, scientists everywhere!

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

Technology Standard Addressed: 3 – Knowledge Constructor

Selected Online Project/Collaboration Site/Publishing Opportunity: Online Learning Project

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

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom:

I will begin by showing my students a video of the butterfly life cycle just to refresh their memory on life
cycles. I will model for them appropriate ways to study the cycle by watching their behaviors and taking notes
during each cycle. It is important to know the different names of each cycle. The students choose whether or
not they would like to work in partners, small groups, or by themselves. They will then begin to choose an
animal from a list that they would like to study. They are able to research a little bit before they decide.

After they decide, they must research their animal’s life cycle on the computers, laptops, or iPads. They can
watch videos, listen to podcasts, or read articles on the Internet. They must take notes. Then, they are to
create a PowerPoint presentation with at least 8 slides and 8 pictures explaining the cycle and the behaviors
associated with it. Then, they will share with the class. After, they will get to explore JourneyNorth and
interact with others about the research and projects they have done.

What technologies would be required to implement this proposed learning activity in a classroom? The
students could use the computers, laptops, or iPads located in our classroom.

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 have a choose whether or not they want to work together in partners, small
group, or by themselves if they prefer. This is where they will collaborate with peers. They can also ask
me questions and run their ideas by me and I can work with them. Whenever the students venture on
to JourneyNorth, they will begin interacting with others outside of their classroom when they see what
kind of data they gathered and see if it is similar to theirs.

b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): The students will create their original project after they
have watched videos and read all about their animal’s life cycle. They must have at least 8 slides with
at least 8 pictures.

c. Higher-order thinking: The higher-order thinking starts when the students start analyzing the life
cycles. The students will watch videos about the life cycles of the animal they choose from the list
provided. The students will really analyze the behaviors and the differences in each different stage.
Then, they begin creating their original project when they make a PowerPoint of their animal.

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 Online Projects, Collaboration Sites and Publishing Opportunities
d. Students publishing their original work to others who will use/care about their product: As long as
the students have permission, they can publish their original work so others can see. The student’s
parents can see their work this way. Other students can also see their work and get inspired. Being
able to publish their work really gives the students a sense of entitlement and makes them feel proud.
It also makes the students work harder when they know that others will be able to see what they have
done.

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): By allowing the students to kind of choose how they want to gather the
information and notes of their animal’s life cycle, I am utilizing the multiple means of representation principle.
Depending on their learning styles, they can watch videos on their animal, read articles, or listen to podcasts. I
also utilized the multiple means of engagement principle by allowing the students to choose an animal they
want to study from a given list. This makes the students feel like they are in charge and motivates them.

Lesson idea implementation and Internet Safety Policies: Instead of just letting the student’s run free and
interact with whoever they want on the Internet and on the website, it will be screened and made sure that it
is safe. The students will also be told not to ever use their name. If they must use a name, they are to use a
pseudonym. I will make sure the parents are aware of the project and are okay with the steps they have to
take.

Reflective Practice: I feel as if this project brought a real-world application to the student’s learning. It
allowed them to watch animal’s and how they behave during the different stages of their lives. It allowed
them to be scientists and study animals! I know the students would love this project. I also think that
JourneyNorth really made the project because they got to get on there and see other’s work and interact with
them. If the students would have published their work on JourneyNorth, it could have moved up another LoTi
level to level 5.

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