Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Buggin’ Out

Content Area: Science
Grade Level(s): 5th grade
Content Standard Addressed: S5L1. Obtain, evaluate, and communicate information to group
organisms using scientific classification procedures.

Technology Standard Addressed: 3- Knowledge Instructor

Selected Online Project/Collaboration Site/Publishing Opportunity: BugScope

URL(s) to support the lesson: https://bugscope.beckman.illinois.edu

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom:
Students will use learn about the classifications of organisms and how to group them as vertebrates and
invertebrates. As we gather information from online and textbook resources, students will share their findings
with the class about different invertebrates. As we learn about bugs and insects, we will take a nature walk
and try to find different bugs. After we have a few different kinds, we will decide as a class which bug we
would like to learn more about and view under a microscope.

On the day of our scheduled live session, our class will log onto BugScope and participate by viewing the live
interface of the microscope’s images of our bug. I will divide the students into small groups of 3 or 4 and
allow them to experience the activity. We will ask questions to the scientists in the online chat feature, and
take turns controlling the microscope to witness our bug up close. The students will write down their
observations in a journal to share with their groups to create a bubbl.us of what they learned about the bug.
After the activity, groups will share their bubbl.us with the class about invertebrates and their features. The
lesson will be continued with comparisons to vertebrates, which the groups will add to their bubbl.us. The
bubbl.us will allow students to create a mind map for more classifications of organisms as the unit progresses.

What technologies would be required to implement this proposed learning activity in a classroom?
Students will need access to a computer to view the online session and control the microscope. They can do
this individually, in groups, or as a whole logged in on one computer that is connected to a projector or
interactive white board.

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 will be able to collaborate with the scientists from University of Illinois’ Beckman
Institute. The students can also view the sessions of other classrooms and connect through the online
chat to make inquiries and gather data.
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 learn about the structures of their bug
and how those features align with other invertebrates. Engagement in this project will allow students
to work in groups to create a bubble.us of the data they have collected to be continued with
knowledge of vertebrates.

c. Higher-order thinking: Students will use the information from the bug they are studying to apply it to
other bugs and the features of other invertebrates. They will evaluate the differences and create a
mind map to group their information.

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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: For this
activity, students will share their work with the class, but the activity will be shared on the classroom
blog and on the school website.

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):

This activity is great to keep students engaged and excited in a project that they were able to play a role in
deciding what bug they wanted to observe, giving them voice and choice. The students are able to collaborate
with scientists, so they are getting information from an expert. This activity can be helpful for visually
impaired students because the live session has audible recordings of the scientists, so while they may not be
able to see the images, they can hear detailed descriptions of them. Students who are audibly impaired can
view the images and read the information in the online chat feature. All students are included in this activity
and can create the bubbl.us with classroom computers or tablets.

Lesson idea implementation and Internet Safety Policies:

First I will check with the school district’s policies to make sure this activity is permissible. I will inform the
parents about this project beforehand and let them know what we will be doing and how it supports learning.
I will also go over with students and parents that we must never give out our personal or contact information
online. During the activity, I will monitor students discussions on the chat and make sure only appropriate
questions and responses are made.

Reflective Practice:
I feel that this lesson plan can help students understand the importance of learning from experts and making
inquiries to discover new things. I believe the live session will be enjoyable for the students and keep them
engaged and excited to learn. I believe the bubbl.us activity will be fun and meaningful for students to share
what they learned about the bug and invertebrates. The mind map can help students sort their information to
classify other organisms they may want to learn about as the unit progresses. Students could also use
PowerPoint to organize their data and share with the class.

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