Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Waves, currents, and tides

Content Area: Science
Grade Level(s): 6th
Content Standard Addressed:
S6E3. Obtain, evaluate, and communicate information to recognize the significant role of water in Earth
processes.
d. Analyze and interpret data to create graphic representations of the causes and effects of waves, currents,
and tides in Earth’s systems

Technology Standard Addressed:

1.1 Empowered Learner
1.6 Creative Communicator

Selected Online Project/Collaboration Site/Publishing Opportunity:

National Geographic Kids

URL(s) to support the lesson:

https://kids.nationalgeographic.com/science%23e7349054-6b62-472a-bd2f-00656a0c3202

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom:
I would incorporate an Online Learning Project in my classroom by using National Geographic kids. To benefit
my students, I would briefly explain the different features the website offers such as educational games,
videos, and other activities that are centered mostly on animals and the natural world. Within the website,
students can access a virtual tour of different countries, which features fun facts and important information.
They can contribute to the site itself by posting moderated comments, taking quizzes, and even submitting
photos. I will also discuss how to use National Geographic Kids safely so that students’ personal information
stays private.

What technologies would be required to implement this proposed learning activity in a classroom?
The two technology tools that are required for this learning activity is a laptop and a smartboard, allowing the
teacher to access the video and broadcast it so the entire classroom can see the information.

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: National Geographic Kids allows students to communicate with their classmates, friends, and
even family. They can create a discussion post on a given subject and collaborate with peers through
the website. They are also able to post photos of their creations as well.

b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): National Geographic Kids is student-centered where
they are able to post comments and collaborate with their peers on the causes and effects of waves,
currents, and tides in the Earth’s system.

c. Higher-order thinking: The students will create discussions, take quizzes, post comments on peers
discission, and also submit photos through National Geographic Kids. They have the opportunity to
watch a variety of videos on different projects, which they can do at home or in the classroom.

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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: The students
will watch the video I have set up for them through National Geographic Kids. Then, they will create
their own “Ocean in a bottle” and when finished they will then post a photo of their finished product to
the National Geographic Kids website. Once every student has published their photo, they will then
comment on three classmate’s projects.

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):

-Multiple means of representation: Students will use multiple devices such as computers, phones, and tablets
to be able to access National Geographic Kids. These devices must be able to record and play videos as well as
take pictures. If students have any issues with accessing National Geographic Kids, I will have a printed-out
instruction sheet along with activities that correspond with the online activity. If needed, students will be
given extra time to finish the project given technical difficulties.
-Action and Expression: Students will create an “Ocean in a bottle” over the causes and effects of waves,
currents, and tides in Earth’s systems.
-Engagement: Students will have a friendly competition and the top 2 students with the best “ocean in a
bottle” will be able to pick a prize from the class store.
-How to translate my goals: I will relate the current project using National Geographic Kids to real world
situations.
-Materials: High tech devices (phones, smartboards, laptops, tablets) as well as low tech tools (paper,
pencils/pens, sticky notes)
-Means of assessment: Using the project the students completed via National Geographic Kids, I will give
students feedback as well as a check in to see if students understood the information taught during this
lesson.
-Methods: See representation
Lesson idea implementation and Internet Safety Policies:
I will post the lesson to the online classroom blog so that parents are able to view what the students will be
doing that week as well as all the websites’ students will access. I will also email the parents explaining the
safety features and how students are protected by the school district, where they keep track of every
student’s digital record. I will monitor the students working online when in the classroom, making sure
students don’t communicate with anonymous users and I will also moderate students’ postings.

Reflective Practice:
After designing this lesson idea, I feel that the activities I created enhances student learning by offering a
variety of online resources such as National Geographic Kids, to further develop the understanding of the
content. To further extend the lesson, I will have the students access BrainPop and watch the video assigned
to them. The video will contain questions the students must answer throughout the video. I can also use
these scores as a check in to see what the students need more time on.
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