Online Projects Taylor Wolf

Lesson Idea Name: Live Cam Observation

Content Area: Science
Grade Level(s): Preschool
Content Standard Addressed: CD-SC1.4c Records observations through dictating to an adult and drawing pictures or
using other forms of writing.
Technology Standard Addressed: 1 - Empowered Learner, 2 - Digital Citizen, and 5 - Computational Thinker
Selected Online Project/Collaboration Site/Publishing Opportunity: JourneyNorth
URL(s) to support the lesson: https://journeynorth.org/livecam/index.html
Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in
your classroom: This project will use the online project website, JourneyNorth. During an animal themed unit, such as
wildlife, students will visit the school’s computer lab and they will choose an animal from the website’s live cam section to
observe. Through an observation “challenge” students will observe chosen animals behavior, habitat, and diet. They will then
draw pictures of their animal and what they observed about it. Students will have the opportunity to explain what they
learned about their animal to the rest of the class. Student response is collected through the drawings and discussion. If
classmates have questions, they will be able to ask the presenting student. At the end of the unit, each student’s drawings
will be showcased on our hallway bulletin board along with a description of what the students observed, written by the
teacher.
What technologies would be required to implement this proposed learning activity in a classroom?
Internet connection, computers/laptop/iPad
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: JourneyNorth allows students to collaborate with others outside of the classroom and collect/publish
findings on certain animals. While this would not be used in the lesson, information about it will be given to the
parents if they decide they would like their child to participate in it.
b. Student-centered learning and knowledge creation (creating original data and or producing
original products as a result of engaging in a project: Students will observe chosen animal and draw
pictures of anything they observed. They will show their pictures to the class and teacher while explaining what they
drew and learned.
c. Higher-order thinking: Students will understand and analyze the behavior of chosen animal. After, they will
create a product of their own understanding.
d. Students publishing their original work to others who will use/care about their product:
Creations will be displayed on showcase boards on preschool hall for school, parents, and teachers to see for end of
unit project. It is up to the parent to decide if their child can participate in any research collection or publishing on
JourneyNorth.
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): Through group discussion and media resource tools there is opportunity for
all students, including those with learning disabilities, to learn and create. Students will be in charge of their learning by
choosing the animal they want to observe and discussing what they learned.
Lesson idea implementation and Internet Safety Policies: After contacting parents and school authorities for
permission to conduct lesson using the internet, the teacher will discuss the importance of online safety and cooperative
behavior when using the internet.
Reflective Practice: This activity can enhance student’s observational skills by giving them a viewing challenge. Asking
them to describe behaviors, climate, and habitat gives them the opportunity to think past observing. Ideally, observing each
animal throughout the seasons would give students the chance to compare and contrast, therefor extending the lesson over
a longer period of time.

Spring 2018_SJB