Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Bugs, Bugs, Everywhere!

Content Area: Science
Grade Level(s): K
Content Standard Addressed: SKL2. Obtain, evaluate, and communicate information to compare the
similarities and differences in groups of organisms.

Technology Standard Addressed: 3- Knowledge Constructor

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:
I would have a choice board that has different activities all around the classroom, and a couple of them
would be online learning projects, publishing opportunities, or collaboration sites. I would have a list on the
computer of the sites that they can go to during this time, and if they are caught on a website that is not on
the list, the privilege will be revoked. I would have them available on both classroom computers and laptops if
both are available.
Another example of when I would use online learning projects, publishing opportunities, or collaboration
sites is if school gets cancelled because of snow or a heavy storm. This way the students aren’t missing
valuable class time and we can all pick up at the same spot when school resumes. Along with this, I would use
these learning tools to offer extra credit, especially for those who might be struggling in certain subjects.

What technologies would be required to implement this proposed learning activity in a classroom?
Definitely would need an iPad, computer, or any mobile device. This could also work on a “Bring Your Own
Device” day.
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: Some of these sites allow the students to log into different computers and still work on the
same thing.

b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): Because it is online, the teacher isn’t there to influence
the decisions the students make.

c. Higher-order thinking: With these projects being online, the students are forced to do the work
themselves, and this allows them to create new ideas.

d. Students publishing their original work to others who will use/care about their product: These
learning tools are great for other students in their class to see because it allows for suggestions of what
could be improved or it might help someone who is struggling in that area.

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☒ Evaluating ☐ Creating

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 Online Projects, Collaboration Sites and Publishing Opportunities
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):

 Accessible from home
 Multiple Languages

Lesson idea implementation and Internet Safety Policies: I would implement these activities and still be able
to comply with the school’s safety and privacy policy by going through the school’s website and having them
use their own personal login for it. (ex. D2L with username and password)

Reflective Practice: To expand this lesson, I would have them go home and try it out with their parents and
then do a parent- project using this information. I would give them a week to do the project after talking to
the scientist and the have them present the bug they had researched. Another way to expand the lesson, I
would bring in a local Entomologist, which is a bug researcher.

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