Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Butterfly Migration

Content Area: Science
Grade Level(s): Second Grade
Content Standard Addressed:
S2L1. Students will investigate the life cycles of different living organisms
Technology Standard Addressed:
Digital Citizen

Selected Online Project/Collaboration Site/Publishing Opportunity: Journey North

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

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom:
For this project I would have the students utilize the resources available in Journey North. This project will be
completed over time. I would begin by having the students complete a flipped classroom activity. The
students will be watching a video about Monarch Butterflies and write down any questions that they have
formed. When they return to class the next day, I will be leading a lesson where we discuss the life cycle of
butterflies and address the questions that the students made. They will be making a diagram that they keep
in their scientific journal that they can refer to during their observations

The students will be making observations at school and outside of school. They will collect data on how many
butterflies they see and what stage of their lifecycle they are in for two weeks. All of this data will be collected
in their scientific journal. After the two weeks of observations are completed. The class will be compiling their
data and creating a graph. As a class we will work together to write a post about our observations, patterns
we saw, hypothesis, and converse with scientists and other classes around the world. All students will
contribute a piece of their choosing to the blog post. In small groups they will either create a video, podcast,
or other digital presentations to explain the life cycle of a Monarch Butterfly and describe their experiences
with collecting data. We will post our projects on the Journey North map for Monarch Butterflies.
What technologies would be required to implement this proposed learning activity in a classroom?
Students will need access to desktops, laptops, or iPads to help the students research and create their digital
project with their group members
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 working in small groups to create a digital project that will be posted on
Journey North. Students will also have an opportunity to post their work and converse with near peers
and scientists to help their group complete their research for the project.

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 be collecting data over the course of
two weeks. In their science journals they will take note of how many butterflies they see every day as
well as observations or patterns they have seen. The class will be combining all of their data to post on
the Journey North migration map. Students will also be creating a project that reflects on what they
have learned and their experience as a scientist.

c. Higher-order thinking: Students will be collecting original data to contribute to the Monarch Butterfly
migration map on Journey North. The students will also be analyzing their group members
observations and data so that they can compare it to their own findings.

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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: Students will
be working in small groups to produce a project based on their time researching and collecting data. All
of the groups digital projects will be displayed on a whole class post where the teacher will compile all
of the student work.

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):

Engagement: Students will have the chance to assume the role of a scientist as they collect data and make
observations about the migration patterns. They will be using Journey North to communicate with near peers
and real scientists as well as input their observations into the website.
Representation: Students will be using Journey North as a reference for their study rather than reading
books. They can also have questions answered by real scientists and near peers.
Action and Expression: Students will be allowed to choose any form of digital presentation to represent their
experiences and knowledge. They will be able to share their work with students from all over the country.

Lesson idea implementation and Internet Safety Policies:

Journey North is an established and well-developed online project tool for students. They have the ability to
collect and analyze original data as well as compare it to the findings of other students all over the country.
They have the ability to engage in safe communication with near peers and real scientist. The website is a safe
place for students to anonymously work and collaborate with others. Journey North meets the FERPA
standards, but permission should be granted by all of the students’ parents before using the website.
Reflective Practice: Utilizing Journey North for this project was a great way to create a meaningful activity for
students. They are able to learn beyond the four walls of a classroom and communicate with a variety of
people. Without this website the students may not have access to real or accurate data to analyze. Because of
this online project tool, students were able to make connections an experience their learning rather than
reading from a textbook. To extent this lesson, students could write pen pal letters to another class about
their experience as a scientist. These letters can contain notes, data, hypothesis, and observations about the
butterflies.

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