Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Bugs, Bugs, Bugs

Content Area: Science
Grade Level(s): 2nd Grade
Content Standard Addressed: S2L1. Students will investigate the life cycles of different living organisms

Technology Standard Addressed:

Computational Thinker
5b. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data
in various ways to facilitate problem solving and decision making.

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:
We would begin by ordering the bugs and looking at how they grow, move, and expand throughout the
time we have them. From this the students will use the website to figure out what it is that is happening to
and with the bugs. They will be keeping a log about the different things they observed and learned.
After they find out information about their bugs they will share this information via the class blog. The
students will not only share their data but also an analysis of what they think they found. The blog will be
used instead of students having to come up and present their work.
What technologies would be required to implement this proposed learning activity in a classroom?
Microscopes and computers
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 send off the bugs, so they are getting mentors from outside the classroom.
b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): they are creating original data based off of their
observation
c. Higher-order thinking: the students will analyze and explain the changes of the bugs
d. Students publishing their original work to others who will use/care about their product: we will be
able to share our findings via our class blog
Bloom’s Taxonomy Level(s):
☐ Remembering ☐ Understanding ☐ Applying x Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion x Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

Engagement: Students are able to watch this video in a different language, read closed captions, or just listen
to the content without having to watch the video.

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 Online Projects, Collaboration Sites and Publishing Opportunities
Representation: Optimizes access to tools and assistive tech… can use an iPad, desktop, headphones, and
other things to help the student’s ability to understand content and watch the video
Action and Expression: Students are able to play games, take quizzes, watch other videos related to this topic
and more to learn the content.
Lesson idea implementation and Internet Safety Policies:
There can be lockdown browsers students have to login to when using the computers so they cannot escape
out of the website they are assigned.
Reflective Practice:
The students will be involved with their learning hands on which I believe will keep them more engaged. Then
they will have to share their work as it went along the way which will also help encourage them to do the
work as asked instead of slacking. There are other scientific tools that are much higher in technology
requirements that might better enhance their learning.

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