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Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Journey North

Content Area: Science
Grade Level(s): 2nd
Content Standard Addressed: S2L1. Obtain, evaluate, and communicate information about 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
My students will be conducting research on their choice of animal from the Journey North website. They
will need to turn their animal into me so I can monitor the information about the animal of their choice as
they are researching. The students will complete this assignment over time and can work on it in class and at
home. They will be using the research they conduct to compile information to present to the whole class.
The students will need to find at least 5 facts that they learned from Journey North, give physical details
about the animal, show representation of the animal and inform us about their migration pathways. The
students may choose to show their information however they wish. They can use PowerPoint, iMovie, a
poster board, or whatever they think will be present their information. The students will get to show their
own creativity while showing all of their peers new information about different types of animals.

What technologies would be required to implement this proposed learning activity in a classroom?
Students will need some way to connect to the internet. Desktop, laptop, tablet etc. to conduct their research
and then depending on their choice of presentation, the material needed for that.

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 conducting their own research from the information on Journey North’s
website. They can work in collaboration with me, their peers, parents and whoever else has
information on their animal outside of the classroom. After students pick their animals, they can work
with others who chose that same animal as long as their five facts are different.

b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): This will not be applicable to all the animals off of
Journey North but after their presentation we can collect our data on where we see one or two
different local animals that a student chose to research on and then publish that data onto Journey
North’s animal maps.

c. Higher-order thinking: Students will be conducting their own research for information on Journey
North. They will have to analyze the information and data from the site to decide on what is important
to share with their classmates and peers. They can then compare their work to others in the class.

d. Students publishing their original work to others who will use/care about their product: As an
extension to the projects they create, the students will collect data on one or two local animals and

Spring 2018_SJB
Online Projects, Collaboration Sites and Publishing Opportunities
how often they come in contact with those animals over a small period of time. As a whole class we
will compile that information to share with Journey North.

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 be their own scientist to reveal the facts and information from an animal of their
own choice. They will be a researcher to find the most important information that they think their peers need
to learn about these animals. Once they collect their data on the local animal then they will share the
information with near peers and scientist that are affiliated with Journey North.
Representation: The students will be using the website to find out all new information about the animals that
we would normally be reading about in textbooks or short clips. This makes the students in charge of their
learning and also teaching other students about their animal.
Action and Expression: Students have their own choice in the animal that they choose to research along with
their own choice on the way that they present the information to their classmates to teach them about their

Lesson idea implementation and Internet Safety Policies:

I will check with my school districts internet policy and also monitor the students when they are using this site
within the classroom. I will also send a project overview home with the students so the parents are aware and
can help them at home as well if they want to conduct more research at home. Parental permission must be
given but Journey North is a safe site that collects data anonymously and is compliant with FERPA standards.

Reflective Practice:
I think the activities in this lesson give each student the feel of responsibility because they are not only
responsible for their own learning on their animal but they also have to teach their classmates all about the
animal as well. The students get to feel like real scientist and enrich their own learning and get many of their
own choices in the project to truly make it unique to themselves and show their creativity. I would use this
activity as the majority of this unit because it covers so many different aspects of the standard while also
giving the students a deeper connection because they are becoming the teacher.

Spring 2018_SJB